Teacher’s Booklet
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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Grammar Teacher’s Booklet Level 1
First Edition: 2015
ISBN: 978-607-06-1083-7
? Richmond Publishing, S.A. de C.V., 2015
Av. Río Mixcoac No. 274, Col. Acacias
Del. Benito Juárez, C.P. 03240, México, D.F.
Publisher: Justine Piekarowicz
Editor: Joep van der Werff
Art and Design Coordinator: Marisela Pérez
Design: Erika Martínez
Layout: Paola Romero
Pre-Press Coordinator: Daniel Santillán
Pre-Press Team: Susana Alcántara, Virginia Arroyo
Cover Design: Erika Martínez
Illustrations: Sheila Cabeza de Vaca pp. 16, 30; Mariana Díaz pp. 15, 17, 23;
Maya García pp. 21, 28; Alejandro Herrerías pp. 16,17, 21; Alberto Morales p. 23;
Claudia Navarro pp. 23, 28; Alma Nu?ez pp. 15, 16, 17, 24, 28; Emmanuel Urueta p. 30;
Ismael Vázquez pp. 5, 16, 17, 18, 19, 20, 21, 22, 23, 25, 26, 27, 28, 29, 30;
Photographs: ?REPOSITORIO: Editorial Santillana, S.A. (Guatemala) pp. 15, 16, 17, 21, 23;
?THINKSTOCK: iStock pp. 3 (Vladislav Ociacia), 4 (Vladislav Ociacia, Eric Isselée, Jani Bryson),
7 (vasabii)
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Publisher.
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Teachers and students are advised to exercise discretion when accessing the links.
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the Publisher will correct any involuntary omission at the earliest opportunity.
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Welcome! 4
Grammar Games 8
Student’s Book Answer Key 11
Quizzes 15
Quizzes Answer Key
31
Contents
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Welcome!
4
Pathway to Grammar is a 6-level course for primary schools. It helps students review and practice
the grammar and vocabulary needed for a variety of standardized tests: Cambridge Young Learners
(Starters, Movers, Flyers), Cambridge Key for Schools (KET), and TOEFL Primary. The following chart
explains how the standardized tests link with the grammar and vocabulary in Pathway to Grammar.
Pathway to Grammar is a supplementary resource that can be
used alongside any textbook to consolidate and enrich vocabulary
and grammar instruction, including for groups not preparing for
certifi cation.
Each unit of Pathway to Grammar includes
1. the vocabulary page, where new vocabulary is presented;
2. grammar pages, from basic to more complex, with integrative
practice at the end of each lesson;
3. the Let’s talk! page, where functional language is introduced
and practice exercises are given; and
4. the Let’s sing! page, where a song or rap is given, along with
one or more tasks.
Vocabulary
? is based on the Cambridge Young Learners syllabus;
? is introduced in a visual way, with new words identifi ed
throughout the unit; and
? is often taught in lexical groups.
The part of speech is given for each new term: (n) noun, (v) verb,
(adj) adjective, (adv) adverb, and (prep) preposition. New words
are underlined in blue throughout the unit.
1. girls standing?
giraffe
happy (adj)
How many are
Pathway to Grammar
1 23456
Cambridge Young Learners Starters Movers Flyers
Cambridge Key for Schools (KET) Key
TOEFL Primary Step 1 Step 2
CEFR level A1 A2
Common European Framework of Reference
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5
Grammar
? is introduced with a fun comic; and
? is taught in a logical, step-by-step way.
Children under 11 years of age tend to think of language in terms of usage (when
to use the language) rather than in terms of the grammar structure (how to use it).
For this reason, the new grammar is taught in a light and entertaining way.
Tips for Teaching New Vocabulary
1. Ask students whether there are words on the page that they already know.
2. Read the new words and have students read along in silence or follow along
with a fi nger on the page.
3. Invite students to repeat the words after you to practice the pronunciation.
4. Make sure students know that the new words will be underlined in blue in the
rest of the pages in the unit. When students are not sure about the meaning of
an underlined word, encourage them to refer back to the vocabulary page to
check its meaning.
Tips for Teaching Grammar
1. Invite students to look at the comic and read the text for them.
If the comic is recorded, play the audio instead of reading it.
2. If necessary, help students understand the funny aspect of the comic.
3. Focus on the new structure and its concept.
4. Emphasize the words in blue that show how the structure is formed.
Give additional examples of the structure orally and / or write a few
extra sentences on the board.
5. If possible, elicit one or two examples with the structure from students.
I can run!
You can jump!
Stop!
We can sing!
Can for ability, affirmative
18
audio track available
new grammar item
keywords of the
structure
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6
The grammar exercises
? follow a step-by-step sequence, from guided to integrative practice;
? foster the use of critical thinking skills, with puzzles, mazes, and a large
variety of entertaining, challenging tasks; and
? encourage personalization.
Tips for Teaching the Grammar Exercises
1. If appropriate, invite students to look at the illustrations and have them guess
what the activity will be about.
2. Read the instructions and go over the example. When students still have
doubts, ask a volunteer to answer the second question of the exercise.
3. Ask students to answer the rest of the items individually or in pairs—whichever
you think is best. Walk around the room and monitor students’ work, help out
if necessary. Avoid giving the correct answers; instead, help students fi nd the
answers by themselves, or invite a classmate to help them.
4. Check answers. Try to vary the procedures for this; e.g., have students take
turns reading an item each, ask fast fi nishers to each write an answer on the
board, have students compare answers with a partner, or write the answers on
the board yourself and have students compare their answers.
The Let’s talk! pages
? present and provide practice of common expressions and usage in dialogues; and
? use functional language from the standardized tests.
Tips for Teaching Let’s talk! Pages
1. Have students activate schema by looking at the pictures. Next, invite students
to listen to the dialogue and fi ll in the blanks in the book. Play the audio as
many times as necessary. Check answers.
2. Invite students to read the dialogue with a classmate. Walk around and offer
help as needed.
3. Go over the sample dialogue in the book and have a few strong students demo
a dialogue with your guidance. Then, ask students to practice the dialogue in
pairs. Walk around, monitor, provide vocabulary if necessary, and help out
when needed. Finally, have them write one of their dialogues in the blanks.
Invite one or more pairs to act out their new dialogue to the class. Praise
students when appropriate.
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7
The Let’s sing! pages
? offer a variation of songs and raps;
? provide practice of the grammar and vocabulary taught; and
? are accompanied by a comprehension, grammar, and / or practice task.
The Pathway to Certifi cation app gives students
practice with several skills needed for the
Cambridge Young Learners, Cambridge Key for
Schools (KET), and TOEFL Primary tests. On the
app, students can choose the level, exam, or
skill they would like to practice. The levels are
linked to Pathway to Grammar books. The skills
practiced are Listening and Reading / Writing.
Speaking practice is included for TOEFL
Primary only.
The app gives each student the opportunity
to work at his / her own pace. Since the
app provides instant feedback, the student
is motivated by the correct answers and can
learn from his / her mistakes.
The Pathway to Certifi cation app is available
for tablets (Android, iPad, and Surface).
Tips for Teaching Let’s sing! Pages
1. Have students activate schema by reading the title and by looking at the
pictures. Ask them to guess what the song / rap is going to be about.
2. Play the song / rap once and ask students to read along.
3. Explain the fi rst task and play the track again. Pause the song / rap when
necessary. Ask students whether they would like to hear it again. If they do,
play the track once more. Check answers.
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Grammar Games
8
Children love to play, and games help them learn. Children also need physical activity to balance out the time
they are sitting at their desks, and many games include movement. There are games for vocabulary building
and games for grammar practice. They can be used at the beginning or at the end of the class, or for a
change of pace during the class.
Note that in this level students’ knowledge of grammar structures is still limited. Therefore, some of the games
below focus on vocabulary more than on grammar.
Alien Attack
Grammar point: any question-answer structure
Vocabulary area: any
Duration: 15 min.
Materials: a ball made out of a sheet of scrap paper
Instructions:
1. Draw an alien spaceship on the board and
indicate a line on the fl oor at about two meters
distance from the board. Divide the class into
teams, for example by rows.
2. Hand the ball to a student. Ask a question, for
example, “ How many girls are there in this
classroom?” If the answer is correct, invite the
student to throw the ball at the alien’s spaceship.
Each “ hit” gives the student’s team a point.
3. Continue with a student from a different team.
Ideally, all students should get at least one question
to answer.
Animals
Grammar point: This is, That is
Vocabulary area: animals
Duration: 10—15 min.
Instructions:
1. Review the animal words that students have seen
so far.
2. Invite a volunteer to the front. Whisper the name
of an animal in his / her ear.
3. The student acts out the animal or makes the
corresponding animal sound. His / Her classmates
guess the animal, using the structure: “ He is (a
frog).”
Ball Game (1)
Vocabulary area: classroom objects
Duration: 10 min.
Materials: a soft ball
Instructions:
1. Toss the ball to a student. Show or point to a
classroom object and elicit the name of the object
from the student.
2. If the answer is correct, praise the student and
have him / her toss the ball back to you. If the
answer is incorrect, invite the student to toss the
ball back to you, and pass the ball on to a student
that volunteers an answer.
3. Continue until all students have participated at
least once.
Balloon Game (1)
Grammar point: This is
Vocabulary area: colors
Duration: 10—15 min.
Materials: balloons of different colors; at least two of
each color
Preparation: Infl ate the balloons.
Instructions:
1. To avoid students running into classroom furniture,
this game can be played outside or in the hallway.
2. Take a balloon and tap it to keep it in the air. Say,
“ This is (blue).” Repeat the sentence each time
you tap the balloon. Release the balloon into the
classroom and have students follow your example.
3. Release more balloons, and make sure that
students are speaking while they tap them.
Balloon Game (2)
Grammar point: What color is this?
Vocabulary area: colors
Duration: 5 min.
Materials: balloons of different colors; at least one of
each color
Preparation: Infl ate the balloons.
Instructions:
1. Take a balloon. Ask, “ What color is this?” and tap
the balloon to pass it to a student.
2. If the answer is correct, he / she can keep the
balloon. Then give the student a balloon of a
different color and invite him / her to ask the
question.
3. Repeat the procedure until you have given away
all your balloons.
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9
Balloon Game (3)
Vocabulary area: a “ good morning” dialogue
Duration: 5 min. during several consecutive classes
Materials: three balloons in different colors (one or
more sets of these)
Preparation: Infl ate the balloons.
Instructions:
1. Teach the class the meaning of the balloons: (red)
means “ Good morning!” (green) means “ How are
you?” and (yellow) “ Fine, and you?” Model the
conversation a few times and have students repeat
while you show the corresponding balloons.
2. Invite students to pass the balloons around in
the air by tapping them. Ask students to say
the corresponding sentence each time he / she
touches a balloon.
3. Do the activity for fi ve minutes on several days.
This technique can be used for the memorization
of any short, automatic dialogues.
Blindfolding Game
Vocabulary area: classroom vocabulary
Duration: 10 min.
Materials: a blindfold or clean handkerchief
Instructions:
1. Show the blindfold and invite a volunteer to the
front. Blindfold the student and take him / her to a
classroom object or put it in his / her hands.
2. Ask the student to identify the object, using the
format “ This is a (pencil).” Give students who want
to participate a chance to play.
3. Students can also guide the blindfolded student;
just make sure that they avoid objects for which
they won’t know the words.
Charades
Grammar point: present continuous
Duration: 15 min.
Instructions:
1. Invite a volunteer to the front. Whisper an action
into the student’s ear and ask him / her to act it
out. His / Her classmates guess the action.
2. Make sure to only include verbs that students have
seen in class.
3. When students understand the game well, they
can play it in small groups.
Drawing Game
Vocabulary area: clothes or any other area
Duration: 15 min.
Instructions:
1. Invite a volunteer to the front. Whisper a
vocabulary word in his / her ear and ask him /
her to draw the object on the board.
2. The student’s classmates guess the object. The fi rst
student to say the word can come to the front next.
Continue with other students.
3. In the guided version of this game all students
work with the same vocabulary area. To increase
the diffi culty, use different vocabulary areas.
Duck, Duck, Goose
Vocabulary area: animals
Duration: 5—10 min.
Instructions:
1. The purpose of this game is to allow students to
get rid of some excess energy, so that they will
pay more attention when the game is over. Take
students out to the courtyard to play it.
2. Divide the class into groups of about eight
students. Demo the game with one group while
the others watch. Invite the group to sit in a circle.
Walk around the outside of the circle gently
touching the students on the head while you say
“ duck.” After a few students, say “ goose.” Tell the
“ goose” to jump up and chase you around the
circle. Pretend to be tagged. Tell the student to
sit down. Play another round. This time, don’t let
yourself be tagged, but sit in the open spot. The
student whose spot you took now walks around the
circle and calls out “ duck” and “ goose.”
3. This game can be played with any set of
vocabulary, for example, “ dog” and “ cat.”
Feel the Object
Grammar point: There is a(n)…, There are…
Vocabulary area: classroom objects
Duration: 5 min.
Materials: a cloth bag, e.g., a pillowcase
Preparation: Put some classroom objects into the
bag, for example, three pencils, four erasers, a ruler.
Instructions:
1. Hand the bag to a student. Ask him / her to
describe what is inside, using There is… and There
are… Don’t allow the student to take the objects out;
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10
tell him / her to identify them by touch only.
Write the names and amounts of the objects
on the board.
2. Give the bag to another student and invite him /
her to guess the content. Continue until a student
gets the whole list right.
3. For a variation, prepare several bags. Invite
students into groups of fi ve or more and have them
play the game in groups.
Follow the Leader (TPR)
Grammar point: commands
Vocabulary area: verbs
Duration: 10 min.
Instructions:
1. This game can be played in the classroom,
the hallway, or in the courtyard. It is a good
opportunity to teach some additional action verbs.
2. Invite the students to line up behind you; it doesn’t
have to be a straight line. Give a command (for
example, “ Walk!”), do the action, and have
students copy you.
3. Suitable verbs: look (while pointing to something),
stop, run, dance
Hot Potato
Grammar point: either I like, I don’t like, or I can, I
can’t
Vocabulary area: any
Duration: 5 min.
Materials: a soft ball, some upbeat music
Instructions:
1. Invite students to form a large circle. Start the
music. Ask students to pass the ball around while
the music is playing.
2. Stop the music. Ask the student that has the ball
to say a sentence with the structure that you want
students to practice, for example, “ I don’t like
(watermelon).” Then, start the music again and
invite the student to pass on the ball.
3. Continue until the end of the song.
Mouthing the Words
Vocabulary area: any
Duration: 5 min.
Instructions:
1. Show an object or color. Pronounce the corresponding
word once or twice for students to repeat. Then,
tell them to repeat the word without a sound, just
moving their mouth.
2. Show the objects in silence and observe how
students say the words without a sound. If
necessary, “ model” the word without making a
sound.
3. Invite one or more volunteers to the front. They
can show objects or actions for other students to
“ pronounce.”
Numbered Groups (TPR)
Vocabulary area: numbers
Duration: 10—15 min.
Instructions:
1. This game can be played in the classroom, or in
the hallway or the courtyard.
2. Have students stand up. Say, “ Form groups of
(four).” Students get together in groups, and count
themselves aloud: “ One, two, three, four.” Tell
students who are left without a group to help a
group count.
3. Continue with other group sizes, from two to
twenty.
Preposition Game (TPR)
Grammar point: prepositions in, on, under
Vocabulary area: classroom objects
Duration: 10—15 min.
Instructions:
1. Give the students instructions that include common
classroom objects, for example, “ Put a pencil on
the table.”, or “ Put a crayon under your book.”
2. Check whether students are following your
instructions correctly.
3. Make sure to include practice with the three
prepositions: in, on and under.
Touch That Color (TPR)
Grammar point: This is, That is
Vocabulary area: colors
Duration: 10 min.
Instructions:
1. Say a color. Have students touch an object with
that color.
2. Invite a student to say a sentence, “ This is (red).”
3. To practice That is, have students point to the
object instead of touching it.
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11
Student Book Answer Key
Unit 1
Page 5
1 2. a 3. a 4. an 5. a 6. an 7. a 8. an
Page 6
(Do a visual check of students’ books.)
1 3. a 4. It’s an 5. It’s an 6. It’s a 7. It’s a
8. It’s a
Page 7
2 Colored images: 2. the teacher 3. the
playground 4. the elephant 5. the orange
6. the book
Page 8
1 3. No, it isn’t. 4. Is it an (apple)? No, it isn’t.
5. Is it a (lunch box)? Yes, it is. 6. Is it a (cat)? No,
it isn’t.
Page 9
1 2. They’re 3. They’re cats. 4. They’re desks.
2 Answers will vary. (Do a visual check of students’
books.)
Page 10
1 2. They aren’t, They’re 3. They aren’t elephants.
They’re cats. 4. They aren’t oranges. They’re lunch
boxes.
Page 11
1 All questions: Are they
Answers: 2. No, they aren’t. They’re pencils.
3. Yes, they’re rulers. 4. No, they aren’t. They’re
pens. 5. No, they aren’t. They’re erasers. 6. Yes,
they’re books.
Page 12
1 Hello, you are, It’s, Thank you, Good-bye
3 Answers will vary.
Page 13
1 book, pen, apple, eraser
2 A: book, pen AN: eraser (Do a visual check of
students’ books.)
Unit 2
Page 15
1 (Do a visual check of students’ books.)
Page 16
1 2. isn’t, gray / black 3. isn’t, It’s red. 4. isn’t,
It’s blue. 5. isn’t, It’s brown. 6. isn’t, It’s green.
Page 17
1 Pictures with checks: 2. (the right-hand picture)
3. (the right-hand picture) 4. (the left-hand picture)
2 1. yellow 2. aren’t gray. They’re orange.
Page 18
1 3. Is, No, isn’t, purple. 4. Are, Yes, are. 5. Is,
No, isn’t, yellow 6. Are, No, aren’t, red
Page 19
1 2. are the fl owers, yellow. 3. are the clocks,
They’re green. 4. is the dog, It’s black. 5. is the
hat, It’s purple. 6. is the table, It’s brown.
Page 20
1 2. is it, pencil 3. is it, playground 4. are they,
They’re dogs. 5. is it, It’s an elephant. 6. are they,
They’re cats. (Do a visual check of students’ books.)
Page 21
2 1 red 2. houses, green 3. tree, purple (Do a
visual check of students’ books.)
3 Answers will vary. (Do a visual check of students’
books.)
Page 22
1 Where are, Here, are the hats, Here, Where’s
the dog
3 Answers will vary.
Page 23
1 1. yellow, yellow (and) blue, yellow, Yellow 2.
Red, red, yellow (and) blue, red, Red 3. Red,
yellow, blue (and) blue, blue, Blue 4. Blue, Yellow,
Red
Note: a slash (/) indicates there is more than one correct answer.
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12
Unit 3
Page 25
1 2. You’re 3. We’re 4. He’s 5. She’s 6. We’re
/ They’re
2 2. You’re Tina. 3. We’re Jim and Tina.
Page 26
1 2. Is, He’s 3. Are, (No,) they aren’t. They’re
small. 4. Are (we short)? No, we’re not. We’re tall.
Page 27
1 2. That, That is a fi sh. 3. That, That is a ball.
4. This, This is a pencil. 5. This, This is a car.
6. That, That is a doll.
Page 28
1 2. No, it isn’t. It’s a playground. 3. Is that, No,
it isn’t. It’s a kite. 4. No, it isn’t. It’s a giraffe. 5. Is
that, No, it isn’t. It’s a fi sh.
Page 29
1 2. tall 3. This, tall / big 4. This, red / small
5. That, happy 6. That, big
2 2. No, it isn’t. 3. Yes, it is. / No, it isn’t.
Page 30
1 (Do a visual check of students’ books.)
Answers: 2. happy teacher. 3. short hat 4. small
bike 5. tall truck 6. sad boy
Page 31
1 3. this 4. That (Do a visual check of students’
books.)
2 Answers will vary. (Do a visual check of students’
books.)
Page 32
1 mouse, dog, What (a) small dog! What’s, a
giraffe, an elephant, dog, What (a) tall dog!
3 Answers will vary.
Page 33
1 1. car, truck, truck 2. doll, doll 3. small, kite,
kite
1. truck 2. doll 3. kite
Unit 4
Page 35
1 1. in 3. on 4. on 5. under 6. under
Page 36
1 2. on 3. is under 4. is on 5. is in 6. are on
7. are under 8. are in
Page 37
1 2. The apples aren’t in the bag. 3. The ball isn’t
under the bed. 4. The glasses aren’t on the book.
Page 38
1 3. Are, Yes, they are. 4. Is, No, it isn’t. 5. Is,
No, it isn’t. 6. Are, No, they aren’t. 7. Is, No, it
isn’t. 8. Are, Yes, they are.
Page 39
1 2. Where are, in 3. Where is, It’s on the doll.
4. Where is, It’s under the bed. 5. Where are,
They’re on the box. 6. Where is, It’s on the sofa.
Page 40
2 2. gray, is in 3. red, are under 4. blue, is on
5. brown, is under 6. pink, is in
Page 41
3 2. Where, in the house 3. Where are, They’re
on the table. 4. Where is, It’s under the table.
5. Where is, She’s under the tree. / She’s in the
park. 6. Where are / They’re in the lunch box.
4 Answers will vary. (Do a visual check of students’
books.)
Page 42
1 read, color, sleep, jump
3 Answers will vary.
Page 43
1 (Students can color the pictures in any color.)
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13
Unit 5
Page 45
1 (Answers 2 to 8 can be in any order.) There’s an
eraser / a door / a window / a ruler / a book / a
desk / a board.
Page 46
1 (Do a visual check of students’ books.)
(Answers 3 to 6 can be in any order.) There are
two computers / three chairs / three rulers / four
books / three pencils.
Page 47
1 2. there isn’t 3. Is there a (board)? (Yes), there
is. 4. Is there a (phone)? Yes, there is. 5. Is there a
(door)? No, there isn’t. 6. Is there a (teacher)? Yes,
there is. 7. Is there a (book)? Yes, there is. 8. Is
there a (pencil)? No, there isn’t.
Page 48
1 2. there (bikes), there aren’t 3. Are there (kites?)
(No), there aren’t. 4. Are there (cars?) Yes, there
are. 5. Are there (balloons?) No, there aren’t. 6.
Are there (teddy bears?) No, there aren’t. 7. Are
there (robots?) Yes, there are. 8. Are there (dolls?)
No, there aren’t.
Page 49
1 2. There are four T-shirts. 3. How many, There
are four skirts. 4. How many, There are six shirts.
5. How many, There are twelve socks. 6. How
many, There are three dresses.
Page 50
2 (Do a visual check of students’ books.)
3 Questions: 3. What color 4. What color
Answers: Answers will vary.
Page 51
1 2. Open 3. Fly 4. Stand up
Page 52
1 yellow, orange
3 Answers will vary.
Page 53
1 Answers will vary. (Do a visual check of students’
books.)
Unit 6
Page 55
1 1. (r)un 2. (s)ing 4. (p)aint 5. (s)leep 6. (w)rite
Page 56
1 can’t color / draw. 3. can’t play the piano.
4. can’t play basketball. 5. can’t swim! 6. can’t
sleep.
Page 57
1 2. Can, can’t 3. Can he, he can 4. Can we
swim? Yes, we / you can. 5. Can it, No, it can’t.
2 1. Yes, I can. 2. Answers will vary.
Page 58
1 2. His, He 3. Her, She 4. Its, It 5. We, Our
6. Their, They
Left-hand column, top to bottom: 5, (1), 3
Right-hand column: 4, 2, 6
Page 59
1 2. Are, they are 3. Are your noses, they aren’t
4. Is her doll, she / it is 5. Are his hands, they
aren’t. (Do a visual check of students’ books.)
Page 60
1 1. Jill 2. What’s, His name is Dan. 4. What
color, green 5. What color is, It’s yellow. 6. What
color, It’s blue.
2 Answers will vary. (Do a visual check of students’
books.)
Page 61
3 2. on 3. Where are my, They’re on 4. Where
is his, It’s next to 5. Where is my, It’s in 6. Where
are our, They’re under
Page 62
1 Nick, Colin
3 Answers will vary.
Page 63
1 Left to right, top to bottom: 3 , 5, 4, (1), 2; 7, 10,
(6), 9, 8
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14
Unit 7
Page 65
1 2. three 3. How old, You’re / We’re nine.
4. How old is, She’s twelve. 5. How old is, It’s fi ve.
6. How old are, They’re sixteen.
Page 66
1 3. throwing 4. running 5. jumping 6. taking a
picture 7. riding a horse / horse riding 8. sitting
Page 67
1 3. smiling 4. reading 5. taking a picture
6. wearing a hat
Page 68
1 2. isn’t eating 3. isn’t sitting 4. aren’t listening
5. aren’t painting 6. isn’t running (Do a visual
check of students’ books.)
Page 69
1 2. she eating, apple, she is. 3. Is (Sam) drawing
a house / picture? No, he / she isn’t. 4. Are we
throwing a ball? Yes, you are / we are. 5. Are
you wearing glasses? Yes, I am / we are. 6. Are
they riding bikes / bicycles? No, they aren’t.
Page 70
1 2. How many, are 3. How many, are, Two
boys are running. 4. How many, are, One boy
is drinking. 5. How many, are, Two frogs are
jumping. 6. How many, are, Three boys are
wearing glasses.
Page 71
2 Answers will vary. (Do a visual check of students’
books.)
3 Answers will vary. (Do a visual check of students’
books.)
Page 72
1 is running, is smiling, is catching, wearing
3 Answers will vary.
Unit 8
Page 75
1 2. likes 3. like 4. likes 5. like 6. like (Do a
visual check of students’ books.)
Page 76
1 2. like water 3. You don’t like clowns. 4. Tony
doesn’t like ice cream. 5. We don’t like teddy
bears. 6. She doesn’t like pears.
Page 77
2 2. doesn’t like 3. like 4. doesn’t like 5. likes
3 Answers will vary. (Do a visual check of students’
books.)
Page 78
1 2. ball 3. has, kite 4. have ice cream 5. have
sunglasses 6. have, bike / bicycle
Page 79
1 2. don’t have 3. don’t have 4. don’t have
5. don’t have 6. doesn’t have
(Do a visual check of students’ books.)
Page 80
2 1. big, little 2. blue, orange, orange 3. blue,
blue
3 2. doesn’t have 3. doesn’t have 4. don’t have
Page 81
4 2. have one snake 3. has fi ve watches 4. have
eight clocks 5. has two cats 6. have four robots
5 Answers will vary. (Do a visual check of students’
books.)
Page 82
1 yellow pear, yellow pear, green grapes, green
grapes, green grapes, grapes
3 Answers will vary.
Page 83
1 1. pizza, 2. oranges, 3. ice cream (Do a visual
check of students’ books.)
2 Answers will vary.
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
Quiz Unit 1 Grade:
/ 10 pts
Name: Class:
1 Look, read, and circle.
/ 5 pts
It’s / They’re rulers. It’s / They’re a pen.
It’s / They’re a lunch box. It’s / They’re cats.
It’s / They’re oranges. It’s / They’re a cat.
1
3
5
2
4
6
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2 Read and match.
/ 5 pts
Yes, it’s a desk.
No, they aren’t
erasers.
Yes, it’s an alien.
No, they aren’t
pictures.
No, they aren’t
apples.
Yes, it’s a cat.
Are they erasers?
Is it a cat?
Are they pictures?
Is it a desk?
Is it an alien?
Are they apples?
1
2
3
4
5
6
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Read and write.
/ 2.5 pts
isn’t aren’t
1. The cat brown. It’s black.
2. The books green. They’re gray.
3. The apples red. They’re green.
4. The clock green. It’s yellow.
5. The pencils green. They’re orange.
6. The fl owers yellow. They’re red.
7. The table blue. It’s brown.
2 Now look and color.
/ 2.5 pts
Q
N
1
4
5
6
7
2 3
isn’t
aren’t
Quiz Unit 2 Grade:
/ 10 pts
Name: Class:
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
3 Decode and color.
/ 2 pts
4 Now read and circle.
/ 3 pts
1. Is / Are the clocks green?
No, they aren’t. They’re blue / orange.
2. Is / Are the ruler green?
No, it isn’t. It’s black / blue.
3. Is / Are the cats brown?
No, they aren’t. They’re black / orange.
4. Is / Are the shirt blue?
No, it isn’t. It’s brown / green.
orange black green blue
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Read, circle, and write.
/ 5 pts
car cat giraffe mouse pencil teddy bear
This / That isn’t a cat.
.
This / That isn’t a bike.
.
This / That isn’t a dog.
.
This / That isn’t a ball.
.
This / That isn’t a book.
.
This / That isn’t a fi sh.
.
This is a mouse
1
3
5
2
4
6
Quiz Unit 3 Grade:
/ 10 pts
Name: Class:
QuizPGtg1.indd 19QuizPGtg1.indd 19 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Look, read, and write.
/ 5 pts
Yes No
is isn’t
Is this doll happy?
, she .
Is that chair big?
, it .
Is that giraffe tall?
, it .
Is this apple big?
, it .
Is that boy sad?
, he .
Is that mouse black?
, it .
Is that dog black?
, it .
Yes Nois isn’t
1
4
6
2
5
7
3
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Read and draw.
/ 5 pts
1. The teddy bear is in the bookcase.
2. The books are in the bookcase.
3. The lamp is on the bookcase.
4. The bag is under the table.
5. The glasses are on the table.
6. The shoes are under the table.
Quiz Unit 4 Grade:
/ 10 pts
Name: Class:
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Read, look, and circle.
/ 5 pts
1. Where is the mouse? It’s in / on / under the lamp.
2. Where are the hats? They’re in / on / under the bookcase.
3. Where is the doll? It’s in / on / under the bed.
4. Where is the bag? It’s in / on / under the table.
5. Where is the truck? It’s in / on / under the books.
6. Where are the shoes? They’re in / on / under the table.
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1 Look, complete, and write.
/ 5 pts
Yes No
are aren’t is isn’t
1. Is there a book? , there .
2. Are there fi sh? , there .
3. Is there a boy? , there .
4. Are there teachers? , there .
5. Is there a snake? , there .
6. Is there a door? , there .
7. Are there balloons? , there .
Yes
No isn’t
are
Quiz Unit 5 Grade:
/ 10 pts
Name: Class:
QuizPGtg1.indd 23QuizPGtg1.indd 23 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Color, count, and write.
/ 5 pts
1. How many skirts are there?
skirts.
2. How many watches are there?
watches.
3. How many dresses are there?
_ dresses.
4. How many socks are there?
socks.
5. How many shirts are there?
shirts.
6. How many T-shirts are there?
T-shirts.
There are two
QuizPGtg1.indd 24QuizPGtg1.indd 24 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Look, read, and write.
/ 5 pts
Yes No
can can’t
Can it run and jump?
, it .
Can they fl y?
, they .
Can she sing?
, she .
Can they play soccer?
, they
.
Can it swim?
, it .
Can he play the guitar?
, he .
Yes can
1
3
5
2
4
6
Quiz Unit 6 Grade:
/ 10 pts
Name: Class:
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Read, circle, and color.
/ 5 pts
I can swim. I can’t jump.
I / My head is gray.
We can fl y and we can swim.
Our / We feet are red.
I’m a clown. I’m happy.
I / My nose is red.
They can play soccer.
Their / They socks are blue.
This is Lucy. She can paint.
Her / She fi ngers are green!
It can run. It / Its ears are big.
It can jump. It is black.
1
3
5
2
4
6
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? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Follow, read, and write.
/ 5 pts
1. How old is Kim? .
2. How old is Rick? .
3. How old is Julie? .
4. How old is Bill? .
5. How old are Tom and Sam? .
6. How old are Ann and Linda? .
She’s seven
4
56789
Kim Julie
Rick Bill
1 3
5
2 4
6
Tom and
Sam Ann and
Tom
Quiz Unit 7 Grade:
/ 10 pts
Name: Class:
QuizPGtg1.indd 27QuizPGtg1.indd 27 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Look, decode, and write.
/ 5 pts
1. you + wear + =
you glasses? Yes, .
2. she + eat + =
Is she eating an ? No, she .
3. Dan + fl y + =
Dan fl ying a kite? , .
4. you + catch + =
Are you a ball? , .
5. he + =
he taking a picture? , .
6. you + ride + =
Are you a bike? , .
Are
Yes
wearing I am
QuizPGtg1.indd 28QuizPGtg1.indd 28 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
1 Look, read, and circle.
/ 5 pts
1. My name is Elsa. I has / have a picture of my family. Look!
2. I has / have a sister.
3. I doesn’t / don’t have a brother.
4. I has / have a mother and a father.
5. I has / have a grandmother and a grandfather. I like my family!
6. Oh, my grandfather has / have a dog. His name is Max.
Elsa
Quiz Unit 8 Grade:
/ 10 pts
Name: Class:
QuizPGtg1.indd 29QuizPGtg1.indd 29 8/28/14 3:08 PM8/28/14 3:08 PM
? Richmond Publishing, S.A. de C.V., 2015 Photocopiable
2 Look, read, and write.
/ 5 pts
like likes doesn’t like don’t like
Grandpa
??
Grandma
??
Mom
??
Dad
I (Elsa)
??
my sister Kim
??
1. My grandfather sausages.
2. My grandfather tomatoes.
3. My mom and dad sausages.
4. My dad tomatoes.
5. I tomatoes.
6. My sister Kim and I sausages.
likes
sausages tomatoes
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31
Testing is an important part of language teaching. On the one hand, students can know how well they have
integrated what they have seen in the classroom. On the other hand, the teacher can detect how well a student is
learning, how much progress he / she has made, and what grammar or vocabulary the student needs to review
or improv e.
Before students take the quiz
? Make sure students have two pencils, pencil sharpeners and erasers. In addition, some quizzes require the use
of colored pencils.
? Go over the instructions for each activity so that students understand what they are expected to do. Explain one
instruction at a time, have students do the task, and then move on to the next activity.
After students take the quiz
? Check and mark the quizzes according to the answers below. The number of points to be assigned for each task
is given to the right of the instructions. Correct answers may be worth a point or half a point. Since the focus of
the book is grammar and vocabulary, we recommend you not take off points for spelling mistakes.
? Hand students their corrected quiz and allow them to ask questions about the items they answered incorrectly.
? Take note of students’ weaknesses and plan reviews for those areas in the form of guided practice or review
games.
Unit 1
1 2. It’s 3. It’s 4. They’re 5. They’re 6. It’s
2 2. Yes, it’s a cat. 3. No, they aren’t pictures. 4. Yes,
it’s a desk. 5. Yes, it’s an alien. 6. No, they aren’t
apples.
Unit 2
1 3. aren’t 4. isn’t 5. aren’t 6. aren’t 7. isn’t
2 3. (green apples) 4. (a yellow clock) 5. (orange
pencils) 6. (red fl owers) 7. (a brown table)
3 (Do a visual check of students’ sheets to verify the
colors.)
4 2. Is, blue 3. Are, black 4. Is, green
Unit 3
1 2. That, That is / It’s a car. 3. That, That is / It’s a
giraffe. 4. This, This is / It’s a teddy bear. 5. This,
This is / It’s a pencil. 6. That, That is / It’s a cat.
2 3. Yes, (it) is. 4. Yes, (it) is. 5. No, (he) isn’t.
6. No, (it) isn’t. 7. Yes, (it) is.
Unit 4
1 (Do a visual check of students’ sheets to check the
location of the objects.)
2 2. on 3. on 4. under 5. on 6. under
Unit 5
1 3. Yes, (there) is. 4. No, (there) aren’t. 5. Yes,
(there) is. 6. No, (there) isn’t. 7. Yes, (there) are.
2 2. There are two (watches). 3. There are three
(dresses). 4. There are six (socks). 5. There are two
(shirts). 6. There are four (T-shirts).
Unit 6
1 2. Yes, (they) can. 3. No, (she) can’t. 4. Yes, (they)
can. 5. Yes, (it) can. 7. No, (he) can’t.
2 2. Our 3. My 4. Their 5. Her 6. Its
(Do a visual check of students’ sheets to verify the
colors.)
Unit 7
1 2. He’s eight. 3. She’s six. 4. He’s fi ve. 5. They’re
nine. 6. They’re four.
2 2. apple, (No, she) isn’t. 3. Is, (Yes,) he is.
4. catching, No, I’m not. 5. Is, Yes, he is. 6. riding,
No, I’m not.
Unit 8
1 2. have 3. don’t 4. have 5. have 6. has
2 2. doesn’t like 3. don’t like 4. likes 5. don’t like
6. like
Quizzes Answer Key
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