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English is better with Buddies! Buddies is a six-level course for young learners that promotes language learning through the values of friendship and collaboration, within a context of real-world discovery and cultural exploration. It is designed to help primary students understand themselves, build friendships, and make kind, smart choices.

Aligned to the Common European Framework, Buddies provides a solid foundation in English through a variety of dynamic and motivating activities. Engaging, meaningful topics support language development while helping students build essential 21st-century skills. With well-structured lessons and inclusive content, Buddies supports all learners in developing their English language skills within a supportive and engaging environment. The course offers core language lessons, as well as additional focus on skills development, social and emotional learning (SEL), STEAM projects, and exam support.

Inside level 6:

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• 8 units based on topic-based active learning • A great variety of engaging video material (Vocabulary and Culture videos) • Phonics chants to support pronunciation in a playful way • Stories that aim to foster human connection and personal growth through SEL • STEAM projects that involve students in stimulating, creative tasks • Preparation for the YLE suite of exams, plus extra practice • End-of-unit exercises and games for evaluating progress • Culture pages with a global perspective • Grammar Bank with clear explanations and tables

Te Teacher’s Pack

For students:

• Student’s Book with Digital Book • Workbook with Digital Book

For teachers:

• Teacher’s Book • Posters • Digital Book • Digital resources • Digital platform with AI Tools (Test Generator, Lesson Planning, Resource Bank) Course levels

CEFR

YLE Cambridge English

Pre A1-A1

Starters

Level 1

Pre A1-A1

Level 3

Level 2

Movers

A1-A2

Movers

Level 6

A2+

Flyers

Kosmos Platform

Flyers

Scan the QR codes inside the book to listen to the recordings and watch the videos.

Unit Tests Extra Online YLE Exam Practice Assessment for Learning Teacher’s Digital Book Additional Teaching Resources Teacher’s Book and Tests in PDF format Posters in PDF format AI-powered Test Generator

DIGITAL PLATFORM

Teacher’s Book + Posters

BUDDIES_6_GUIDA.indd 1-3

Tests and Resources

Starters

Level 4

Level 5

Teacher’s Book

Course Overview Games and Routines Step-by-step Teaching Notes Answer keys to Student’s Book and Workbook Audioscripts and Videoscripts

www.elipublishing.com

The pleasure of learning 15/07/26 12:16

Nina Lauder

Cristina Quincy

Jennifer Heath

Teacher’s Book

The pleasure of learning

Contents Introduction

Map of Buddies 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4

Buddies presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6

Meet the Buddies family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 7

Buddies methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8

Components for Buddies 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10

Features in Buddies 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Games and routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 18

Teacher’s notes

Welcome Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 20

Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26 Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 42 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 62 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 78 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 98

Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 114 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 134 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 150

Assessment

Unit Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 170

Audioscripts and Answer Key

Workbook Audioscripts and Answer Key . . . . . . . . . . . . . . . . page 186

Unit Test Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 192

Map of Buddies 6 Welcome page 4

People in My Community

Parts of the body Compass directions deep, high, low, a million

Vocabulary 1

Grammar 1

bangs, beard, braces, freckles, mustache, ponytail, smile; bald, creative, friendly

be like and look like

bones, dinosaur, footprint, fossil, magnifying glass, scientist, shell, skeleton; dig, examine

Simple past and past progressive

page 8

page 22

Around the World

Episode 1 - Spain

page 40

page 54

Around the World

Episode 2 - India

page 72

page 86

Around the World

Episode 3 - Botswana

Looking at the Past

Zero conditional Ordinal numbers Where / When were you /they born? Where / When was he /she born?

Vocabulary 2

Grammar 2

apartment, buildings, Relative pronouns city block, highway, neighborhood, skyscrapers, traffic, village bracelet, coins, helmet, mask, necklace, pot, statue, tools

Simple past and past progressive questions

champion, coach, equipment, game, Present perfect with yet and already medal, team, trophy; practice, score, warm up

cello, clarinet, flute, harp, saxophone, trombone, trumpet, xylophone

Present perfect questions with yet

join a club; band, chess, choir, Present perfect with debate club, photography, martial for and since arts, pottery, robotics, volunteering

click on a link, download an app, print a document, save a file, send a text; keyboard, screen; online

Present perfect questions with How long ...?

chameleon, cheetah, eagle, goat, Comparative and koala, octopus, ostrich, salamander, superlative adverbs wolf, worm

beak, claws, fins, fur, scales, skin, tail, wings

Question tags with be and can

charge (your phone), forget, Future predictions with will / won’t go away (for the weekend), remember; luggage, passenger, passport, ticket, tour guide, tourists

balcony, check in, elevator, Future with will and (second) floor, hall, key be going to card, lobby, towels

Exam Extra: Flyers Reading and Writing Part 2

Practice makes perfect!

Join the club!

Exam Extra: Flyers Reading and Writing Part 4

Animal Kingdom Going Away for the Weekend

Exam Extra: Flyers Reading and Writing Part 3 escape room, esports event, may and might go-karting, mini-golf, popcorn, theme park, trampoline park; page 104 go bowling, hang out, stream a show

What are your plans?

pick up litter, plant trees, First conditional protect wildlife, recycle, reduce plastic, reuse, save water, turn off the lights, use green energy, page 118 use public transportation

Reduce, Reuse, Recycle

Exam Extra: Flyers Listening Part 4 Around the World

Episode 4 - Environments Around the World

Grammar Bank page 136

crunchy, delicious, disgusting, salty, sour, spicy, sticky, sweet

Comparisons with not ... enough / too ... / (not) as ... as

canyon, cliff, coast, coral reef, glacier, hill, stream, valley

First conditional questions

10 9 8

Story Time and Social and Emotional Learning

Speaking

Phonics

STEAM

11 12 1

7 6 5

2 3 4

Exam Practice

Rowan’s New Neighbor Self-awareness: Thinking about first opinions

Describing where things are

the sh and zh sounds

Urban Heat Islands Flyers Project: Let’s experiment with Listening green roofs! Part 3

The Great Discovery Social awareness: Appreciating our history

Using before and after

the ch and sh sounds

A Secret Hero Inside Your Body Flyers Project: Let’s find out what Reading and Writing makes bones strong! Part 5

Rowan’s Concert Self-management: Working hard to do well

Talking about wishes

the fl and fr sounds

How do we hear music? Flyers Project: Let’s experiment with Reading and Writing pitch! Part 6

Comparing photos

the f and v sounds

How do computers think? Project: Let’s think like a computer!

Close Friends Self-awareness: Developing your own interests

Flyers Speaking Part 1

Ollie

Visiting “Animal Kingdom” Social awareness: Respecting animals

Talking about similarities and differences

the long ah sound

Bird Beaks Project: Let’s learn about birds’ beaks!

The Long Trip Relationship skills: Helping and encouraging friends

Making plans with friends

short e and short a

The Pulley: A Simply Amazing Flyers Machine Listening Project: Let’s experiment with Part 2 pulleys!

Too Much Screen Time Relationship skills: Supporting friends

Using your senses to describe food

short a and long ah

What’s pH? Project: Let’s test the pH of foods!

The Earth Challenge Responsible decision-making: Helping the environment

Asking for more information

the gr and gl sounds

What’s erosion? Flyers Project: Let’s experiment with Reading and Writing erosion! Part 1

Flyers Reading and Writing Part 7

Flyers Speaking Part 3

Introduction Buddies presentation

Welcome to Buddies, a six-level primary school course that promotes language learning through the values of friendship and collaboration, within the context of real-world discovery and cultural exploration.

Buddies is an American English course developed for schools with between three and six hours of English a week. The course provides core lessons, as well as additional focus on skills development, social and emotional learning (SEL), STEAM projects, exam support, and cultural lessons. The Buddies course provides a solid language learning syllabus which corresponds to the following levels: • Buddies 1 and Buddies 2: pre-A1 (Starters) • Buddies 3 and Buddies 4: A1 (Movers) • Buddies 5 and Buddies 6: A2 (Flyers)

OLLIE

People in My Community

Grammar 1

Listen and read. Then listen again and say. Julia:

I met our new teacher this morning! His name is Mr. Stevens. What’s he like? He’s very nice and funny. Oh, great! What does he look like? He’s tall, and he has a beard and a mustache. Look, that’s him. Rowan: Where? Julia: Over there. He’s talking to the girl with the bangs. Rowan: He has a friendly smile. Julia: Yes, he does! Oh, and I also met two other new teachers. Rowan: Really? What are they like? Julia: They’re very friendly, too. I think we’re going to have fun this year!

Vocabulary 1 a

Look and talk with a friend. 1 Which of these photos describe you? 2 Which of them describe people in your family?

Rowan: Julia: Rowan: Julia:

OLLIE

2 Read and complete with the correct form of

look like or be like. Then look and match.

What’s he like? He’s very nice and funny.

What does he look like? He’s tall. He has a beard. What are they like? They’re very friendly.

?? ?

Grammar Bank p. 136

Grammar

2 3

Look and match to the photos. Then listen and check.

Listen, point, and say. Then watch.

friendly bangs

2 7

beard

braces

3 8

Ask and answer about the photos.

creative

mustache

1 A: What does your sister look like? B: She has long, red hair, and freckles. your art teacher ? 2 A: What B: She’s creative and funny. the teachers at your school ? 3 A: What B: Oh, they’re very nice and friendly! your uncles ? 4 A: What B: They both have beards, mustaches, and friendly smiles. They’re twins!

Did you know? The world’s longest beard was more than five meters long!

4 9

bald

ponytail

Photo e: Does he have a beard?

eight

freckles smile

No, he doesn’t. He has a mustache.

Workbook Workbook •• Page Page xx 4

Talk about your friends and family. What’s your best friend like?

Workbook Workbook •• Page Page xx 5

She’s very friendly and funny.

nine

This Teacher’s Book includes clear teaching notes for each lesson and is designed to provide advice and strong guidance for teachers with classroom management tips, language and cultural tips, and extra ideas for mixed abilities (reinforcement and extension activities). Answers to the Student’s Book activities are indicated on the thumbnails.

Buddies: Learning together! Learning for life

This course explores the lives of young learners through the eyes of the Buddies family and their friends. These characters grow alongside the students, supporting them throughout their language learning journey. The memorable characters mirror young learners’ real-life experiences and facilitate long-term retention and language acquisition as well as personal development.

Buddies allows us to see inside the kids’ world where a diverse cast of characters models the values of friendship, collaboration, and support through their everyday adventures. Outside this world, students go on a journey of real-world discovery and cultural exploration guided by their trusted mascot, Ollie the owl, who links the familiar world with the new.

With well-structured lessons and engaging content, Buddies helps all students to develop their English language skills in a supportive and motivating environment.

Meet the Buddies family

At the heart of this course are four siblings: Milo, Emma, Leo, and Holly. The siblings take turns as the main characters in different levels of the course. As students develop through their primary school years, the characters accompany them, providing a sense of continuity and connection. The adult characters in the course provide a background of stability, confidence, and gentle guidance as the main characters and students move forward in their learning journey.

Mom

Dad

Grandma

Grandpa

Holly

Leo

Emma

Milo

Julia

Rowan

Who’s who in the family? Milo is the youngest sibling. He features in the first two levels of the course, Buddies 1 and Buddies 2, and appears in other levels as the youngest member of the family.

Leo is Emma’s twin brother and features alongside her in Buddies 3 and Buddies 4. He also appears in other levels alongside Emma and his other siblings.

Meet the Buddies for levels 5 and 6

Meet the Buddies mascot, Ollie the owl

Emma is nine years old. She’s Leo’s twin sister and features along with him in Buddies 3 and Buddies 4. She also appears in other levels with Leo and her other siblings.

In levels 5 and 6, our main character, Holly, has two friends who accompany her on her everyday adventures. These friends are Julia and Rowan.

Holly

Julia

Holly is the older sister and features in Buddies 5 and Buddies 6. She also appears in earlier levels.

The course mascot, Ollie, acts as the students’ study-buddy throughout the series, providing a link between the students’ everyday experiences and the wider world around them by: • providing guidance through core grammar lessons with a detailed Grammar Bank. • providing tips on the Skills pages. • introducing hands-on project work in real-world STEAM Experiments projects. • fostering respect and interest in different cultures by exploring the different continents in the Around the Ollie World lessons.

Rowan

Buddies methodology What is the Buddies System?

Much like the traditional “buddy system,” which pairs individuals to support one another’s well-being, the Buddies System is rooted in active learning principles that promote student autonomy, peer collaboration, and a flexible, inclusive approach to learning.

The Buddies approach offers a flexible and inclusive framework that supports language acquisition in young learners through exploration, real-world connections, and meaningful interaction. It fosters creativity, critical thinking, and communication – essential skills for today’s diverse primary classrooms. Drawing on social and emotional learning (SEL), STEAM education, and a commitment to learner autonomy, the Buddies System helps students take ownership of their learning journey.

Through structured routines, collaborative roles, and engaging tasks, the Buddies System builds a culture of connection, curiosity, and cooperation. It’s more than simply working in pairs – it’s about creating a classroom environment where students learn with and from each other, developing independence and interpersonal skills in a safe, supportive space. Flexible framework adaptable to different contexts • Buddies integrates real-world input, functional language use, and cultural content to create purposeful, engaging activities.

Focus on connection, creativity, and curiosity • Students collaborate with each other when they plan, build, problem-solve, and present their STEAM Experiments projects, Show-and-Tell activities, and other language-skills tasks.

Promote reflection, agency, and emotional safety • With SEL themes, learner-centered roles, and consistent routines, Buddies nurtures independence, accountability, and a sense of belonging. Students grow together through peer support, shared goals, and emotional well-being. The Buddies System is not just about pairwork or teamwork, but about creating a classroom culture of connection, curiosity, and collaborative well-being. When learners feel safe and supported, they become active participants in their own learning journey, they become confident, curious participants in their own education.

21st-century skills in Buddies

The Buddies course helps create a classroom environment where students can develop the key life skills they need for their future. Through carefully structured lessons, students learn how to learn by being curious and solving problems, they develop skills on how to work well with others, and how to express themselves confidently both inside and outside the English class. By using fun activities like songs, stories, and games, learners build a strong foundation in English while growing into resourceful and active young people. In particular, Buddies focuses on the following competences: Communication skills

Buddies includes a variety of oral comprehension, spoken production, and interaction activities such as chants, games, and pairwork activities. In addition, opportunities for real-world communication are provided in the Speaking lessons.

In the Show-and-Tell activities, students present their projects to the class in a collaborative communicative setting. Speaking presentations on the STEAM Experiments and Around the World pages provide opportunities for students to prepare projects and present them to their class.

Assessment for learning

Teamwork

Working together is a key feature in the Buddies System. Course characters model teamwork, fostering an environment of support and collaboration from which students can learn. In turn, students are given a wide range of opportunities to work in pairs and small groups through various social interaction activities throughout the course. Thinking skills

Buddies encourages students to develop their language skills through project-based learning related to the topic of each unit. The STEAM Experiments lesson in each unit integrates Science, Technology, Engineering, Arts, and Math, promoting problem-solving, critical thinking, and creativity through engaging, real-life projects. Each project is supported with a clear and engaging step-by-step illustrated guide. Creativity

Projects in each unit encourage students to use their initiative and be inventive by designing and making their own hands-on projects. These projects help students combine imaginative thinking and creative problem-solving skills. Cultural learning

Around the World lessons offer students the chance to learn about new cultures and understand the world around them by encouraging intercultural dialogue. Social and emotional learning (SEL)

he Around t

World

The social and emotional learning curriculum is built around the five core competencies of the CASEL (Collaborative for Academic, Social, and Emotional Learning) Framework, which guides the Buddies approach to developing the whole student. Through carefully crafted stories, students learn about the CASEL competencies of: self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking. Personalization tasks then allow students to reflect on these areas, fostering deep understanding and providing opportunities to apply their learning to their own lives and relationships. This scaffolded approach ensures that students not only understand the skills needed for social and emotional learning but can also practice them effectively.

I CAN

The unit activities, the Review games, and the Unit Tests all aim to improve performance and develop learner autonomy as students gradually gain awareness and independence in learning English. Other Assessment-for-learning techniques that can be used in the classroom include the following:

Round the Room Questioning: The teacher walks around the classroom, asking quick questions to individuals or small groups. This allows for immediate checks of students’ understanding and quick correction of any confusion or learning gaps.

Whole-Class Questioning (Show Me!): The teacher asks a question (often with simple answers, such as “yes/no,” or “A/B/C”). The whole class then show their answers simultaneously. This allows for a quick scan of the entire class’s comprehension.

OLLIE

Peer and Self-Assessment: Students use simple checklists, rubrics, or “I can” statements to evaluate their own work or a partner’s work. Comparing against learning criteria helps them recognize quality and understand lesson goals. 3-2-1 Format: At the end of a lesson, students note down: 3 things they learned, 2 things they found interesting, and 1 question they still have. This gives teachers quick, clear feedback on key learning and curiosity.

Teacher Observation (Informal monitoring): The teacher listens carefully to student discussions and responses during tasks and group work. This informal monitoring helps gauge progress and adjust pacing or activities as needed.

Learning objectives

By the end of the Buddies course, students will have reached CEFR A2 level. They will be able to:

• Understand everyday language: comprehend short, simple spoken and written communication about familiar topics like family, school, hobbies, and shopping. • Engage in routine conversations: participate in brief, everyday exchanges by asking and answering questions, ? and making basic requests, and discussing likes, plans, personal experiences. • Describe themselves and their world: use simple sentences to talk about personal information, daily routine, and their immediate environment. • Understand simple texts: read short, basic materials (stories, emails, or notices) and identify the key information. • Create simple written content: produce brief texts, messages, or descriptions about familiar topics using basic grammar and vocabulary.

Components for Buddies 6

Student’s components

Student’s Book (including audio and video materials) Cristina Quincy

Cristina Quincy

values of learning through the that promotes language and cultural exploration. course for young learners real-world discovery Buddies is a six-level and make kind, smart , within a context of themselves, build friendships, friendship and collaboration primary students understand It is designed to help English through a solid foundation in choices. Buddies provides a development European Framework, topics support language Aligned to the Common Engaging, meaningful and motivating activities. skills. variety of dynamic their English build essential 21st-century all learners in developing while helping students content, Buddies supports lessons and inclusive social and environment. With well-structured on skills development, a supportive and engaging well as additional focus language skills within language lessons, as The course offers core exam support. STEAM projects, and emotional learning (SEL),

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• 8 units based on topic-based active learning • A great variety of engaging video material • Phonics chants to support pronunciatio (Vocabulary and Culture videos) • Stories that aim n in a playful way to foster human connection • STEAM projects and personal growth that involve students through SEL in stimulating, creative • Preparation for the YLE tasks • End-of-unit exercises suite of exams, plus extra practice • Culture pages with and games for evaluating progress a global perspective • Grammar Bank with clear explanation s and tables For

wit

students:

• Student’s Book with Digital Book • Workbook with Digital Book

• Teacher’s Book • Posters • Digital Book • Digital resources • Digital platform with AI Tools (Test Course levels

Level 1 Level 2

For teachers:

• Teacher’s Book • Posters • Digital Book Bank) • Digital resources Lesson Planning, Resource AI Tools (Test Generator, • Digital platform with www.elipublishing.com

Course levels Level 1 Level 2 Level 3

CEFR

Pre A1-A1

Starters

Pre A1-A1

Level 4 Level 5

Level 6

21st-century

Movers

videos.

Flyers

A2+

Cultur

DIGITAL PLATFORM

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Planning, Resource

YLE Cambridge English Starters

Scan the QR codes inside the book to listen to the recordings and watch the videos.

Movers

Flyers

A2+

Flyers

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Starters Movers

A1-A2

DIGITAL PLATFORM

STEAM projec

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SEL (Socia

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Pre A1-A1

Level 5 Level 6

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Level 3 Level 4

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Student’s Book

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Inside level 6:

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6 with Buddies!

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Teacher’s components 6

8 Unit Tests, available in the Teacher’s Book

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Buddies 6 – Unit 1

Buddies 6 – Unit 2

ity | Test

People in My Commun

Date:

Name:

1 Look and write.

beard • creative • friendly • ponytail •

3 Read and match. There are

bald • smile • freckles

• braces • mustache

a buildings

• bangs

Inside level 6:

• 8 units based on topic-based active learning • A great variety of engaging video material (Vocabulary • Phonics chants , Story Time, and to support pronunciati Culture videos) on in a playful way • Stories that aim to foster human connection • STEAM projects and personal growth that involve students through SEL in stimulating, creative • Preparation for the YLE tasks • End-of-unit exercises suite of exams, plus extra practice • Culture pages with and games for evaluating progress a global perspective • Grammar Bank with clear explanation s and tables For

Teacher’s Pack

students:

• Student’s Book with Digital Book • Workbook with Digital Book

For teachers:

• Teacher’s Book • Posters • Digital Book • Digital resources • Digital platform with AI Tools (Test

A1-A2 A2

A2+

Planning, Resource

Tests and Resources

Bank)

Starters

Kosmos Platform

Starters Movers

Movers Flyers

Flyers

Scan the QR codes inside the book to listen to the recordings and watch the videos.

www.elipublishing.co

. She has

He has a cool 3 Mike is Joe’s grandpa. She has a 4 Maria’s hair is long. because he’s a 5 Tyrone likes drawing

Practice

Assessment for Learning Teacher’s Digital Book Additional

hair. He’s

2 Read and circle.

170

Basketball is the sport

person. He doesn’t

Marcus is the boy who

2 a

Basketball is the sport

3 a

have any

4 a

5 A: What’s she look B: She’s funny.

Paula is the girl who is

4 A: What’s he like? friendly. B: He has / is kind and

5 a

/ like?

b 6 a

look like? 6 A: What do they short red hair B: They are / have and freckles.

area of a town or city.

Paula is the girl which

my best friend.

Green is the color that

past progressive.

(read) a book when

(open) the door.

2 He

where he lives.

I got this set of bones / dinosaurs for my little brother.

Mom

he (dig) in the garden when (discover) a fossil.

they (listen) to music while

3 They

(do) their homework.

where her mom works.

4 He

(start) to rain.

she wears all the time.

5 I

(ask) me a question.

is my best friend.

Bookworms is the store

Green is the color who

that he lives.

He’s digging / examining an old vase.

of the simple past and

1 I

who he likes best.

uses Grandpa sometimes / shell to read. a magnifying glass

form 2 Write. Use the correct

has braces.

This building is the place

There’s a picture of a scientist / skeleton in this book.

n moving on a road.

and cities.

which he likes best.

This building is the place

your cousin like? 1 A: What does / is B: She’s fun and creative. uncle look like / like? 2 A: What does your has a mustache. B: He’s bald and he they look like? 3 A: What do / are they have B: They’re short and straight hair.

The pleasure of learning

and a curly and

than a town.

sentences. Marcus is the boy where has braces.

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trucks, and other transportatio

road that connects towns

people that live in the same

4 Read and check (✔) the correct

Maria on his face. He’s a

2 Isabella has a big

Teaching Resources Teacher’s Book and Tests in PDF format Posters in PDF format AI-powered Test Generator

DIGITAL PLATFORM

ESP053_18

Unit Tests Extra Online YLE Exam

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fast

Grammar Review - pre

you born?

I/You/We/They She/He has (’s)

... She’s already won

/ feels ...

I wish I could

two trophies.

Infinitive be

buy

...

eat

have

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for one hour.

She’s already packed her bag.

know

make

run

see

sing

take

teach

win

write

already arrived.

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have (’ve) lived here

played soccer

sent perfect

with yet and already Negative

I/You/We/They haven’t finished the project yet.

He/She/It hasn’t

arrived yet.

with since and for since

for

My brother has

bought a new car.

2025 / last year. three years.

Irregular Verbs

Simple Past

was/were

bought

did

ate

had

knew

made

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saw

sang

took

taught

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wrote

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been

bought

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since 2025.

done

eaten

had

known

made

run

seen

sung

taken

taught

won

written

The bus hasn’t arrived

yet.

He’s been in the pottery club since 2023.

poster pack level

Level 4

Level 5 Level 6

Pre A1-A1

Generator, Lesson

YLE Cambridge English

26.83.030.0

Level 2 Level 3

CEFR

Pre A1-A1

Course Overview Games and Routines Step-by-step Teaching Notes Answer keys to Student’s Book and Workbook Audioscripts and Videoscripts

level 6 ESP053_36

Level 1

Teacher’s Book

4 5

Tyrone

Mike

Joe

poster pack

Course levels

Teacher’s Pa

This is the number of cars,

Date:

1 Look, read, and circle.

d highway

with other homes.

These are very tall buildings

| Test

Name:

c city block

f skyscrapers

This is a home in a building

Looking at the Past

two extra words.

b apartment

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6 ESP053_36 26.83.030.0

English is better

Teacher’s Book

Digital resources • KOSMOS Platform At ELI Publishing, we believe education should be accessible, flexible, and exciting. That’s why we created KOSMOS, a platform that brings together all the tools you need to organize classes, grade assignments, communicate with your students, and manage your institution in one place – all with a modern, user-friendly interface. With KOSMOS, teachers can: • have creative freedom, simplify lesson planning, and save time on administrative tasks; • decide which activities to display, how many attempts to allow, and how to grade them;

• use our weekly planner to make lesson planning intuitive and straightforward; • interact with an AI assistant available to help simplify your class planning. • Digital Student’s Book (with audio and video material, plus interactive activities) • Digital Workbook (with audio tracks and interactive activities) • Digital Teacher’s Book • Extra online resources • QR codes in each unit with access to audio and video resources

The value of STEAM in the classroom

The STEAM approach (Science, Technology, Engineering, Arts, and Math) is highly effective in English classes because it makes language acquisition hands-on and purposeful. These lessons address different curricular areas within one integrated topic, giving students the opportunity to see how these areas are connected and work together. For example, in a lesson on carrying out an experiment to find out what makes bones strong, the different STEAM areas are integrated in the following ways:

Project

Experiments 1 2

Think! What parts of the body can you see on the skeleton?

5 Do the experiment. You’ll need:

Listen and read. What’s your skeleton made of?

A Secret Hero Inside Your Body

chicken bones

What helps you stand up and move around, and protects important parts of your body, like your heart? It’s your skeleton, of course!

Your skeleton is made of bones. Did you know that adults have 206 bones, but babies are born with about 270? As babies grow, some of their small bones join together to make bigger ones. Bones come in many different shapes and sizes. The biggest bone is in your leg, and it’s called the femur. The smallest one is in your ear, and it’s called the stapes. It’s the same size as a piece of rice! Bones are made of calcium, which is a white material that makes bones hard and strong. We get calcium from foods like milk, cheese, nuts, and green vegetables. But bones aren’t just strong – they can bend a little, too. This is because they also have something called collagen, which stops bones from breaking easily when you fall. Here’s another amazing fact: If a bone breaks, it can fix itself! But be careful with your teeth. They aren’t bones, so they can’t fix themselves.

So, the next time you jump, run, or sit down, say thank you to your skeleton. It works hard to help you move and stay safe!

3 Read again and answer True (T) or False (F). 1 Your skeleton is made of bones. 2 Adults have more bones than babies. 3 Your biggest bone is in your leg. 4 Bones can bend. 5 Your teeth are bones.

a glass jar and lid

vinegar

a tablecloth

gloves

1 Wash and dry your chicken bones.

2 Try to bend one of the bones. Does it break?

3 Now put the other bone in the glass jar. Pour in the vinegar to the top of the jar.

4 After three or four days, take out your bone and try to bend it. Does it break now?

Think! Then share with the class. 1 What did you think before the experiment? 2 How did the vinegar change the bone? 3 What can you do to make your bones stronger?

Science: Students investigate the composition of bones. They observe the chemical reaction when vinegar removes calcium, discovering how this mineral provides strength and hardness. 32

Let’s find out what makes bones strong!

4 Organize your group.

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Technology: Students learn how scientists test materials and how technology can be used to measure bone density and strength in real-world medical contexts. Engineering: Students design and set up a controlled experiment. They must organize the process to achieve a result. Arts: Students can express their creativity in the form of a poster about healthy bones and present it to the class. Math: They analyze data to see how different variables affect the bone’s flexibility.

STEAM Projects

STEAM: what makes bones strong Science discovering that calcium makes bones strong and hard; observing what happens when calcium is removed Technology learning how scientists test materials and how technology can measure bone strength Engineering Arts Math

designing an experiment optional: creating a poster about healthy bones and calcium-rich foods measuring time and comparing results (which liquid made the bone softer or harder)

By engaging in practical, hands-on projects, students gain an immediate, real-world context for using English. Each STEAM Experiments lesson is supported with a visual guide that shows each step of the project helping students clearly see how things are made. These clear guidelines support independent learning, boost confidence, and make complex ideas easier to understand by combining visuals, language, and hands-on action. This active process requires more than just language recall; it involves comprehending concepts and instructions, forming simple guesses (or hypotheses) about outcomes, designing and planning work, and organizing skills and knowledge to solve a problem. This approach enhances motivation, strengthens vocabulary and language in a non-traditional way, and develops essential 21st-century skills such as critical thinking, collaboration, and communication.

Each STEAM Experiments lesson ends with a final Show-and-Tell activity, where students have the opportunity to present their projects to the class in a collaborative, communicative setting. For more information on using Show-and-Tell activities in the classroom, see page 17.

Exam Practice

Flyers Reading and Writing Part 5

1 Look at the picture and read the story. Write some words to complete the sentences about the story. You can use 1, 2, 3, or 4 words.

Buddies is aligned with the three levels of the YLE exams, ensuring that students are developing the appropriate skills and language at each stage of their learning journey.

The Roman Play Last Friday, Tina’s class went on a school trip to see a play with their history teacher, Ms. Green. They went to a theater in the city. Everyone was very excited! The theater was very big and made of stone. It looked like the ones in their history books!

Buddies 1 and 2 prepare students for Starters (Pre-A1 CEFR level).

The play started with loud music. When the actors came out, they were all wearing amazing costumes. The men had masks and helmets, and the women wore long white dresses. One woman had a bracelet and a gold necklace. She was the queen in the play, so she also wore a crown. The play was about a Roman man who had to help his city. It was very interesting – and funny, too!

Buddies 3 and 4 prepare students for Movers (A1 CEFR level). Buddies 5 and 6 prepare students for Flyers (A2 CEFR level).

To ensure early preparation and build confidence, each unit includes a dedicated YLE-style exam practice page. Each unit practices different parts of the Starters, Movers, and Flyers tests, giving students exposure to and practice of most YLE exam tasks throughout the course. This systematic inclusion familiarizes students with common task formats, which, in turn, helps them build a strong foundation in specific listening, reading, writing, and speaking skills and helps to reduce anxiety about future testing.

Review and Grammar Bank

After the play, Ms. Green gave them some time to look around. While Tina was exploring the theater, a woman spoke to her. “Did you like the play?” she asked. It was the actor who played the queen! “I loved it!” said Tina. “I’d like to be a famous Roman queen, like you.” The actor laughed and gave Tina her crown and bracelet. “Here, try these on. You can’t be a real Roman, but you can use your imagination!” “Thank you,” said Tina. “This is the best school trip ever!” Example The kids went on a school trip with their history

Questions 1 They went to see a play at a 2 All the actors 3 The men wore helmets and 4 The play was about a man who 5 Tina said she wanted to be 6 Tina tried on the actor’s

teacher.

in the city. costumes. his city.

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Review

The final page of each unit ensures vocabulary, grammar, and skills consolidation through engaging activities.

Assessment for learning

Following the Review lesson, students complete the “I can” box activities. This is their first step toward self-evaluation, allowing them to reflect on their progress and take responsibility for their own learning.

For more formal evaluation, students can assess their progress by completing the Unit Tests (available in this Teacher’s Book) to use throughout the year, in addition to everyday classroom assessment.

2 3 4

Entertaining exercises and games help students review the unit’s vocabulary and language in a fun way, encouraging them to use critical thinking skills. The Grammar Bank offers a clear presentation of all the grammar from each unit and can also be used as a review tool.

5 6 7 8 9

Secret word:

What were you doing? Say, draw, or act. or

Say

Draw

Act it out

That’s a 3. What was I doing?

You were using a magnifying glass!

I CAN 3 Read and check (✔).

We finished Unit 2! Let’s start Unit 3!

I can talk about animals and objects from the past.

I can talk about things that happened in the past.

I can talk about events that happened before and after other events. I can organize my writing well.

Workbook • Page 19

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Teaching hours

For teachers who have:

more than 6 hours per week extend the culture pages into projects; extend the STEAM activities; assign a graded reader per term.

4–6 hours per week use the materials in the Student’s Book, Workbook, and Teacher’s Pack.

1 Look and complete the puzzle. What’s the secret word?

1.5–3 hours per week focus on the core materials (Lessons 1–7), which include Vocabulary 1 and 2, Grammar 1 and 2, and Skills work.

Exam Extra After every two units, Buddies provides a special double-page Exam Extra section. These pages provide authentic exam practice of the YLE Flyers papers, moving beyond standard lesson practice to build “exam stamina” through realistic exam rehearsal. Each section features tasks closely aligned with the exam specifications and includes strategic Exam tips designed to improve exam techniques, such as key word underlining or using visual prompts. To best prepare students, you can use these pages to mirror official testing conditions.

1Exam Extra

A2 Flyers Reading and Writing Part 2 - 5 Questions -

Sophia is visiting her friend Robert. He is telling her about his neighborhood. What does Sophia say? Read the conversation and choose the best answer. Write a letter (A– H) for each answer. You do not need to use all the letters. There is one example. Example

Robert:

Welcome to my city, Sophia! Do you want to explore the neighborhood? D

Sophia: Questions

A Robert:

That’s our science museum. They have lots of fossils and dinosaur skeletons there.

Sophia: 2

Robert:

I like going there because I want to be a scientist one day.

Sophia: 3

Robert:

Do you see that skyscraper across from the museum? There’s a restaurant at the top. Would you like to go there for lunch?

Sophia: 4

Robert:

What would you like to do next?

I want to buy a present for my mom. She likes bracelets.

Yes, please. I’d like to see where you live! (example)

Yes, there are many restaurants at the mall.

Maybe later. I’m not hungry now.

Perfect! I can buy her a necklace there, too.

Oh, that’s cool. I love fossils!

OLLIE

• Read the instructions carefully.

Robert:

• Think: Is Robert asking or answering a question?

There’s a great jewelry store in the mall. They’re not very expensive.

• Guess an answer that can go with what Robert says. Then look for a similar one on the other page.

Sophia:

Do you often go to the park?

Exam tip

Sophia: 5

Really? So do I!

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Workbook • Page 68

?? ?

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he Around t

World Buddies integrates culture and society, showing students that language is a global instrument for connection and exploration.

After every two units, a special double-page Culture section allows students to explore a different part of the world.

OLLIE

he Around t

Episode 1 - Spain

World

Hi, buddies! I have a friend who was studying here at our school, but then her family moved to Spain. Her name’s Alba.

Students engage with the content by reading the texts and watching a video, completing comprehension exercises, and then consolidating their knowledge through a class Show-and-Tell presentation.

Hello everyone! I’m Alba. I live in Santillana del Mar with my family. It’s in the north of Spain. At first, it was hard when we moved because I missed my friends. But now I have friends from my old city and new ones, too! Santillana del Mar is a small and pretty town. The streets are made of stone, and the houses look nice and old. One of my favorite places is the famous Altamira Cave Museum, where my dad works. More than 15,000 years ago, people painted beautiful pictures of animals and handprints on the walls and roof of the cave.

You can’t visit the real cave because the museum wants to protect the paintings. But don’t worry! In the museum, there’s a copy of the cave where you can examine the pictures.

Scientists, like my dad, still study the original cave, and they’ve discovered a lot of interesting things there. For example, they discovered old animal bones. The people who lived in the cave used the bones to make jewelry and tools. They used minerals to make red and black paint. Then they used this paint to create art inside the cave! It was an eight-year-old girl who found the paintings in the Altamira cave! In 1879, María Sanz de Sautuola and her dad were exploring a cave near their house. While María’s dad was digging in the ground, María looked up and saw lots of paintings above her. It was an amazing discovery!

?? ? 1 Look at the photos. What’s Alba talking about? 2 3

Using Show and Tell in the classroom

Listen and read. Then watch.

Look at the cave paintings you can see at Altamira. What do they tell you about the people who lived there 15,000 years ago?

Listen and read again. Then answer the questions. 1 What country did Alba and her family move to? Spain 2 Why was it hard for Alba when she moved? 3 Where does her dad work? 4 Why can’t visitors visit the real cave? 5 What did the people use to make the paint for their cave art? Find out one fact about Spain and share with the class. In Spain, most people speak Spanish. But there are other languages too, such as Catalan, Galician, and Basque. Many people speak two or three languages!

Project presentations using the Buddies System give students a real reason to use English and are a great way to build speaking confidence and celebrate students’ hard work. To get the most out of these activities, you can adopt the following routine: Scaffold: Provide sentence starters, e.g., I chose this fun fact because ... or Did you know ... Model: Briefly present your own Show and Tell using the same starters. Designate: Use a specific “Presenter’s Spot” to signal it’s time to focus. Facilitate: If a student stalls, prompt with an open question. Give priority to communication ahead of accurate language use. Engage: Assign the audience a “Question Task.” For example, tell students to ask one “Why” or “How” question to keep them listening. Celebrate: Always close with a round of applause to reinforce a positive speaking environment. animals

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handprints

a horse

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Lesson 1 Vocabulary 1

People in My Community

Vocabulary 1 a

Look and talk with a friend. 1 Which of these photos describe you? 2 Which of them describe people in your family?

2 3

Did you know? The world’s longest beard was more than five meters long!

Listen, point, and say. Then watch. 1

Look and match to the photos. Then listen and check.

friendly

bangs

beard

braces

Ask and answer about the photos.

creative

mustache

4 9

Photo e: Does he have a beard?

bald

ponytail

freckles smile

No, he doesn’t. He has a mustache.

eight

Workbook Workbook •• Page Page xx 4

Lesson 1 objectives Objective: To describe people’s appearance and personality. Vocabulary: bald, bangs, beard, braces, creative, freckles, friendly, mustache, ponytail, smile Materials: Classroom Language poster; Digital Book

Warm up

• Greet the class. Use the Classroom Language poster to review key language and activate prior knowledge on the theme of the unit. Point to some of the pictures and say: Describe this boy/girl. • Play About Me. Students describe what they look like, e.g., I have blue eyes. My hair is long and curly. I’m short. See pp. 18–19 of your Teacher’s Book.

Look and talk with a friend.

• Show p. 8 of the Student’s Book. Smile and say: Look. Picture i describes me. Picture j describes me, too. Read the questions out loud. Put students into pairs to talk about the pictures.

Listen, point, and say. Then watch.

• Play the audio. Check that students are pointing to the correct photo. Ask students to say the words and the sentences. • Say: Now let’s watch a video! Use the interactive OLLIE whiteboard (if available) to show the vocabulary in the video.

Audioscript a freckles. My sister has beautiful freckles on her face. b ponytail. She likes wearing her hair in a ponytail. c bangs. My mom cut my sister’s hair, and now she has bangs. d bald. My dad has no hair on his head. He’s bald. e mustache. My uncle has a big mustache! f beard. Our teacher has a short beard. g braces. My brother has braces on his teeth. h creative. My friend is very creative. She paints, writes stories, and makes her own songs! i smile. My cousin has a nice smile. j friendly. My new neighbor is friendly. He always smiles and says hello.

Did you know?

• Read Ollie’s speech bubble out loud. Ask one student to stand up and another student to roughly measure 5 meters in paces away from their classmate to demonstrate how long the beard was.

Look and match to the photos. Then listen and check.

• Ask two students to match the words to the photos. Then play the audio for them to check their answers. • Read the words out loud in random order. Students repeat and point to the correct photos.

Ask and answer about the photos.

• Ask volunteers to read out the speech bubbles. Ask the class questions and have students say the answer together. • Put students into pairs and ask them to take turns to ask and answer questions about the photos. Monitor pairs.

Ending the lesson

• Ask: Does anyone in your family have bangs? Is anyone in your family creative?

Now go to Workbook 6 page 4.

I‘m not

OLLIE

Grammar 1

Listen and read. Then listen again and say. Julia: Rowan: Julia: Rowan: Julia: Rowan: Julia: Rowan: Julia: Rowan: Julia:

I met our new teacher this morning! His name is Mr. Stevens. What’s he like? He’s very nice and funny. Oh, great! What does he look like? He’s tall, and he has a beard and a mustache. Look, that’s him. Where? Over there. He’s talking to the girl with the bangs. He has a friendly smile. Yes, he does! Oh, and I also met two other new teachers. Really? What are they like? They’re very friendly, too. I think we’re going to have fun this year!

2 Read and complete with the correct form of a

look like or be like. Then look and match.

What’s he like? He’s very nice and funny.

What does he look like? He’s tall. He has a beard. What are they like? They’re very friendly.

?? ?

Grammar Bank p. 136

Grammar

1 A: What does your sister look like? B: She has long, red hair, and freckles. is like ? your art teacher 2 A: What B: She’s creative and funny. are like ? the teachers at your school 3 A: What B: Oh, they’re very nice and friendly! do look like ? your uncles 4 A: What B: They both have beards, mustaches, and friendly smiles. They’re twins!

of look like or be like. Then look and match.

She’s very friendly and funny.

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Workbook Workbook •• Page Page xx 5

Lesson 2 objectives Objective: To describe people. Grammar: be like and look like Recycled language: See Vocabulary 1 Materials: Four pieces of paper for each student for the Bingo game; Digital Book

Warm up

• Greet the class. Say: Hands up if you are creative. • Play Bingo. See pp. 18–19 of your Teacher’s Book.

and say.

• Play the audio again, and then assign the roles of Julia and Rowan to pairs. Students read the dialogue out loud. • Review Ollie’s Grammar box, making sure students understand the meaning of the highlighted words. Read out the examples and have students repeat. • Explain that we use be like to talk about people’s personality, meaning what kind of person they are. Say: I’m friendly. That’s what I am like. Explain that we use look like to talk about people’s appearance, meaning what we see on the outside. Say: I have (straight, brown) hair. That’s what I look like. • Ask students to read the Grammar Bank on p. 136 of their Student’s Book. • Say these sentences in random order and ask students to call out be like or look like. be like: She’s creative. He’s friendly. They’re nice. look like: She’s tall. He has short, brown hair. They have braces.

2 Read and complete with the correct form

Talk about your friends and family. What’s your best friend like?

Lesson 2 Grammar 1

Listen and read. Then listen again

• Show p. 9 of the Student’s Book. Ask students to look at the picture and to say the names of the kids they know. (Julia and Rowan.) Ask: Who do you think the other people are? and accept all reasonable answers. • Say: Listen to Julia and Rowan. Play the audio. Check comprehension by asking: Who is Mr. Stevens? (Their new teacher.) Does he have a beard? (Yes, he does.) How many other new teachers did Julia meet? (Two.)

• Review the question forms by drawing students’ attention to the questions in the grammar box. Draw their attention to the words does and do in What does he look like? and What do they look like? Then point out the form of be in What’s he like? and What are they like? • Read the example out loud and have students repeat. Ask students to complete the questions. Read out the correct question forms for students to check their answers. Have students practice the questions by asking them to repeat after you. Then students match the questions and answers to the correct photos. Ask different pairs to read out the questions and answers and say which photo they match.

Talk about your friends and family.

• Ask volunteers to read out the speech bubbles. Students work in pairs to produce correct question forms and answers. Ask students to talk about at least two people each. Monitor pairwork and help students produce the correct grammar forms, if necessary.

Ending the lesson

• Ask: What’s Mr. Stevens like? What does he look like? and elicit He’s very nice and funny. He’s tall, and he has a beard and a mustache. • Say: You can close your books. Goodbye!

Now go to Workbook 6 page 5.

Lesson 6 Listening

Skills

Listening

• Read out the sentences. Play the audio. Check answers orally. • Ask students to correct the false sentences: 2 Their surname is Brown. 3 They’re on the third floor. 6 It’s a video game competition.

1 Look at the photo. Where’s the family? What do you think they’re doing? at a hotel/ in a hotel lobby. They're checking in.

Listen and answer True (T) or False (F). 1 The family is staying at the Best Beach Hotel. 2 The family’s surname is Jones. 3 The family is staying on the second floor. 4 Dinner starts at 5 o’clock. 5 At dinner, you can eat anything you want. 6 There’s going to be a board game competition at 3 p.m.

Take a plate to the center tables.

c e

F F T T F

Tell the person at the door your name and room number.

b d

What do they need to do in the dining room? Listen again and number in order.

You can try lots of different types of food! 1

Go to the dining room across from the lobby. Choose the food you want to eat.

Listening for instructions When listening for instructions, listen for action words like go, tell, or take. Also listen carefully to the order of the instructions. This helps us know exactly what to do.

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Workbook • Page 48

Lesson 6 objectives Objective: To listen for instructions. Recycled language: across from, competition, dinner, table, swimming pool, vacation, video game; See Vocabulary 2; The imperative Materials: Digital Book

Warm up

• Greet the class. Ask: Have you ever eaten at a hotel? What was the food like? • Play Letter Scramble with Vocabulary 2 words. See pp. 18–19 of your Teacher’s Book.

1 Look at the photo. Where’s the family? What do you think they’re doing?

Listen and answer True (T) or False (F).

• Show p. 92 of the Student’s Book. Read the questions out loud. Ask students to look at the photo and say what they can see.

Audioscript Clerk: Welcome to the Best Beach Hotel! Mom: Hello! We’d like to check in. Our surname is Brown. Clerk: Let’s see... Ah yes. One room for four people. Dad: That’s right. Clerk: OK, Mr. and Mrs. Brown, your room number is 304. Here’s your key card. Mom: Thank you. Where are the elevators? Clerk: They’re over there. To get to your room, take the elevator to the third floor and go down the hall. Your room is on the right. Girl: Where can we eat dinner? Clerk: The dining room is on the first floor, across from the lobby. Dinner is from 5 to 8 o’clock. Girl: How does it work? Clerk: It’s easy. Just tell the person at the door your name and room number. Then take a plate and help yourself to the food on the center tables. Girl: Can I eat anything I want? Clerk: Yes! You can try lots of different types of food, too! I’m sure you’ll love it. Boy: Is there a swimming pool? Clerk: Of course! It’s outside. You can pick up a towel there. Dad: Are there any activities for kids? Clerk: Yes! We have fun kids’ activities every day. Here’s some more information about that. Girl: Oh cool! At 3 p.m. today there’s going to be a video game competition. Clerk: Anything else? Dad: No, thank you for your help. Clerk: You’re welcome. Enjoy your vacation!

Listening for instructions

• Explain to students that we can use the imperative to give instructions. Ask them to say some classroom instructions.

What do they need to do in the dining room? Listen again and number in order.

• Read the sentences out loud. Play the audio. Ask students for their answers and correct or confirm. • Play the audio again and ask students to raise a hand when they hear one of the instructions.

Ending the lesson

• Ask: What instruction do you think I’ll give you in a moment?

Now go to Workbook 6 page 48.

122

Lesson 7 Speaking Speaking Speaking

1 1

Look and talk with a friend. What are the kids going to do? Lookgirl andistalk with friend. What are the to do? The going toago to the movies. Thekids boygoing is going to go to the beach.

2 2

Listen and check (✔) the sentences you hear. Making plans with friends Listen and check (✔) the sentences you hear. Making plans with friends What do you want to do tomorrow? What do you want to do tomorrow? Do you want to ... ? Do you want to ... ? Do you want to do something tomorrow? What do you want to do tomorrow / Do you want to do something tomorrow? What do you want to do tomorrow / this weekend? Let’s meet at the movie theater at 1 p.m. this weekend? Let’s meet at the movie theater at 1 p.m. Let’s meet at ... Let’s meet at ... Let’s go swimming at the beach. Sounds good. Let’s go swimming at the beach. Sounds good. See you soon / tomorrow / later! I’ll call you later, OK? See you soon / tomorrow / later! I’ll call you later! I’ll call you later, OK? I’ll call you later! See you later. See you later. Sounds good. Sounds good. Do you want to go Sounds good! See you soon! Do you want to go ice skating this weekend? Sounds good! See you soon! ice skating this weekend?

3 Talk with a friend. Use the 3 ideas Talk with a friend. Use the in the box. ideas in the box.

hear. Then listen again and say. 1 man / men 1 man / men 2 sat / set 2 sat / set 3 band / bend 3 band / bend 4 sad / said 4 sad / said 5 ran / red 5 ran / red 6 had / head 6 had / head 7 family / friendly 7 family / friendly 8 passenger / messenger 8 passenger / messenger

Great! I’ll call you later! Great! I’ll call you later!

5 Listen and say the chant. Clap when 5 you hear Listen and say the chant. Clap when a short e sound. Snap your

ninety-three ninety-three

• Read the sentences out loud and have students repeat.

93 93

Lesson 7 objectives Objective: To make plans with friends. Functional language: Do you want to ... ?, What do you want to do tomorrow / this weekend?, Let’s meet at ..., Sounds good., See you soon / tomorrow / later!, I’ll call you later! Phonics: short e and short a : bend, friendly, head, men, said; passenger, ran, sat Materials: Digital Book

Warm up

• Greet the class. Play Let’s brainstorm! with the topic Things to do on the weekend. See pp. 18–19 of your Teacher’s Book.

Audioscript Boy: Do you want to do something tomorrow? Girl: Yes! How about watching a movie? Boy: Hmm, I’m not sure. What do you want to watch? Girl: I don’t know yet. Let’s meet at the movie theater at 1 p.m., then we can decide what to watch and buy tickets. Boy: I don’t think I want to watch a movie. Let’s go swimming at the beach. Girl: OK. We can go with Tess and Ben. Boy: Great! I’ll call you later, OK? Girl: Sounds good. See you tomorrow! Boy: Yes, see you soon!

Making plans with friends

you hear a short e sound. Snap your fingers when you hear a short a sound. fingers when you hear a short a sound. For one passenger, a plane won’t wait. For one passenger, a plane won’t wait. So I ran and I ran! I can’t be late! So I ran and I ran! I can’t be late! My jacket and passport fell out of my bag. My jacket and passport fell out of my bag. I stopped to get them and put them back. I stopped to get them and put them back. And then I heard someone call my name. And then I heard someone call my name. My friend said, “Hurry! That’s our plane!” My friend said, “Hurry! That’s our plane!”

Workbook • Page 48 Workbook • Page 48

Listen and check (✔) the sentences you hear.

• Ask students to read the sentences so they know what to listen for. Explain that they should only check the sentences that say exactly what they hear. • Play the audio. Check answers orally.

short e e and a short and short short a

4 Listen and circle the word you 4 hear. Listen and circle the word you Then listen again and say.

Look and talk with a friend. What are the kids going to do?

• Show p. 93 of the Student’s Book. Ask students to look at the photos. • Read the question out loud. Ask students to talk in pairs.

Talk with a friend. Use the ideas in the box.

• Ask students to choose times in the future they want to make plans for, e.g., next weekend, tomorrow, next Sunday. • Students talk in pairs. Monitor pairs.

Listen and circle the word you hear. Then listen again and say.

• Direct students’ attention to the Phonics box. Play the audio and students circle the word they hear. Play the audio and students repeat.

Listen and say the chant. Clap when you hear a short e sound. Snap your fingers when you hear a short a sound.

• Say: Listen to the chant. Play the audio. Read the chant line by line for students to repeat. • Play the audio again and ask students to clap or snap their fingers. They clap for fell, get, them, then, friend, said and snap their fingers for passenger, and, ran, can’t, jacket, passport, bag, back, that’s.

Ending the lesson

• Ask: What do you want to do on the weekend? • Say goodbye to each student.

Now go to Workbook 6 page 48.

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Lesson 10 STEAM

Project

Experiments 1 2

Let’s experiment with pulleys!

4 Organize your group.

5 Do the experiment. You’ll need:

Think! Where do you use elevators? in tall buildings/ skyscrapers

string

Listen and read. How do pulleys help us? They help us lift heavy objects more easily.

The Pulley: A Simply Amazing Machine

a cup

Have you ever tried to pick up something very heavy? It was difficult, wasn’t it? Long ago, people found a smart way to lift heavy things more easily: they invented the pulley.

cardboard

scissors

a pencil

a shoebox

a skewer

a straw

A pulley is a simple machine. It’s made of a wheel with a rope around it. First, you tie an object to one end of the rope. Then, when you pull on the other end of the rope, the wheel turns and helps lift the object.

This is because the rope and wheel carry some of the object’s weight. It’s also easier for humans to pull something down than to pick it up. Pulleys make work easier for you!

1 Use the cup to draw two circles on your cardboard. Cut the circles out.

People started using pulleys thousands of years ago. The ancient Greeks used them to build ships and big buildings. People in the ancient world also used pulleys to get water from deep under the ground.

4 Make two holes near the top of your shoe box. Push the skewer through one side of the box, through the pulley wheel, and out the other side of the box.

Today, we still use pulleys to build tall skyscrapers, to lift the heavy curtains in theaters, and to sail boats. You’ll also find pulleys in elevators and exercise machines. The pulley looks like a very simple invention, but it has made a huge difference!

3 Read again and write. There’s one extra word. elevators • pull • push • ships • curtains • wheel wheel 1 A pulley is made of a with a rope around it. pull down a heavy object than to pick it up. 2 It’s easier to ships 3 The ancient Greeks used pulleys to create big buildings and curtains on stage. 4 Today, many theaters use pulleys to lift the elevators . 5 Today, we use pulleys in exercise machines and

2 Use a sharp pencil to make holes in the center of the two circles.

5 Put the string around your pulley at least two times. The string should sit between the two cardboard circles.

3 Put the straw through the two holes. Cut the straw short. This is your pulley wheel. 6 Tie one end of the string around a small object (for example an eraser). Turn the pulley to lift the object. Try lifting different objects with your pulley wheel.

Think! Then share with the class. 1 What happens to the wheel when you turn the pulley? It turns and lifts the string. 2 What’s the heaviest object that your pulley can lift? Students’ own answers 3 What do you think happens if you add more wheels to your pulley? Students’ own answers

ninety-six

ninety-seven

Lesson 10 objectives Objectives: To read about pulleys; To do an experiment with pulleys; To think and talk about pulleys. STEAM: experiment with pulleys Science exploring how pulleys use direction and force Technology understanding how pulleys have been used through history Engineering Arts Math

building a simple working pulley from everyday materials optional: drawing or labeling pulley systems; decorating or presenting the project creatively measuring and comparing

Recycled language: ago, ancient, deep, difficult, easily, elevator, invention, skyscrapers, theater

Receptive language: curtain, lift, pulley, rope, weight, wheel Materials: Cardboard, a cup, a pencil, scissors, a skewer, a straw, a shoebox, string; Digital Book

Warm up

• Greet the class. Ask: Do you know how an elevator works? • Play Spelling Bee. See pp. 18–19 of your Teacher’s Book.

126

Think! Where do you use elevators?

• Show p. 96 of the Student’s Book. Read out the question. Ask students to raise their hands to offer answers.

Buddies 6 – Unit 1 People in My Community | Test Name:

Date:

1 Look and write.

friendly • ponytail • beard • creative • bald • smile • freckles • braces • mustache • bangs

Mike

Joe

Tyrone

Isabella 1 Joe has

Maria on his face. He’s a

2 Isabella has a big

kid.

. She has

on her teeth.

3 Mike is Joe’s grandpa. He has a cool

and a curly

4 Maria’s hair is long. She has a

and

5 Tyrone likes drawing because he’s a hair. He’s

2 Read and circle.

person. He doesn’t have any

1 A: What does / is your cousin like? 2 A: What’s he like? B: She’s fun and creative. B: He has / is kind and friendly. 3 A: What does your uncle look like / like? 4 A: What’s she look / like? B: He’s bald and he has a mustache. B: She’s funny.

5 A: What do / are they look like? 6 A: What do they look like? B: They’re short and they have B: They are / have short red hair straight hair. and freckles.

170

3 Read and match. There are two extra words. a buildings

b apartment

c city block

d highway

e neighborhood

f skyscrapers

g traffic

h village

This is a home in a building with other homes.

These are very tall buildings with many floors.

This is the number of cars, trucks, and other transportation moving on a road.

This is the name of a main road that connects towns and cities.

This is a place that is smaller than a town.

This is a community of people that live in the same area of a town or city.

4 Read and check (✔) the correct sentences. 1 a

Marcus is the boy where has braces.

Marcus is the boy who has braces.

2 a

Basketball is the sport which he likes best.

Basketball is the sport who he likes best.

3 a

This building is the place that he lives.

This building is the place where he lives.

4 a

Paula is the girl who won the race.

Paula is the girl which won the race.

5 a

Bookworms is the store where her mom works.

Bookworms is the store who her mom works.

6 a

Green is the color who she wears all the time.

Green is the color that she wears all the time.

171

Buddies 6 – Unit 6 Going Away for the Weekend | Test Name:

Date:

1 Read and match. There are two extra words. a tourists f passport

b luggage g passenger

c tour guide h forget

This is when you don’t remember something.

These are people who are on vacation.

You need this document to travel to another country.

You buy this to travel on a train.

This person shows you around a city.

These are your bags when you go on vacation.

You should do this to your phone so the battery is 100 .

This is a person who is traveling on a train or other transportation.

2 Order the sentences.

1 it will / on the weekend. / I think / rain

2 he’ll / with his friends. / go away / Maybe 3 remember / she’ll / I’m sure / her charger. 4 I hope / for the train. / be late / you won’t 5 Mom won’t / I’m sure / like flying. 6 next week. / Maybe / we’ll / go hiking

180

d ticket i go away

e charge j remember

3 Look, read, and write. lobby • towels • check in • key card • balcony • second floor • elevator • hall

A: Hello. I’d like to My name’s Juan Hernandez.

, please.

B: Welcome, Mr. Hernandez. Your room is 205. It’s on the . This is your to open the door.

A: Excuse me. Is the down to the

coming

B: No, we just missed it. It’s going up. Do you know where the restaurant is? A: Yes, it’s down that

there.

B: OK. Thanks.

3 This is a great room, it has a big are two clean on the bed. I’ll take a shower and then eat lunch at the restaurant.

. There

4 Complete the sentences with the correct form of be going to or will and the words in the box.

stay • love • watch • go away • visit • be

1 Jack

his grandma tomorrow.

3 We

next weekend.

2 I think the museum 4 She’s sure he 5 Maybe I 6 They

interesting.

his present.

a movie on TV later.

181

Inside level 6:

k c a P s acher’

Te Teacher’s Pack

For students:

• Student’s Book with Digital Book • Workbook with Digital Book

For teachers:

• Teacher’s Book • Posters • Digital Book • Digital resources • Digital platform with AI Tools (Test Generator, Lesson Planning, Resource Bank) Course levels

CEFR

YLE Cambridge English

Pre A1-A1

Starters

Level 1

Pre A1-A1

Level 3

Level 2

Movers

A1-A2

Movers

Level 6

A2+

Flyers

Kosmos Platform

Flyers

Scan the QR codes inside the book to listen to the recordings and watch the videos.

DIGITAL PLATFORM

Teacher’s Book + Posters

BUDDIES_6_GUIDA.indd 1-3

Tests and Resources

Starters

Level 4

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Teacher’s Book

Course Overview Games and Routines Step-by-step Teaching Notes Answer keys to Student’s Book and Workbook Audioscripts and Videoscripts

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