Young learners go start with english work book b

B
Workbook


Name:

Class:


e

The Sta rt

Workboo k builds on the vocabulary and language
structures taug ht in the Pupil's Boo k. It continues to strengthen young learners'
fo unda tion in Engl ish through focused p ractice in the skills of reading, listening,
spea king and writing. The W orkboo k cor relates closel y to the Pupil's Book,
giving learners easy access to a ctivities that provide prompt practice and
consolidation of new materi a ls.
It

The Workbook offers 1"'10 r
pair and group work. Sxills-Ioc
use English fluently and co nfider

- - -- - - --Unit

- "

1

) Spea king

.

Look at the pIctures

d tell the story.


For breakfa st

00

~---, ,,,, \
Thi~ i ~ Rob Rob

lives wit h Mr Block.

likes
eo ls

chases

The teacher-par en n ' f
keeps parents invol e

ii

t
I

I"'"

I eve ry pag e

he leo r ru nq p ro cess .


II

nv--­
look and write.

. / Writing
Write the answer. Yes, l~y do o r No . ' he y don 't .

Giraffes

Ye.$. 1hc:r do

1. Do tiger! live on land?
2. Do frogJ.swim?


3 Do crocodiles hove tcrls?


Girc ttu Jive an land

4. Do tigers live in woler?

5. Do girolfei eat meat?

G". H• •

_

Do snckes hove arms?

6.

What am I? Read and write.

_ _ _ _ _ _ 1have a thin

I eOI

Ilik"

Crocodiles

_

Cmcodil..

10m

_

Whol om I?

l om on

1

---

r-.....- _ ::.::-.._.

......... _ ..

............
75

74

The writing activ ities include varied word- and sentence-level tasks that
place language in meaningful contexts .

The revision units ensure that learners approach assessments with confidence.
The activities cor respond closely to the materials taug ht in the Pupil's Book,
making it easy for learners to revise and consol idate what they have learnt.

Revis'on Unit

2

IJ Listoning

~ Reading

Match questions and answers. Draw lines.
Whot'j,rhol?

• They hCJYen', got any legs

Do mice like con?

• No, they live on land

3.

Do g;roffe~ live

4.

Do horses eat plontl or meal?

In

What do they like? listen and draw lines.

4fJJ

11"0 frog.

trees?

• Theyect plcors,

5. How many leqs hove ,nake, g
• No, they don't, but ccu

like mice,


!'

Read and uek 1.1) ar eraull().

Tigers

65

1 ·

1. Tigers haven't got any leg~.

2,

Tigers don', eot plont~.
Tige~

don', Irve in trees.

4.

TIge~ five In woter

5.

TIgen don't drink lemonade.

6.

TIge~ have gOlloil$,

look at the pictures an page 79 in your Pupjl's Book. As.kand
cnswer questions about your favourite things.
Whaf'. ycMr fGVOlrftc trott'

Myfavoun t& 'NI' ISbcnnd
t lik&appIu and mat'IIJOCoS

'00

T_ _

-.....--_
.._. -_.-.....------­
--.. ---_

't.. _._.....,.

......__..-....

_

..... -...,

82

83

iii



Ustening

.

n 2 Our cloth

,

· Vocabulary: nouns and pre posit ions

?

• Vocabulary: nouns and colour s

Unit 3

I can speak En..1lish

• Vocabulary: verbs
· Modal ver bs can and can't

Unit 4

Can you play

• Asking and answering quest ions
using can and can't

UnitS

I'm watching T

· Present cont inuous tense

At the b ach today

• Present continuous tens e

nit 6

'0

Revision Unit1
• Present continuous tense

Unit 7 What are you doing?
Unit 8

Con you help me?

52

· Structures f or making requests

Unit 9 I like fishing
Unit 10 My day

64

• Structures for asking and
answer ing quest ions using do as an
ouxillorv verb

Unit 11

7

• Vocabulary : nouns
• Simple present tense to express
general facts

7

· Structures for asking and
answeri ng quest ions about personal
inf or mat ion

TIgers eat meat

Unit 12 Who are you?

Revision Unit 2
Let's Play!

iv

· St r uct ur es for making requests
with can

2


86



Speaking
• I nt er r ogat ive structures what's

this/that? and what are these


Reading
• Vocabulary: nouns (food and drink)

Vocabulary: nouns
• General deter miners a and an
• Asking and answering questions using
this, that, these and those

· Vocabulary: nouns (clothing and

, Possessive determiners
· Vocabulary: nouns

/those?

• Vocabulary: nouns and colours
• Interrogative pronouns what and


Writing

furn iture) and prepositions

whose

· Vocabulary: verbs
, Modal verbs can and can't

Vocabulary: verbs
• Modal verbs can and can't

, Vocabulary: verbs

, Moda l verbs can and can't


• Asking and answer ing questions
using can and can't

• Asking and answering questions
using can and can't

, Vocabulary: nouns
• Ask ing and answering questions

using can and can't


, Present continuous tense

· Present continuous t ense

• Vocabulary: verbs in present
continuous t ense

• Stru ctures for asking and
answer ing questions in present
continuous tense

• Present continuous tense

, Structures for asking and answering
questions in present continuous tense

• Structures for asking and
answer ing quest ions in present
continuou s tense

• Structures for asking and

answer ing quest ions using do as an
aux iliary verb

, Structures for asking and answering
quest ions in present cont inuous tense

, Object pronouns your, him, her, it
and them
•

• Structures for making requests
wit h can

, Object pronouns your, him, her,

itand them
· Structures f or making requests with can

• Vocabulary: nouns
• Structures for expressing likes and
dislikes using like
Vocabulary: verbs
Simple present tense to express
routines

· Vocabula ry: nouns

• Vocabulary: nouns and verbs
• Structures for expressing likes and
disl ikes using like and enj oy

, Structures for expressing likes and
dislikes using like and enjoy

• Simple present tense to express
general facts

, Structures using do as an auxiliary
ver b
, Asking and answer ing questions
about routines, likes and dislikes

• Vocabulary : nouns and verb s

, Structures for asking and answering
quest ions using do as an aUXiliary verb
, Vocabulary: nouns
• Simple present tense to expr ess
general facts

• Structures for asking and
answering questions using do as an
aUXiliary verb

• Pronoun structure How do you

spell ...?
, Structures for asking and
answer ing questions, using what,
where and how old

Vocabulary revision
Simple present t ense struct ures

, Structures for asking and
answer ing questions about
persona l inf or mat ion

v


nit

-

Fo

•

•

IS nle

-

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _•_ _
' ..._ _

~ Reading

~

"

t
.

t

·

..

~

~

f a......· . ..

.

~

Read. Draw lines.
Food is good. Food is nice.
• onions
Eat fruit, vegetables,


and peas.

, potatoes,

lemons
And don't forget some

~~~~~ , please.

Eat vegetables with fish and

fruit. It's very nice .
bananas

nce

~.
0

Eat lots of

fish

, mangoes, pears and

, limes and watermelons.

Write the words.

limes

1.

·D.
.

2.

3.

DD

C
." D
..

. .

5.

4.

6.

Teac her / parent not e : In the first act ivity , pupils practise re cognising the names of f r uits and vegetables by connect ing the
pictures in the rhyme with the correct words. In t he second act ivity , pupils practise naming some common
fruits and vegetables from the r hyme in th e earlier act ivity ,

6

r

.


Listening

Listen and tick (vi') or cross (K).

1.

3.

2.

D
4.

5.

6.

I
D

D

Listen, draw and colour.


Teacher / parent not e : In the first activity, pupils decide if food items in the short dialogues correspond wit h accompanying

illustrations. I n the second activity. pupils reinforce their understanding of the aura l form of food names,
and their recogn ition of basic prepos itions .

7


Unit

Q

1

Food is nice

Spea king

Look at these pictures. Ask and answer questions.

/

What's this?

What's that?

It's a watermelon.

Teacher/parent note : I n th is act ivity . pupils practise ques t ion and answer structures about food it ems using Whats this? and
What 's that?

8

Now ask and answer about the things in your classroom.
Teacher /parent note : In this activity, pupils ask and answer about the objects in the ir classroom , using vocabulary from Start
with English A.

9


Unit

1

/

Food is nice

Writing


Write the words in the correct place.


-»
carrots
burgers
chicken
apples

Meat

Fruit

Vegetables

lemons
mangoes

apples

peas
potatoes
sausages

Write a or an .


o
l.

a

tomato

2.

onion

3.

coconut

4.

0
5.

apple

6.

watermelon

7.

lemon

@
orange

8.

potato

Teac her/ parent note : In the first activity , pupils reinfo rce t heir understanding of how f ruit , meat and vegetables are

classified. In the second act ivity, pupils practise t he correct use of a/ an dete rminers with food items .


10

Colour the food and answer the questions.

1.

I

What's that?
What colour is it?)

That's a banana
It's yellow

2.

3.


4.

What are these? 1

What colour are they?

What are those?
What colour are they?

What's this?

What colour is it?


Teac her/pare nt not e ; In this activity. pupils f urther reinforce their new food vocabulary as well as question and answer
structures using this, that , these , those, it and they.

11


Unit

Our clothes
'p.,...................

I

~

•

C. . * 1 .

n

' ~

...

s c ~ . "t1l&'bMr] .

Read and colour.


Colour the shoes black.
Colour the shirt yellow.
Colour the jeans blue.
Colour the blouse purple.
Colour the skirt orange.
Colour the hat grey.
Colour the dress pink.

o
o

Teacher/parent note : This act ivity rev ises the wr it t en forms of colour and clothes vocabulary .

12


_=


1iIIl~ 1

•


Read and tick (.I) or cross (X).

1.

The skirt is on the sofa.

4-

The T-shirts are on the sofa.

3.

The hat is on the floor.

4 . The jeans are on the table.

5.

The jacket is on the door.

6. The socks are on the floor.
7.

The dress is next to the blouse.

8.

The trousers are next to the jacket.

0

0

0
0
0
0
0
0

Teac her/pa rent note : This activity reinf orces previous ly-lear nt words f or f ur nit ure as we ll as cloth ing.

13


Unit

2

Our clothes

Listening

I.isten and colour the clothes.


Sue

Bill

Listen and draw lines.
Teac her / pa re nt note : In the first activity, pupils listen and colour different items of clothing . In the second activity. pupils
practise their understanding of questions cont aining whose and the use of apostrophes to denote

ownersh ip.

14



Q

Speaking


Look at page 14. Point, ask and answer.
Whose shirt is this?

It's Bill's shirt.

What colour is it?
It's green.


-­

Look at the pictures. Talk about the clothes.

)

Sue

Sam

Bill's trousers are black.

May

J

Bill

Teacher/ parent note : In the first activity , pupils consolidate colours and clothes vocabulary. In the se cond activity, pupils talk
about the clot hes that the charact ers are wearing.

15


Unit

2

Our clothes

Writing
Complete the sentences with words from the box.

1.

are

hat

your

pencils

IS

shoes

their

yes

her

those

these

his

jacket

Sam: Is that _------'-your

new

hat
______,
May?
May: Yes, it

is

_

2.
Sue: ______ are May's

Bill:

And that's

dress.

3.
Sam: Is that Mr Lee's

May:

7

, it is. And these are
_ _ _ _ _ books.

4.

May: These

Sue: And these are

the boys'

rulers.

Teacher/parent note : In th is activity , pupils complete short dialogues with the appropriat e clot hing vocabulary . determiners,
pronouns and ver bs .

16


Use my, their, our, his or her to write sentences.


1.
My socks are very small

(

2.

I

l
3.

4.


5.

Te acher/par ent note : In this activity. pupils identify clothes and write sentences using possessive adjectives.

17


Unit
...

3 - I can speak English
t.

iIIb

Ad _

,

•

1

·me ......'.........,., .

Ck

,,~~

.. ISl ...~ ·


~ Reading

Read and draw lines.
1.

2.

3.

4.

5.

6.

1.

The robot

can walk up walls.

2.

Max

can walk.

3.

The man

•

•

can speak English.

4.

The woman

•

•

can pick up cars.

5.

The man

•

•

can't write.

6. The bird

•

•

can run fast.

7.

•

•

can't walk or run.

Pex

7.
Hello.

Teacher/parent note : In this activity. pupils practise canand can't structures while describing characters with unusual abilities.
Pupils look at the pictures and draw lines to match the beginnings of sentences with their correct endings .

18


Q

Speaking


Look at the pictures. Say what they can do.

Hello. What's
your name?

Teac her/parent note : In this activity. pupils say what the charact ers in th e illust rations can do.

19


Unit

Q

3

I can speak English

Spea king

Look at the pictures. Say what they can't do.
He can't sing.

---_/

What's your name?

1t~?

J

??
..

Teacher/parent note : In this activity. pupils soy what the characters in the illustrat ions can't do.

20


Listening

Listen and write N or K.


o

..
( What is your name?

o

T om.

0 0

Teacher/parent note : In thi s activi ty , pupils reinforce their recognition of can and can't aurally in the context of a casua l
dia logue between two characters.

21

Unit

/

3

I can speak English

Writing


Write the words on the lines.

they

speak

run

can

trees

paint

climb

My name is Pex.

I am a parrot.

1 1.

He

can

speak

English.

She

LJ 2.

You

r

the guitar.

_

15. We

nice pictures.

play

I

3.

_ _ _ _ swim.

\""----------­

_

- - - - - fast.

6.

_ _ _ _ can

I

Order these sentences.
He can swim

1.

swim / can / He

2.

fly / Pex / can

3.

can / 1/ climb / trees

4.

They / English / speak / can

5.

fast / can / run / You

Te acher/parent not e ; In the first activity, pupils complet e sentences with the two ver b part s used in can st ructures and
diff er ent subje ct pronouns. The second activity reinforces th is. Pupils orde r verb parts and different
subje ct pronouns into correct sentences .

22


Write can or can't.

can

l.

Sue

3.

Max

5.

The robot

7.

Fish

This is lemonade.
Lemonade is nice.

sWim.

2.

Cats

smg.

4.

Mr Lee

6.

Cows

8.

Horses

speak English.
walk.

play tennis.
play the guitar.
climb trees.
read.

Write what you can and can't do. Use the words on page 20 of
your Pupil's .Book to help you.
1.

I can speak English

2.

I can't

fly

3.
4.
5.
6.
Teac her/parent note : In the first activity , pupils use can and can't to complete sentences about what they have learnt about
characters' abilit ies so far In the secon d activity . pupils write sentences about their own abilities.

23

Unit
4
Can you play hockey?
..

--

•

I

._
. _
' .....
__

~ .

I . . . . i&G

t ·iliiCWiW

~ .

u a ~ l'

' .!MIX

W'~P'

•

Listening
Listen and write the numbers.

D
"

D
Look. Listen and underline the answers.

°0

.~
~
0

o

Yes, he can.

No, he can't.

2.

Yes, he can.

No, he can't.

3.

Yes, he can.

No, he can't.

4.

Yes, he can.

No, he can't.

5. Yes, he can.

No, he can't.

J.:(.

/"'-.

___ - - ­

-

))

--­

:;

1.

Teacher / parent note : In the first activity, pupils number sports illust rati ons in the order that they hear them described. In t he
second acti vity , pupils resp ond to ques t ions about Mr Lee's sporting abilities base d on pictorial clues.

24


Q

Speaking

Ask and answer.

Teacher/parent note : In th is act ivity, pupils practise can and can't structures with questions and answers about t he girl's
abilities based on the illustrat ion.

25