Colours4_Photocopiable

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IntroduccIón Photocopiable Activities 4 está diseñado para ser utilizado con el

método Colours 4. Consta de tres fichas fotocopiables por unidad que aportan más variedad al desarrollo del curso y al mismo tiempo permiten a los alumnos asimilar el lenguaje que van aprendiendo. La Guía Didáctica de Colours 4 sugiere el momento adecuado para explotarlas, aunque ello no impide que se puedan utilizar en ocasiones diferentes si el profesor lo considera oportuno.

Para facilitar su uso, Photocopiable Activities 4 ofrece notas detalladas de los pasos que hay que seguir para completar las fichas, y a cada una de ellas le acompañan sugerencias de Refuerzo y Ampliación para que el profesor pueda adaptarlas a las circunstancias de su aula.

Se deben leer estas explicaciones antes de hacer las fotocopias para preparar el material necesario y calcular el número de copias según la actividad.

A What’s underWater? (Guía Didáctica, página 33, AB ejercicio 2) Vocabulary animales marinos, números 1–8, los colores Howmanyanimals?Colourandaskyourfriend. Los alumnos cuentan

los animales y escriben el resultado en los espacios. Colorean el dibujo y preguntan a cuatro compañeros de qué colores los han pintado.

Miran el dibujo durante 30 segundos. Mientras un alumno tapa el dibujo y lo recuerda, el otro comprueba los animales nombrados.

Un alumno piensa en un animal del dibujo y los otros hacen preguntas para adivinarlo. El primer alumno sólo puede contestar Yes, it is. No, it isn’t. Yes, it can. No, it can’t. Yes, it has. No, it hasn’t.

B What’s he got? (Guía Didáctica, página 40, Warm up) Vocabulary rope, camera, sandwiches, water, apples, pens Findthedifferences. Miran el dibujo y completan las listas de cosas

que son diferentes. Anímales a comprobar su escritura y usa sus

Pupil’s o Activity �oo�s si fuera necesario. Cuando terminen, pueden o Activity �oo�s si fuera necesario. Cuando terminen, puedenActivity �oo�s si fuera necesario. Cuando terminen, pueden si fuera necesario. Cuando terminen, pueden compararlas con las de un compañero.Rodean los alimentos que se pueden comer o beber.

Cada alumno hace una lista de seis cosas para que Leo o Su las lleven en su aventura. Comparan sus listas: He’s got 3 apples. Si su compañero ha escrito lo mismo, lo rodean y si no, lo tachan.

C Look at that car! (Guía Didáctica, página 44, Wind down) Vocabulary rockets, wings, fly, swim, can, can’t, has(n’t) got Readandanswer.Actout. Los alumnos leen el diálogo y contestan las

preguntas. Cada uno escoge un personaje, se aprende el diálogo, lo prepara y lo representa en clase.

Dibujan otro coche/vehículo y en pares, preguntan sobre lo que el coche/vehículo puede ó no puede hacer.

Recortan el diálogo, lo mezclan y lo vuelven a ordenar.

2 A strange animal

1 Adventure in the sea

3 Adventure in the mountainsA a specIaL day! (Guía Didáctica, página 65, AB ejercicio 3) Vocabulary las actividades diarias, Happy birthday! Make a mini book. Recortan la hoja por las líneas de puntos y la

doblan para formar un libro. Completan la historia y la colorean.En grupos pequeños y por turnos leen una página en voz alta.

Los demás buscan la página en sus libros.Escriben una historia parecida en otro mini libro.

B avaLanche Wordsearch (Guía Didáctica, página 71, ejercicio 10) Vocabulary palabras relacionadas con la montaña y con la nieve Findthewords.Drawacircle.Write! �uscan las palabras en la sopa de

letras y las escriben debajo del dibujo correspondiente. Recortan los dibujos y los ponen boca arriba. Uno cierra los

ojos y el otro quita una carta. El primero abre sus ojos y adivina qué dibujo falta.

Uno describe una palabra para que su compañero la adivine.

A Where Is he? (Guía Didáctica, página 49, AB ejercicio 1) Vocabulary lugares que hay en la ciudad y en el campo Writethewords.Drawandfind. Escriben las palabras en el espacio

correcto, dibujan cinco personas en el dibujo y las encuentran en el dibujo del compañero, Is he in the park?

Uno de los alumnos describe las cosas que se pueden hacer en uno de los lugares. El primero que lo adivine será el siguiente en hacer la descripción.

En un tiempo limitado, hacen una lista con las actividades de cada lugar. El grupo con más opciones leerá la lista en voz alta.

B guess the actIon! (Guía Didáctica, página 51, ejercicio 5) Vocabulary actividades Cut out and play. Reparte una fotocopia a cada grupo. Ellos

recortan las cartas y las ponen bocabajo. Uno escoge una carta y representa la actividad en ésta hasta que los demás la adivinen. El primero que la adivine destapará la siguiente.

Reparte a cada grupo dos juegos de cartas. Los alumnos las barajan y juegan a Pelmanism.

Un alumno escoge una carta, pregunta a los demás del grupo Do you … ?, cuenta cuántos han dicho que sí y apunta el resultado. El siguiente repite el proceso. Al final, observan los resultados y ven cuál es la actividad que más realizan.

C What do you pLay? (Guía Didáctica, página 57, ejercicio 8) Vocabulary Do you … ?, actividades Askyourfriendsaboutsports. Preguntan a cuatro compañeros sobre

los deportes que éstos practican y apuntan los resultados en la tabla. Cambian de grupo y cuentan al nuevo grupo los deportes a los

que juegan los compañeros del grupo anterior.Pídeles que averigüen cuál es el deporte que más se practica.

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C heLp! It’s crazy! (Guía Didáctica, página 73, AB ejercicio 7) Vocabulary cleans, makes, eats, lives, makes, help, goes, collects Whichwordisincorrect?Changeit.Circletheverbs. �uscan en cada

frase la palabra incorrecta. Escogen una palabra del recuadro, la

corrigen y rodean los verbos. Escriben cinco oraciones sobre su rutina diaria.

Escriben otras tres oraciones sin sentido, las intercambian con un compañero que las corrige.

A Let’s go to the moon! (Guía Didáctica, página 87, AB ejercicio 2) Vocabulary prendas de vestir, space shuttle, astronaut, moon Readandwrite. Observan el dibujo y leen las pistas. Rellenan la tabla

para descubrir quién no irá a la luna (Jennifer).Uno describe a un astronauta. Su compañero adivina quién es.

Escriben sobre las prendas de los astronautas. Pueden incluir algo incorrecto. Lo intercambian con el compañero para que encuentre lo que está mal.

B LIfe In space! (Guía Didáctica, página 93, ejercicio 9) Vocabulary vida en el espacio, Presente Simple Read and match. Write what Harry does. Unen las frases con los

dibujos sobre Harry y completan la tabla.

Dibujan a Harry y escriben su nombre.Escriben sobre otras cosas que Harry hace o no hace. Marca un

límite de tiempo. Gana la pareja con más oraciones.

C space quIz (Guía Didáctica, página 99, AB ejercicio C) Vocabulary la vida en el espacio Dothequiz! Recortan las cartas y las barajan. Uno escoge una

y lee la pregunta y otro responde. Anotan los puntos que aparecen en las cartas por cada respuesta correcta. El que consiga más puntos gana la partida.

Forman oraciones completas para cada respuesta.Escriben más preguntas para que otra pareja las responda.

A the menu (Guía Didáctica, página 103, AB ejercicio 2) Vocabulary alimentos Writethewords.Actouttheconversation. Escriben los nombres

de los alimentos al lado de cada dibujo en el menú. Por parejas, preparan el diálogo para representarlo delante de la clase.Escriben los precios de los alimentos y colorean el menú.Usan el menú para inventar otro diálogo.

B tIme battLeshIps (Guía Didáctica, página 109, ejercicio 8) Vocabulary decir la hora (o’clock, half past), días de la semana Play Battleships. Juegan a Hundir la flota (ver Guía Didáctica,

Games Bank).

Miran los relojes y anotan las horas.Miran las horas y escriben oraciones sobre lo que hacen a esas horas

en diferentes días de la semana.

C a crazy breakfast (Guía Didáctica, página 113, ejercicio 14) Vocabulary los alimentos Writethewords.Readandcrossouttheextrawords. Miran los dibujos

y completan las palabras. Leen sobre el desayuno de Sam y tachan las palabras que sobran. Rodean en el texto todas las palabras referidas a alimentos.Escriben un texto similar sobre su desayuno y lo intercambian con un

compañero para que tache las palabras sobrantes.

4 Adventure in space

5 Treasure!

6 Adventure in the sky

7 Adventure in the city

A What’s In the sky? (Guía Didáctica, página 119, ejercicio 3) Vocabulary there are, cosas del cielo, números Lookand count.Colour andwrite. Cuentan lo que hay en el cielo

y escriben el total en los recuadros. Colorean el dibujo y escriben sobre él. Finalmente, intentan encontrar a otro compañero con el que coincidan (José and I have got two blue birds.).

Observan un dibujo durante 30 segundos, le dan la vuelta e intentan recordar todo lo que puedan.

Escriben tres oraciones sobre el dibujo, una de las cuales es falsa y las intercambian con otra pareja para que la adivine.

B number search (Guía Didáctica, página 127, ejercicio 6) Vocabulary números 20–100 Findthenumbers.Match.Thendothesums. �uscan los números en la

sopa de letras, los unen con el dígito correspondiente y hacen las sumas.

Respuestas:a 14 b 77 c 24 d 99 e 17 f 41 g 37 h 28Escriben los números en orden.

Escriben más sumas pero con números diferentes y las intercambian con otra pareja para que las resuelva.

C honey bees (Guía Didáctica, página 131, AB ejercicio A) Vocabulary palabras relativas a la vida de las abejas Read,cutoutandstick. Recortan las frases y los dibujos. Pegan las

frases en la parte de atrás del dibujo que le corresponde. Para hacer el móvil colorean los dibujos, pasan una cuerda o hilo por los agujeros, los atan y los pegan a tres pajitas. Añaden más abejas y flores al móvil. Deberían escribir alguna información en los dibujos.

Escriben tres preguntas de las abejas para hacérselas a otra pareja.

A In the cIty (Guía Didáctica, página 141, AB ejercicio 2) Vocabulary acciones de la ciudad Writeaboutthepicture.Findthedifferences. Haz una fotocopia para

cada pareja y da una mitad a uno. Individualmente, escriben oraciones para describir el dibujo. Anímales a escribir tantas oraciones como puedan. Por parejas, describen sus dibujos y encuentran las diferencias.

Observan uno de los dibujos durante 30 segundos, le dan la vuelta y tratan de recordar tantos objetos como les sea posible.

Uno de los alumnos describe una acción de uno de los dibujos. Los otros dicen de qué dibujo se trata.

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A What’s underWater? (Teacher’s Book, page 33, AB exercise 2) VocabularyVocabulary animals in the sea,animals in the sea, numbers 1–8, colours How many animals? Colour and ask your friend. They count the

animals and write the numbers in the spaces. They colour the picture and as� four friends what colours they have used for the animals.

They loo� at one picture for 30 seconds. One pupil then covers the picture tries to remember what was there. His/Her friend chec�s the animals named.

One pupil thin�s of a word from the picture. The others as� questions to find out what the word is. The first pupil can only answer Yes, it is. No, it isn’t. Yes, it can. No, it can’t. Yes, it has. No, it hasn’t.

B What’s he got? (Teacher’s Book, page 40, Warm up) Vocabulary rope, camera, sandwiches, water, apples, pens Find thedifferences. The pupils loo� at the pictures and complete

the lists of things that are different. Encourage them to chec� their

spelling, using their Pupil’s or Activity �oo�s if necessary. They can compare with a friend when they finish. The pupils circle the things you can eat or drin�.

Each pupil ma�es a list for Leo or Su of six things to ta�e on the adventure. The pupils compare lists: He’s got 3 apples. If their friend has written the same, they circle it. If not, they cross it out.

C Look at that car! (Teacher’s Book, page 44, Wind down) Vocabulary rockets, wings, fly, swim, can, can’t, has(n’t) got Readandanswer.Actout. The pupils read the dialogue and answer

the questions. They then ta�e a role each, learn the dialogue and prepare to act it out in front of the class.

They draw a picture of another fantastic car/item. In pairs they as� each other what the car/item can or can’t do.

The pupils cut up the dialogue, mix up the lines and then put them bac� in order.

1 Adventure in the sea

IntroductIon Photocopiable Activities 4 is designed to be used in conjunction with

Colours 4. It contains three photocopiable wor�sheets per unit. They aim to bring variety to the course and to help the pupils assimilate the language they are learning by giving them more exposure and extra practice. Throughout the teaching notes in the Colours 4 Teacher’s �oo�, you will find recommendations for when to use each wor�sheet; this is not to say that they cannot be used at other times when the teacher considers it appropriate.

To ma�e it easier to use, Photocopiable Activities 4 has detailed step-by-step notes on how to exploit each of the wor�sheets. In addition, each activity has its own Reinforcement and Extension ideas so that the teacher can adapt them to his/her particular class and the individual needs of the students.

All these notes should be read carefully before the lesson to ma�e sure the necessary material and number of copies are ready.

8 Marvin the wizard

B cIty bIngo! (Guía Didáctica, página 147, ejercicio 6) Vocabulary objetos de una ciudad Play Bingo! Cada alumno recorta las cartas. Uno hace de

‘profesor’ y pone todas sus cartas en un montón hacia abajo. Los demás ponen tres cartas boca arriba y descartan el resto. El ‘profesor’ coge la primera carta del montón y dice una oración con lo que hay en la carta, por ejemplo The traffic lights are red. Si algún alumno tiene esa carta (traffic lights) la vuelve boca abajo. El primero que vuelva sus tres cartas dirá Bingo!Escriben las palabras en las cartas.

Juegan a Snap! (ver Guía Didáctica, Games Bank).

C she’s sIngIng! (Guía Didáctica, página 153, AB ejercicio D) Vocabulary acciones en la ciudad, traffic light Completethesentences.Match. Completan las frases con las palabras

de los espacios y las unen con los dibujos.Un alumno señala un dibujo y su compañero, sin mirar las

oraciones, dice lo que está ocurriendo.Escriben oraciones similares (con huecos) sobre el dibujo de la

página 48 del Pupil’s �oo�. Después, intercambian sus hojas con otra pareja para completar las oraciones.

A hoW do you feeL? (Guía Didáctica, página 163, ejercicio 5) Vocabulary adjetivos relativos a sentimientos Findthefeelingsinthesnake.Write. Rodean los adjetivos en la serpiente

y usan las palabras para completar los bocadillos. Respuestas:1 bored 2 cold 3 hot 4 thirsty 5 hungry 6 frightened 7 sleepy 8 excited 9tired 10 happy

Representan el diálogo del dibujo. Anímales a decir las oraciones simulando el estado de ánimo al que hace referencia cada oración.Dentro del dibujo, escriben oraciones para los otros alumnos.

B a postcard from London! (Guía Didáctica, página 165, AB ejercicio 6) Vocabulary adjetivos relativos a sentimientos, decir la hora, was, went Colour the picture. Complete the postcard. Usan el código para

colorear el dibujo y completan la postal con las palabras del cuadro. Respuestas: 1 happy 2 London 3 excited 4 hungry 5 thirsty 6 quarter 7 dar� 8 tired Rodean todos los ejemplos de was y subrayan los de went.Escriben una postal a un amigo. Pueden hacer un dibujo por un lado

y escribir por el otro.

9 Adventure in the nightA yesterday! (Guía Didáctica, página 173, ejercicio 2) Vocabulary went, played, watched, basketball, a film, a computer

game, the shops, bed, football, a friend’s house, TV Match!Writethesentences. Los alumnos unen las dos partes de las

oraciones y escriben cada una éstas debajo de cada dibujo. Rodean los verbos que están en Pasado Simple y los ponen en infinitivo.Escriben cinco oraciones diciendo lo que hicieron ayer.

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A Where Is he? (Teacher’s Book, page 49, AB exercise 1) Vocabulary places in the town and countryside Writethewords.Drawandfind. The pupils write the words in the correct

spaces. They then draw five people somewhere in the picture. They find the five people in their friend’s picture: Is he in the park?

One pupil describes what you can do in one of the places. The first pupil to guess correctly, describes the next place.

The pupils ma�e a list of all the things you can do in one place. Set a time limit. The group with the most things, reads out the list.

B guess the actIon! (Teacher’s Book, page 51, exercise 5) Vocabulary activitiesactivities Cutoutandplay. Give one photocopy to each small group. They

cut up the cards and put them face down on the table. One pupil chooses a card and mimes the activity for the others to guess. The first pupil to guess the activity chooses the next card.

Give each group two sets of cards, shuffled. They play Pelmanism. One pupil chooses a card and as�s each pupil in the group Do

you … ? He/She counts how many say yes and writes it down. The next pupil repeats the process. Finally, they loo� at the totals to see what they all do the most.

C What do you pLay? (Teacher’s Book, page 57, exercise 8) Vocabulary Do you … ?, activities Askyourfriendsaboutsports. The pupils as� four friends about

the sports they play and write the answers in the table. The pupils change groups and tell a new group about the sports

their friends play. As� them to wor� out which sport most people play.

2 A strange animal

3 Adventure in the mountainsA a specIaL day! (Teacher’s Book, page 65, AB exercise 3) Vocabulary everyday activities,everyday activities, Happy birthday! Makeaminibook. The pupils cut along the dotted line and fold the

page along the lines. They complete the story and colour the pictures.In small groups, they ta�e it in turns to read a page aloud. The

others loo� for it in their boo�s. They write a similar story for another mini boo�.

B avaLanche Wordsearch (Teacher’s Book, page 71, exercise 10) Vocabulary word related to the mountains and snow Findthewords.Drawacircle.Write! The pupils find the words in the

wordsearch and write them under the correct pictures.

They cut out the pictures and put them face up on the table. One pupil closes his/her eyes and the other ta�es one card away. The first pupil opens his/her eyes and guesses which picture is missing.

One pupil describes a word for his/her friend to guess.

C heLp! It’s crazy! (Teacher’s Book, page 73, AB exercise 7) Vocabulary cleans, makes, eats, lives, makes, help, goes, collects Whichwordisincorrect?Changeit.Circletheverbs. The pupils find

the word that is wrong in the sentences. They choose a word from the box and correct it. They then circle the verbs. They write five sentences about their daily routines.

They write three more crazy sentences. They then swap with a friend who corrects the sentences.

4 Adventure in spaceA Let’s go to the moon! (Teacher’s Book, page 87, AB exercise 2) Vocabulary clothes,clothes, space shuttle, astronaut, moon Readandwrite.The pupils read the clues and loo� at the pictures. They

fill in the table to find out who is not going to the moon (Jennifer). One pupil describes an astronaut. His/Her friend guesses who

it is. They write about the astronauts’ clothes. They can include something

incorrect. They swap papers with a friend who finds what is incorrect.

B LIfe In space! (Teacher’s Book, page 93, exercise 9) Vocabulary life in space, Present Simple Readandmatch.WritewhatHarrydoes. The pupils match the pictures

with the sentences about Harry. They then complete the table.

They draw a picture of Harry and label it.They write about other things Harry does or doesn’t do in space.

Set a time limit. The pair with the most sentences is the winner.

C space quIz (Teacher’s Book, page 99, AB exercise C) Vocabulary life in space Dothequiz! The pupils cut out the cards and shuffle them. One

pupil chooses a card and reads the question for another to answer. Points are given for correct answers as shown on the cards. Each pupil �eeps a record of the points he/she wins.

The pupils ma�e full sentences for each of the answers. The pupils write more questions to as� another pair.

A the menu (Teacher’s Book, page 103, AB exercise 2) Vocabulary foodfood Writethewords.Actouttheconversation. The pupils write the

names of the foods next to the pictures in the menu. In pairs they practise the dialogue ready to perform it in front of the class. The pupils write the prices of the foods and colour the menu.The pupils use the menu to invent another dialogue.

B tIme battLeshIps (Teacher’s Book, page 109, exercise 8) Vocabulary telling the time (o’clock, half past), days of the wee� PlayBattleships. The pupils play �attleships (see Teacher’s �oo�,

Games Bank) They loo� at the cloc�s and write out the times.They loo� at the times and write sentences saying what they do at

those times on different days of the wee�.

5 Treasure!

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A What’s In the sky? (Teacher’s Book, page 119, exercise 3) Vocabulary there are, things in the s�y,things in the s�y, numbers Look and count. Colour and write. The pupils count the things in

the s�y and write the numbers in the boxes. They then colour the picture and write about it. Finally, they try to find another pupil with similarities, José and I have got two blue birds.

They loo� at the picture for 30 seconds, then turn it over and try to remember as much as they can about it.

They write three sentences about the picture, one of which is false. They swap papers with another pair who decides which sentence it is.

B number search (Teacher’s Book, page 127, exercise 6) Vocabulary numbers 20–100 Find the numbers. Match. Then do the sums. The pupils find the

numbers in the wordsearch. They then match them to the correct

digit. Finally, they do the sums. Answers:a 14 b 77 c 24 d 99 e 17 f 41 g 37 h 28

They write the numbers in order.They write some more sums using different numbers. They

swap papers with another pair who solve them.

C honey bees (Teacher’s Book, page 131, AB exercise A) Vocabulary words related to the life of bees Read,cutoutandstick.The pupils cut out the sentences and pictures.

They stic� the sentences on the bac� of the correct picture. They colour the pictures, put string through the holes and attach them to three drin�ing straws to ma�e the mobile. They add more bees and flowers to the mobile. They should write some information on the pictures.

They write three questions about bees to as� another pair.

6 Adventure in the sky

A In the cIty (Teacher’s Book, page 141, AB exercise 2) Vocabulary actions in the cityactions in the city Write about the picture. Find the differences. Ma�e one

photocopy for each pair and give each pupil one half. On their own, they write sentences describing the picture. Encourage them to write as many sentences as they can. In pairs, they describe their pictures and find the differences.

The pupils loo� at one of the pictures for 30 seconds, then turn it over and try to remember as much as they can about it.

One pupil describes an action from one of the pictures. The others say which picture it is.

B cIty bIngo! (Teacher’s Book, page 147, exercise 6) Vocabulary things in a citythings in a city Play Bingo! Each pupil cuts out the cards. One pupil is the

‘teacher’ and �eeps all his/her cards in a pile, face down. The others turn three cards face up and discard the rest. The ‘teacher’ ta�es the

top card and ma�es a sentence with the word, The traffic lights are red. If the other pupils have that card (traffic lights)traffic lights)) face up, they turn it face down. The first pupil to turn the three cards face down calls Bingo! They write the words on the cards.

They can play other card games such as Snap! (see Teacher’s �oo�, Games Bank).

C she’s sIngIng! (Teacher’s Book, page 153, AB exercise D) Vocabulary actions in the city,actions in the city, traffic light Completethesentences.Match. The pupils complete the sentences

with the words in the box. They match the sentences with the pictures. One pupil points to a picture. Their friend says what is

happening, without loo�ing at the sentences. They write similar sentences (with gaps) about the picture on

page 48 of the Pupil’s �oo�. They then swap papers with another pair who complete the sentences.

7 Adventure in the city

8 Marvin the wizardA hoW do you feeL? (Teacher’s Book, page 163, exercise 5) Vocabulary adjectives of feelingsadjectives of feelings Findthefeelingsinthesnake.Write. The pupils circle the adjectives

in the sna�e. They use the words to complete the speech bubbles. Answers: 1 bored 2 cold 3 hot 4 thirsty 5 hungry 6 frightened 7 sleepy 8 excited 9tired 10 happy

They act out the conversations in the picture. Encourage them to say the sentences with ‘feeling’.They write sentences for the other children in the picture.

B a postcard from London! (Teacher’s Book, page 165, AB exercise 6) Vocabulary adjectives of feeling, telling the time, was, went Colourthepicture.Completethepostcard. The pupils use the code to

colour the picture. They then complete the postcard with the words in the box. Answers: 1 happy 2 London 3 excited 4 hungry 5 thirsty 6 quarter 7 dar� 8 tiredThey circle the examples of was and underline the examples of went. They write a postcard to a friend. They can draw a picture and then

write on the bac�.

C a crazy breakfast (Teacher’s Book, page 113, exercise 14) Vocabulary foodfood Writethewords.Readandcrossouttheextrawords. The pupils loo�

at the pictures and complete the words. They then read about Sam’s

brea�fast and cross out the extra words. They circle all the words in the crazy text that are foods.They write a similar crazy text about their brea�fast. They swap

papers with a friend who crosses out the extra words.

9 Adventure in the nightA yesterday! (Teacher’s Book, page 173, exercise 2) Vocabulary went, played, watched, basketball, a film, a computer

game, the shops, bed, football, a friend’s house, TV Match!Writethesentences. The pupils match the two parts of the

sentences. They then write one sentence under each picture.

They circle all the verbs in Past Simple and write them in the infinitive.They write five sentences saying what they did yesterday.

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�Colours 4 © Cambridge University Press and Grupo SM 2007

What’s underwater?How many animals can you see?

Name:

whales coral sharks

flying fish octopus starfish

three

* Colour the picture. Then ask your friend.

whales

coral

sharks

flying fish

octopus

starfish

Grey.What colour are your whales?

Name

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� Colours 4 © Cambridge University Press and Grupo SM 2007

What’s he got?

Find the differences. Make a list.

Name:

He’s got … She’s got …

two sandwiches. one sandwich.

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�Colours 4 © Cambridge University Press and Grupo SM 2007

Look at that car!Read the conversation. Answer the questions.

Name:

He’s got … She’s got …

1 Has the car got rockets?

� Whose car is it?

3 What colour is it?

� Has it got wings?

� Can it fly?

� Do you like the car?

No, it hasn’t.

* Act out the conversation.

Paul It’s my mother’s.

Mary Has it got rockets?

Paul No, it hasn’t.

Mary Can it swim?

Paul No, it can’t.

Mary Can it fly?

Paul No, no, no!

Mary Oh!

Mary Fantastic! Let’s get in.

Paul It can’t fly. It can’t swim, but it’s got a TV.

Mary Wow! Whose car is this?

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10 Colours 4 © Cambridge University Press and Grupo SM 2007

Where is he?Write the words in the picture. Name:

park country mountains woods swimming pool basketball court tennis court

* Now draw five people. Ask your friend.

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Colours 4 © Cambridge University Press and Grupo SM 2007

Guess the action!

11

Cut out and play!

ride a bike play football

swim jump

climb play tennis

play basketball skateboard

walk rollerblade

PC_PH4_903064401.indd 11 22/3/07 08:51:52

1� Colours 4 © Cambridge University Press and Grupo SM 2007

What do you play?Ask your friends about sports. Name:

Yes, I do.Do you ride a bike?No, I don’t.

Do you … Name

… ride a bike?

… play football?

… swim?

… play tennis?

… play basketball?

… rollerblade?

… skateboard?

PC_PH4_903064401.indd 12 22/3/07 08:51:53

13Colours 4 © Cambridge University Press and Grupo SM 2007

A special day!Name: Make a mini book.

Dad makes

. Nadia helps him

. A

nd she feeds the .

Surprise!

Birthday, Mum

!

Nadi

a m

akes

her

an

d cl

eans

her

.

Toda

y is a

spec

ial d

ay.

Sssh

, qui

et!

PC_PH4_903064401.indd 13 22/3/07 08:51:54


Avalanche wordsearchFind the words. Draw a circle. Write!

Name:

M O U N T A I N S

L S F N N L L M L

A V A L A N C H E

P R B E N T W O E

D R V S K I S I P

T O R C H E C R I

E N O C I H I Y N

N Z P R K W O M G

T S E O K A E L B

S N O W M A N F A

N W I T N E R N G

B R E A K F A S T

1 � 3

�

�

�

� � �

➜

➜

PC_PH4_903064401.indd 14 22/3/07 08:51:56

1�Colours 4 © Cambridge University Press and Grupo SM 2007

Help! It’s crazy!Which word is incorrect? Change it.

Name:

cleans help eats makes goes lives collects makes

1 She helps her room.

� He washes his bed.

3 She drinks her breakfast.

� A horse cleans on a farm.

� He feeds the snowman.

� Rescue teams wash up people and animals.

� She flies everywhere on skis.

� He makes the eggs.

cleans

* Circle the verbs.

PC_PH4_903064401.indd 15 22/3/07 08:51:57


Let’s go to the moon!Read and write. Who isn’t going to the moon?

Name:

Jack, Jessica, John and Jennifer are astronauts. Three of them are

going on the space shuttle to moon. One isn’t going. The one

who isn’t going isn’t wearing a belt, gloves or a scarf. Who is it?

isn’t going on the space shuttle to the moon.

Jack Jessica John Jennifer

jacket

helmet

trousers

belt

gloves

scarf

boots

3

7

PC_PH4_903064401.indd 16 22/3/07 08:51:58


Life in space!Read and match. Name:

Jack, Jessica, John and Jennifer are astronauts. Three of them are

going on the space shuttle to moon. One isn’t going. The one

who isn’t going isn’t wearing a belt, gloves or a scarf. Who is it?

1 This is Harry. He’s an astronaut.

� He lives inside a space shuttle when he is in space. It’s very difficult.

3 He can see planets and stars.

� He doesn’t use a bed at night.

� He wears a helmet. These are his boots.

� He doesn’t eat cereal for breakfast. He eats food from packets.

He eats cereal for breakfast.On Earth In space

He doesn’t eat cereal. He eats food from packets.

a

b

c

d

e

f

* Write what Harry does on Earth and in space.

PC_PH4_903064401.indd 17 22/3/07 08:51:59


Space quizDo the quiz!

1 Does the moon make light? No, it doesn’t. It reflects light from

the sun.

� Is it dangerous to look at the sky with a telescope during the day?

Yes, it is.

� Do astronauts do exercise? Yes, they do.

10 Does the moon move? Yes, it does. It goes around the Earth.

3 Does a rocket go into space? No, it doesn’t. The rocket falls back

to Earth.

11 Does the moon have life on it? No, it doesn’t.

� Is it difficult to eat and drink on a space shuttle?

Yes, it is.

1� Do astronauts wear helmets? Yes, they do.

� Does the Earth have life on it? Yes, it does. We live on Earth!

13 Do the astronauts play football in the space shuttle?

No, they don’t.

� Do astronauts drink from a glass? No, they don’t. They drink from a bottle.

1� Do the astronauts eat fresh food in space? No, they don’t. They eat food from

packets.

� Does the Earth move around the sun? Yes, it does.

1� Do things float in a space shuttle? Yes, they do.

� Is an astronaut’s food nice? No, it isn’t.

1� Does a space shuttle go fast? Yes, it does. It travels �00km in a minute.

PC_PH4_903064401.indd 18 22/3/07 08:52:00


The menuWrite the words. Name:

* Act out the conversation with a friend.

Customer Can I have the menu, please?

Waiter Yes, here you are.

Customer I’m hungry. Can I have some eggs, bread, butter,

cheese and juice, please?

Waiter Yes, OK.

Customer One moment. I’m very hungry! Can I have some

cereal, a yoghurt and some milk, too?

Waiter Yes, OK.

Customer And … fruit and biscuits, please.

Waiter OK. So that’s eggs, bread, butter, cheese, juice,

cereal, a yoghurt, milk, fruit and biscuits.

Customer Yes, that’s right. Oh, no! I haven’t got any money!

1

�

3

�

�

�

�

�

�

10

PC_PH4_903064401.indd 19 22/3/07 08:52:01

�0 Colours 4 © Cambridge University Press and Grupo SM 2007

Time BattleshipsPlay Battleships! Name:

Su

nd

ay

Mo

nd

ay

Tu

esd

ay

Wed

nes

da

y

Th

urs

da

y

Fri

da

y

Sa

turd

ay

PC_PH4_903064401.indd 20 22/3/07 08:52:02

�1Colours 4 © Cambridge University Press and Grupo SM 2007

A crazy breakfastWrite the words. Name:

* Read and cross out the extra words.

Good Morning! Breakfast My name is Sam. At eggs nine o’clock I butter have cereal and milk. Do you like yoghurt? I biscuits don’t like it but I like fruit. I have a glass of orange juice bread at breakfast and an apple or an orange at half past cheese eleven. See you later. Bye!

1

�

�

bread

c r al

ilk

c e s

ru t

ju c

b tt r

yo h r isc t

�

�

�

3

�

�

10

g s

PC_PH4_903064401.indd 21 22/3/07 08:52:05

�� Colours 4 © Cambridge University Press and Grupo SM 2007

What’s in the sky?Look and count. Name:

* Colour the picture. Then write about it.

�

3

�

�

�

1 There are three blue birds and two black and white swallows.

sun clouds planes parachutes swallows helicopter bees

flies

sun

clouds planes

parachutes swallows

helicopter bees

flies

PC_PH4_903064401.indd 22 22/3/07 08:52:07

�3Colours 4 © Cambridge University Press and Grupo SM 2007

Number searchFind the numbers. Draw a circle. Match!

Name:

a � + � = e �� – � =

b �� + �� = f �� – 11 =

c 1� + � = g �� – �� =

d �1 + �� = h �� – �0 =

* Now do the sums.

fourteen

E I G H T Y T H R E E N

F A T I W P V M U O H I

I J W K E I G H T E E N

F B E S I X T Y F I V E

T O N E H U N D R E D T

Y R T H I R T E E N T Y

S C Y X K Q U L Y N W F

E F O R T Y N I N E E O

V G N H A O R G Z S L U

E D E P F L E N T M V R

N T H I R T Y T W O E V

E F S E V E N T Y S I X

➜

➜

PC_PH4_903064401.indd 23 22/3/07 08:52:08


Honey beesRead, cut out and stick. Then make a mobile.

Name:

There is only one queen bee in a hive. She lays about 1,�00 eggs a day.

A drone is a male bee. He’s got big eyes. He doesn’t do any work.

A worker is a female bee. She does a lot of work. She cleans the hive, feeds the bees and makes honey.

The honey bee collects nectar from flowers to make honey. She visits about � million flowers to make �� grams of honey.

Honey is �0% sugar and �0% water. The sugar in honey is good sugar.

A hive is where the bees live. They live in a group called a colony. There are about �0,000 bees in a colony.

PC_PH4_903064401.indd 24 22/3/07 08:52:10

��Colours 4 © Cambridge University Press and Grupo SM 2007

In the cityWrite about the picture. Find the differences.

Name:

A man is buying a newspaper.

A man is singing.

A

B

PC_PH4_903064401.indd 25 22/3/07 08:52:13


City Bingo!Play Bingo!

PC_PH4_903064401.indd 26 22/3/07 08:52:14


1 She’s happy. She a song.

� The boys a newspaper.

3 The dog next to the car.

� He a bike.

� The cats into the road. It’s dangerous!

� They the road at the traffic lights.

� Mum on the phone.

� The ball into the street. It’s dangerous!

� He a car.

She’s singing!Complete the sentences. Name:

’s singing ’s going ’s riding ’re crossing ’s talking ’s driving ’s sleeping ’re buying ’re running

* Match the sentences with the pictures.

’s singing

a b c

d

e f

g

h

i

PC_PH4_903064401.indd 27 22/3/07 08:52:19


How do you feel?Find the feelings in the snake. Name:

* Write the feelings in the speech bubbles.

1

�

�

�

�

�

3

�

�10

PC_PH4_903064401.indd 28 22/3/07 08:52:22


A postcard from London!Colour the picture. Name:

happy London hungry thirsty tired quarter dark excited

* Complete the postcard. Use the words in the box.

happy

Key 1 = red � = white 3 = black � = grey � = blue � = yellow � = green

Dear Mum,

I like England. I feel very 1 . Yesterday I went to � .

It’s very big. I was very 3 ! There was a big clock called Big

Ben. In the afternoon I was � and � so I went to a

restaurant with my friends. It was � past six and it was �

. My friends went to the cinema but I was � . At

half past ten I went to bed.

Lots of love, Sarah

PC_PH4_903064401.indd 29 22/3/07 08:52:24

30 Colours 4 © Cambridge University Press and Grupo SM 2007

Yesterday!Match! Name:

Yesterday I went to … a film.Yesterday we played … the shops. bed at half past nine.Yesterday I watched …

* Write the sentences.

basketball.a film.a computer game.the shops.bed at half past nine.football.my friend’s house.TV.

a b c

d e

f g h

PC_PH4_903064401.indd 30 22/3/07 08:52:25

Acknowledgements

Thepublishers would like to thank Diana Hicks and Andrew Littlejohn for their inspiration and dedication to the project and for sharing their experiences of teaching children with us.

Theeditorialteam would like to thank those working behind the scenes for their hard work and support which has helped to make this publication possible.

Theauthorsandpublisherswouldliketothankthefollowingteachersfortheinvaluablefeedbackwhichtheyprovided:Maripi Arriaga Aznar, CEIP Onze de Setembre, Sant Quirze de Vallès; Carmen Ballester Angulo; Júlia Breda, CEIP Gerbertd’Orlhac, El Prat de Llobregat; Mª Pilar Moro Gómez; Sara Muñoz Muriana; Noreen O’Donnell, Col·legi Sant Ignasi, Barcelona; Leticia Prenzo, Col·legi Sant Ignasi, Barcelona; Susi Tello, CEIP Pilarín Bayés, Sant Quirze del Vallès; Conxi Valero, Col·legi Sant Ignasi, Barcelona

Theauthorsandpublishersaregratefultothefollowingcontributors:Clare Webber and María Oller: cover design and illustrationClare Webber: book design Leticia Fernández Muñoz: book layout

Thepublisherswouldliketothankthefollowingillustrators:Isabel Labad; Lucía Serrano

cambridge university press

Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, São Paulo

Cambridge University Press C/ Basílica 17, 28020 Madrid, Spain

ediciones sm

C/ Impresores 15, Urbanización Prado del Espino, 28660 Boadilla del Monte (Madrid)

editorial cruïlla

C/ Balmes 245, 08006 Barcelona

http://www.cambridge-sm.net

© Cambridge University Press and Grupo SM, 2007

It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets in this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press and Grupo SM for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages which carry the wording ‘© Cambridge University Press and Grupo SM’ may be copied.

First published 2007

Printed in Spain by Unigraf, S.L.

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Pupil’s Book • Activity Book • Teacher’s Book/Guía DidácticaPortfolio Builder • CD-ROM • Audio CD • DVD • Tests CD

Flashcards • Word cards • Story cards • Photocopiable ActivitiesA–Z: teaching young learners • Posters • Games • Website

Visit our website at: www.cambridge-sm.net

Colours is a six-level course for young learners of English.

★ Stories, songs, puzzles and games make Colours fun, dynamic and involving.

★ The course is supported by a clear language syllabus.

★ Regular revision pages reinforce what has been learned.

★ Levels 3–6 provide content-rich texts and activities with links to other areas of the curriculum.

★ The Teacher’s Book/Guía Didáctica offers step-by-step guidance and includes a bank of extra materials which provides busy teachers with great flexibility.

Level 4

PC_PH4_903064401.indd 2 22/3/07 08:51:35

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