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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 5:

k c a P s acher’

• 8 units based on topic-based active learning • A great variety of engaging video material (Vocabulary, Story Time, STEAM, 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

A1

Level 2 Level 4

A1-A2

Level 6

A2+

Level 5

A2

Tests and Resources Kosmos Platform

Starters Movers Movers Flyers Flyers

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

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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_5_GUIDA.indd 1-3

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 22/05/26 11:16

Nina Lauder

Cristina Quincy

Katharine Scott

Teacher’s Book

The pleasure of learning

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Contents Introduction

Map of Buddies 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4

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

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

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

Components for Buddies 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10

Features in Buddies 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 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 5 Welcome

Going Downtown

1

At the Store

Numbers 101–9,999 Ordinals Dates page 4 Time

Superlatives could, must, should

bridge, city hall, clothing store, pharmacy, post office, road, sports center, stadium, page 8 swimming pool, traffic lights

Future with going to (revision)

go past, go straight, turn left, turn right, walk across; across from; crosswalk, sidewalk

Asking for directions

made of

glass, metal, plastic, wood; comfortable, expensive, hard, soft

looks / feels

so and because

dry the dishes, fold the laundry, hang out the laundry, load the dishwasher, mop the floor, mow the lawn, sort the recycling, vacuum the floor hail, rain, shine, snow; go fishing, hike in the mountains, kayak in the river, ride a mountain bike

have to / had to

Vocabulary 1

belt, cotton, denim, gold, jeans, jewelry, leather, shirt, sweater, wool

2

page 22

Around the World

Episode 1 - New Zealand

3

page 40

Grammar 1

Vocabulary 2

Grammar 2

Exam Extra: Flyers Reading and Writing Part 2

How do you feel?

Going Camping

4

brave, calm, excited, frightened, nervous, proud, shy, surprised, upset, worried

look at the stars, make a campfire, put up a tent, read a map, roast marshmallows, skip stones, sleep in a sleeping bag, tie a rope, use page 54 a flashlight, use a first-aid kit

Past progressive

Past progressive and simple past with when

Exam Extra: Flyers Listening Part 3 Around the World

Episode 2 - The USA

5

page 72

6

page 86

Around the World

Episode 3 - Peru

7

page 104

8

page 118

Infinitive of purpose

butter, chocolate chips, flour, honey, lemons, nuts, oil, raisins

Quantifiers

flying car, hoverboard, Future predictions What will the future drone, robot pet, space travel, VR headset; with will / won't build, design, discover, invent be like?

get a job, go to a concert, have a pet, learn to drive, move to a new city, speak many languages, travel abroad, win a competition

Future predictions with will – questions and short answers

Let’s cook!

bake, mix, pour, stir; cup, fork, glass, knife, pot, spoon

Exam Extra: Flyers Speaking Part 2

Science Club Our World

add, bend, divide, grow, heat, measure, melt, multiply, observe, subtract

Zero conditional

balloons, liquid, safety glasses, sand, soil, straws, tape, test tubes

too many, too much, (not) enough

desert, flood, island, lightning, ocean, rainforest, savanna, storm, thunder, volcano

Present perfect

climb up a volcano, explore a rainforest, fly in a seaplane, go on a safari, go snorkeling, go whale-watching, trek through the desert, visit the pyramids

Present perfect with ever and never

Exam Extra: Flyers Reading and Writing Part 5

Around the World Episode 4 - Famous Places Around the World Grammar Bank page 136

4

10 9 8

Story Time and Social and Emotional Learning

Speaking

Phonics

11 12 1

7 6 5

2 3 4

STEAM

Exam Practice

The Park Cleanup

Asking for clarification

the sp and st sounds

Going shopping!

Describing objects

short i and long i Why do boats float?

Project: Let's float a boat!

Flyers Reading and Writing Part 4

Responding to others' feelings

the ow and oh sounds

Machine Helpers at Home Project: Let's build a laundry folder!

Flyers Reading and Writing Part 1

Adding suspense to stories

the s and z sounds

Magnets and Compasses Project: Let's make a compass!

Flyers Listening Part 4

Responsible decision making: Keeping your city clean Social awareness: Respecting the choices of others

Movie day!

??

Social awareness: Identifying the feelings of others

?

Better safe than sorry!

Responsible decision making: Making good decisions

Building Bridges Project: Let's build a bridge!

Flyers Speaking Part 1

Ollie

Grandma's Cake

Mealtime expressions

silent letters k and t

Secret Messages Project: Let's write invisible messages!

Flyers Speaking Part 3

What will the future bring?

Talking about preferences

the d and t sounds

The Past and Future of Cars Project: Let's make a balloon car!

Flyers Listening Part 1

The Plant Experiment

Responding to instructions

silent e

How do we measure distance? Flyers Project: Let's test an ancient Listening measuring tool!

Part 5

A Hike to the Volcano

Describing photos

the b and v sounds

Pyramids Project: Let's build a strong structure!

Self-management: Adapting to situations

Self-management: Thinking positively about changes

Social awareness: Showing interest in the world around you

Responsible decision making: Being a responsible citizen

Flyers Reading and Writing Part 7

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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

1 Going Downtown b

e

f

c

d

OLLIE

g

h

2

j

i

Listen and read. Then listen again and say.

Julia: Hi, Holly! What are you going to do today?

Holly: Hey, Julia! I’m going to play basketball at the sports center. Do you want to come?

Julia: I can’t. I’m going to study at the library.

Holly: Really? Why? Today’s Saturday!

Julia: Because we have that important test on Monday, remember?

Holly: Oh, yeah, that’s right. But I’m not going to study today. I’m going to do it tomorrow.

Julia: Are you sure? I’m going to take more notes today.

Holly: Hmm. Maybe you’re right. Let me get my bag and we can go to the library together.

Julia: Great! Oh, and bring an umbrella with you.

I think it’s going to rain.

Holly: OK. See you soon!

Vocabulary 1 a

What are they going to do today?

Listen and write.

1 We’re going to go shopping at the clothing store.

2

going to visit city hall.

Look Lookand andtalk talkwith withaafriend. friend.

11 Which Whichof ofthese theseplaces placesare arenear nearyour yourhouse? house?

22 What Whatcan canyou youdo doat atthese theseplaces? places?

22

4

going to watch a game at the stadium.

Look Lookand andmatch matchto tothe thephotos. photos.Then Thenlisten listenand andcheck. check.

11 bb post postoffice office 22

44

8

road road

77

stadium stadium

33

pharmacy pharmacy 88

Say Sayand andguess. guess.

bridge bridge

44

clothing clothingstore store 99

You can send a letter here.

??

3

city cityhall hall

55

sports sportscenter center 10 10

What are you going to do today?

I’m going to play basketball.

I’m not going to study today.

They’re going to go to the library together.

I think it’s going to rain.

??

?

Grammar Bank p. 136

going to play tennis at the sports center today.

5

?

Listen, Listen,point, point,and andsay. say.Then Thenwatch. watch.

33 66

Did you know? The mayor is the leader of a city and usually works at city hall.

Grammar

going to visit the doctor.

3

11

1

Grammar 1

1

Ask and answer about your plans.

What are you going to do today?

I’m going to have lunch with my grandma.

swimming swimmingpool pool traffic trafficlights lights

A post office!

eight

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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.

6

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

Rowan

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 with video tutorials.

• fostering respect and interest in different cultures by exploring the Ollie different continents in the Around the World lessons.

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Story Time Working with stories

Buddies offers a topic- and values-based comic story in every unit that follows the lives of the Buddies family and friends in their everyday adventures. The bold, captivating comic frames and fun, playful storylines grab students’ attention. Language from the units is reinforced and recycled in the stories, aiding retention. The captivating illustrations are clearly supported with captions, audio, and video.

Story Time

2

Going shopping!

1 Look and answer. What does Rowan need to buy?

2

6

7

Listen and read. Then watch.

1

2

The girls could see that Rowan wasn’t happy.

“You know what?” said Holly. “You should get the shoes that you like.” Julia agreed. “Yeah.

Don’t buy something just to make us happy.”

Rowan needed to buy new shoes for a special party.

“This store has a lot of great shoes,” said Rowan’s mom. “Let’s go inside!”

3

Rowan loved the black sneakers. “Now, these are definitely my style,” he said. “Yes!” agreed Julia.

“They’re perfect for you!”

3 Look, read, and answer.

1 Who liked the black leather shoes?

”I don’t know what kind of shoes I want,” said Rowan. “Don’t worry!” said Julia.

“We’re here to help you choose.”

Julia

2 Why didn’t Rowan like the black leather shoes?

4

3 Which shoes did Holly like?

4 Which shoes did Rowan like?

4

Tell a friend the story in your own words.

Respecting the choices of others “Look at those, Rowan!” said Julia.

“They’re made of leather. And they’re on sale!” But Rowan didn’t like them.

“Leather shoes hurt my feet,” he explained.

5 Read and write.

‘What about these boots?” said Holly. “They’re perfect for school and for the party!” But Rowan wasn’t sure.

The boots weren’t really his style.

1 Why was it difficult for Rowan to find the right shoes?

2 Why do you think Rowan said he should try something different?

5

3 How did that make him feel?

4 Imagine you’re Holly or Julia. How did you feel at the end of the story?

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Social and emotional learning

Ask and answer.

1 Do you think it’s important to help your friends make decisions?

2 Do your friends listen to your advice?

3 How does that make you feel?

4 When was the last time you didn’t agree with a friend’s choice?

5 What can you do when you don’t agree with a friend’s choice?

Each story aims to foster human connection and personal growth in students through the inclusion of social and emotional learning in the storylines.

The CASEL (Collaborative for Academic, Social, and Emotional Learning) Framework has been used to highlight the broad areas of competence in the stories including self-awareness, social awareness, relationship skills, and responsible decision-making. The storylines in Buddies encourage students to reflect on the values they present and to relate them directly to their own lives in follow-up personalization activities.

At last, Rowan saw shoes that he liked! But his friends were surprised. “They’re very similar to your old shoes,” said Julia. “Oh, you’re right,” said Rowan, sadly. “I should try something different.”

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How to get the most out of the Buddies stories 1 Warm up • Introduce context to set the scene: Show the story pages and introduce the setting, characters, and key vocabulary (objects, feelings, etc.). Activate prior knowledge by asking students to name other things they can see in the illustrations.

• Predict and engage: Ask students to predict what the characters are doing or what might happen.

2 Listening & Watching • First Exposure: Play the audio. Encourage students to follow the words/pictures in their books without interrupting.

• Guided Comprehension: Play the story a second time, pausing after each key event. Ask simple comprehension questions and point out actions that relate to the social and emotional learning theme.

• Play the video and ask students to focus on what they can see, for example, the characters’ expressions, actions, backgrounds, and colors.

3 Post-Listening: Practice and Reinforcement • Active Reading: Have students listen again and read the lines for assigned characters (role-play reading).

• Check Understanding: Use the related comprehension exercise to check vocabulary and plot understanding.

• Retell the story: Orally summarizing a story to a partner helps students demonstrate real understanding by identifying and retelling the main ideas in their own words. It develops higher-order thinking by requiring them to synthesize and organize information, while also strengthening speaking skills.

4 Focus on Life Skills • Discuss the social and emotional learning theme: Refer back to the frames or plot points that illustrate the life skill (e.g., respecting others).

• Reflect and Apply: Ask students to discuss why the skill is important and identify examples in their own lives.

Use the ask-and-answer task to allow students to examine in more detail their own experiences and feelings about the topic.

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Vocabulary 2

2

Listen and read. Which present is the most expensive?

Looking for a present?

For a little cousin

Working with vocabulary in context

The second set of vocabulary in each unit is introduced using reading realia such as advertisements, posters, signs, recipes, or short messages. These familiar text types reflect students’ everyday experiences and present new words in a clear and meaningful context, making it easier for them to understand meaning through visual clues and key words. By encouraging students to notice how vocabulary is used before focusing on form, this approach supports comprehension, builds confidence, and helps them use new words accurately in speaking and writing.

Each lesson presents eight key words of vocabulary in context through the different text types accompanied by audio. Students are asked to consider the texts before they move on to identifying the key words in a photo matching exercise. Students then complete a free speaking exercise using the key vocabulary previously presented and practiced.

Vocabulary 2

1

These fun $15 blocks are made of hard plastic. It’s the perfect toy for your creative little cousin!

Your friend is going to love this puzzle, made of wood.

But be careful – it’s more difficult than you think!

This soft teddy bear is very nice to touch and hold.

And it isn’t expensive ... it’s only $7!

2

We have something for everybody!

For a friend at school

$7

For grown-ups

$13

Does your friend have cold feet?

Then these wool socks are perfect.

They’re cute, warm, and super comfortable!

This beautiful bird is made of glass. It’s expensive, but it’s a very special present!

$4

$14

Look and match. Then listen, check, and say.

1 metal

2 wood

5 soft

6 hard

$50

This metal water bottle is a perfect present for people who love sports!

3 plastic

4 glass

d

7 comfortable

a

b

c

e

f

g

8 expensive

1

h

$5,0

00

3

Ask and answer about the photos.

26

Is the rock soft?

No, it’s hard!

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OLLIE

Grammar 2

Grammar 2

1

Presentation, Practice, and Production

The main Buddies characters present the second grammar point within the context of the unit topic. The presentation, practice, and production (PPP) model is effective in the primary classroom because it offers a clear and supportive structure. This predictable, step-by-step routine helps young learners feel secure and builds their confidence with new language.The model acts as a scaffold, guiding students from understanding a new grammar point to practicing it in a controlled way, and finally, to using it freely on their own. This gradual process ensures students feel successful at each stage, giving them a sense of achievement when they can finally use the new language to express their own ideas. As with Grammar 1, the key structures are supported by a clear grammar box, audio, and Grammar Bank. Two practice and production activities follow the main presentation, allowing students to apply the Buddies System by first working individually and then helping each other in pairs in a speaking task.

Salesperson: Mom: Salesperson: Holly:

Can I help you?

Yes, we’re looking for a coat.

How about this one?

It looks nice, but it doesn’t look warm. I don’t want to be cold!

Salesperson: I understand. What about this one?

Holly: Hmm. It doesn’t feel very comfortable.

Salesperson: OK. Try this wool coat.

How does it feel?

Holly: Oh, I love it! It feels very soft.

Mom: It looks great on you! But it looks very expensive.

Salesperson: It looks expensive, but it isn’t.

It’s on sale. It’s only $30 today.

Mom and Holly: Perfect!

2

Grammar How does it look?

The coat looks expensive.

It doesn’t look warm.

How does it feel?

The wool feels very soft.

It doesn’t feel comfortable.

??

Grammar Bank?p. 137

Listen and complete the conversations. Then look and match.

a

b

c

d

1 looks 1 A: Brr. It cold outside!

B: Yes, it does! Look at all the snow!

2 A: Here, try on this coat. warm and comfortable!

B: It’s perfect! It 3 A: Look! This is my aunt and cousin. very happy in this photo.

B: They 4 A: Do you like your new sweater? very soft!

B: Oh yes! I love wearing it because it

3

Ask and answer about things in the classroom.

How does the desk feel?

It feels hard.

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Skills

2

Listen and read.

Then listen again and say.

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Skills

Listening

1 Look at the photo. Where’s Dylan?

Listening

Skills development

Clear skills development is promoted throughout all units with dedicated Listening, Speaking, Reading and Writing lessons.

The first and second skills lessons focus on Listening and Speaking. The activities consolidate the unit’s language and vocabulary while teaching practical, functional language for real-life communication. Students first build oral comprehension skills by listening to a range of text types that model language appropriate for everyday situations. A comprehension exercise is followed by a Language Focus box that highlights the listening sub-skill such as listening for detail, making inferences, or listening for cause and effect. Students then practise this sub-skill in the final exercise of the lesson, helping them build the skills they need for listening tasks in exams.

2

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

1 Dylan is going to study music at a music school.

T

2 The first guitar Dylan likes is an electric guitar.

3 The salesperson thinks it’s better to start with a bigger guitar.

4 The last guitar isn’t expensive because it’s not new.

5 The guitar case is made of plastic.

6 Dylan thinks the last guitar feels comfortable.

3

Listen again and check (✔) all the salesperson’s recommendations.

an electric guitar a smaller guitar a bigger guitar

a guitar with 12 strings a guitar with 6 strings

a guitar with a strong leather case

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Listening for recommendations When listening for recommendations, listen carefully for phrases people use to make suggestions or give advice. For example, You need ..., You should ..., It’s better to ..., I think ...

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Speaking

Teaching functional language gives students useful everyday English for real situations. Students learn key phrases to express a need or an idea. This approach focuses on communication, not just memorization. By practicing these ready-to-use phrases in role-plays, students gain the confidence to interact naturally and see English as a relevant, useful tool.

Students practice spoken production using the new language through pairwork activities. This page integrates both individual and pairwork tasks and includes a focused listening and pronunciation activity dedicated to the unit’s Phonics sound, which is clearly illustrated and supported with audio and an engaging and memorable chant. Chants reinforce and practice the pronunciation of new vocabulary. They provide an easy and effective way to boost memory and engagement in the classroom. The rhythm and repetition make it simple for students to learn and retain new vocabulary quickly.

Speaking

1 1

2

2

3

Listen and number the sentences in the order you hear them.

a

I lost my schoolbag.

b

It’s a big backpack.

c

Describing objects

That’s it! The yellow one!

d

1 Did you lose something?

f

What does it look like?

e

It’s made of ...

It has a white calculator and my glasses in it.

3

It feels ...

It looks ...

It has ...

Imagine you lost something. Describe it to a friend. Use the ideas in the box.

I lost my favorite cap.

What does it look like?

It’s red and blue.

It’s made of cotton.

short i and long i 4

5

Listen and say. Then listen again and write.

1 short i

2 long i

a 1 plastic c

ice

g

traffic

kite

f

expensive

d

night

e

b

bridge

h

sidewalk

Listen and say the chant. Then listen again. Circle the short i and underline the long i.

Night time. It’s night time.

The traffic’s moving quickly, Moving quickly on the bridge.

Night time. It’s night time.

The lights are shining brightly, Shining brightly in the night.

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Reading

The third and fourth skills lessons in each unit are dedicated to building Reading and Writing proficiency through an integrated, scaffolded approach.

Students work with an engaging range of topic-based texts that are designed to activate their prior knowledge and spark curiosity. These texts gradually increase in length and complexity throughout Buddies 5, ensuring the challenge is always appropriate. The activities develop essential reading sub-skills such as: identifying and ordering events, comparing and contrasting, and predicting the end of a story.

Skills 1

Reading

Listen and read. Who wears their sneakers to school?

Riley Smith

My favorite sneakers

These are my favorite sneakers! I wear them every day to school. They feel really comfortable, and they look fantastic with jeans! I bought the red ones. They’re made of cotton, so they’re easy to clean. They have big white rubber tips that help protect your toes.

Jennifer

OK for running

I bought these sneakers for basketball. They’re comfortable, but I can’t jump high in them because they’re heavy. I now use them for running. I bought the white ones with round leather circles. I think they look great, but they were very expensive!

Daniel P.

The worst sneakers in the world!

These tennis shoes are made of a gray plastic material. They aren’t comfortable and they are heavy. I bought them to play tennis or to ride my bike, but I can’t because they hurt my feet! They’re expensive, too!

2 Read again and check (✔).

1 Whose shoes are made of cotton?

Riley b a 2 Who thinks their shoes look good?

Riley and Jennifer b a

Jennifer

c

Daniel

Jennifer and Daniel

c

Daniel and Riley

c

Daniel and Jennifer

c

Jennifer and Riley

c

Daniel

3 Who wanted to use their shoes for sports?

Riley and Daniel b Jennifer and Riley a

5 Whose shoes are made of plastic?

Riley b a

3 Choose two of the reviews. What’s the

Jennifer

same and different about the sneakers?

1 Both the and the sneakers are . sneakers are , ones are .

2 The

but the

30

The engaging reading texts also serve as clear and achievable models to guide students in developing their own written production. Writing skills are developed in a systematic progression that coordinates directly with reading. In Buddies 5, the writing lesson is divided into four parts:

Stage 1: students analyze the model reading text from the previous lesson to identify genre, structure, and other key details relevant to the text type.

Students also study the sub-skill tip box and identify the relevant phrases in the model reading text.

Stage 2: The actual writing task is broken down into three parts. This is the first part and is the “Thinking” stage. Students answer questions and make notes on what they want to write about in their own written text.

Stage 3: This stage takes place in the Workbook. Students complete a “Planning” stage where they organize their notes from Exercise 2 and think about the structure and organization of their written text.

Stage 4: This is the written production stage.

14

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4 Who thinks their shoes were expensive?

Riley and Daniel b Jennifer and Daniel a

Writing

2

Look at the photos and talk with a friend. What do the bags look like? What’s inside them?

Comparing and contrasting To compare, look for what’s the same: Both the yellow and the green sneakers are expensive.

To contrast, look for what’s different: These ones are made of cotton, but those ones are made of leather.

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Writing

2

1 Read the reviews on page 30 again. Then answer the questions.

1 What do the stars mean in a review?

2 What is the title of Jennifer’s review?

3 What do the reviewers talk about? Check (✔).

what other people think about their shoes

what they like about their shoes

where they bought their shoes

why they bought their shoes

what they don’t like about their shoes

how their shoes feel

what their shoes are made of

4 Find the descriptions in the reviews. Then match. gray plastic material 1 2 3

big white rubber tips

round leather circles

how they use their shoes a Riley

b Jennifer c Daniel

5 Which adjectives in question 4 describe a size, color, or shape? Which ones describe a material?

Using correct adjective order When we describe things, we put the adjectives in this order: size/shape/color + material + object a big metal belt

a square paper book

a red leather bag

2 Imagine you bought something. Answer the questions.

1 What did you buy?

2 What’s it made of?

3 What size, shape, or color is it?

4 What do you like about it?

5 What don’t you like about it?

6 How many stars do you give it?

7 What’s a good title for your review?

3 Now use your notes to write a review in your Workbook.

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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 make a boat that can float with different weights, the different STEAM areas are integrated in the following ways: Science: Students investigate why different materials float or sink. They use their findings to help them build a boat that floats.

Project

Experiments 1

4

Think! What things can stay on water?

2

3 How many coins make the boat sink?

4 What do you think floats better: a longer or a shorter boat? Why?

Boats can travel on water because they float and don’t sink. Small boats are often made of wood or a special material that looks like plastic. These materials are lighter than water, which means they can float very well.

5 Now it’s your turn!

1 Organize your group: Who’s going to collect your materials?

Who’s going to design your boat?

Who’s going to test your boat?

Bigger boats are called ships. Modern ships need a stronger material like steel, a type of metal. Cruise ships are like expensive hotels with restaurants, spas, swimming pools, and theaters!

Who’s going to take notes?

Who’s going to give the presentation?

2 Experiment: Make your boat and put it in the water. Add coins to the boat, one at a time.

So, how do these heavy metal ships float?

They float because they’re long and full of air. They have big, long bodies called hulls.

Most of the hull is above the water, but a big part of it is under the water, too. This part of the hull is full of air. The air inside the ships makes them lighter than the water and they can float!

1 What word means something doesn’t float?

Watch the video and answer the questions.

1 What are three materials you need for this experiment?

2 Where do you put the water?

Listen and read. Why can boats travel on water?

Why do boats float?

3 Read again and answer.

After the boat sinks, count how many coins it held.

Change your boat design and repeat the experiment.

3 Take notes: How many coins could you put on it before it sank?

How did you change the design of your boat?

Which design held more coins? Why?

What other materials can you use to make a boat?

6

sink

2 What are small boats often made of?

Show your boat to the class and say.

Our boat is a triangle. We used seven pieces of foil. It held eight coins.

3 What do we call bigger boats?

4 What material are modern ships made of?

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2

Let’s float a boat!

5 Why do big ships float? thirty-two

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Technology: Students discover different types of boats, how they are built, and what they are used for. They then use everyday materials like plastic containers and aluminum foil to build their boat.

Engineering: They decide on which materials to use and design their boat before they build it. They test whether it floats using coins as weights.

Arts: Students can express their creativity in the form of their boat and how they present it to the class.

Math: They can measure their materials before building their boat. They then count the number of coins each boat can hold and use this information to evaluate which boats floated best and why.

STEAM Projects STEAM: a boat Science Technology Engineering Arts Math

why materials float or sink types of boats and their uses

designing and building a boat optional: boat shapes; creating a presentation counting coins a boat can hold before sinking

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 video tutorial that shows each step of the project helping students clearly see how things are made. The video tutorials 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.

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2

Exam Practice

Exam Practice

Flyers Reading and Writing Part 4

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.

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

1 Read the text. Choose the right words and write them on the lines.

Gold [BUDDIES_SB5_AW_34.1: A collection of gold objects: a crown, some jewelry, gold coins and a gold medal with a number 1 on it.

Example

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

Gold is a soft, yellow metal. It’s a special material because it doesn’t break or change easily. It’s also very beautiful! Thousands of years ago, people using gold to make pretty and useful objects such as jewelry, of these ancient objects are now crowns, decorations, and money. visitors can see and enjoy them. in museums gold in the ground, in rivers, and in mountains. Sometimes, People it’s very far down. it’s hard to get it out of the ground people still wear expensive gold jewelry. But we also use Today, a lot of other things. For example, dentists this popular metal is gold in electric sometimes use it to fix people’s teeth, and devices such as computers and satellites. We also use it on astronauts’ helmets because it protects their eyes from the light of the Sun. And in sports, we give gold sportspeople – the ones who win the games. medals to the gold?

Do you have anything that’s made

1 2 3 4 5 6 7 8 9 10

Example

the

any

Both

Some

Other

start

3

who

2 4

started

those

10

out

9

because

lot

for

8

finding

but

much

7

where

finds

why

6

starting

what

find

5

34

a

1

many

to

by

there

best

these

well

most

of

in

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2

Review

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

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.

1 Look at the photos and write.

1

2

3

4

a big red wool s weater

an old d jacket

yellow shoes made of p

a brown leather b

5

6

7

8

a big chair made of w

pretty j made of glass

g

a small toy made of w

2

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.

pens

What does it look or feel like? Say, draw, or act. or

or

or

Say

Draw

Act it out

That’s a 6. I need to act it out.

Let me think ... I know! You’re acting out soft. It feels soft!

I CAN 3 Read and check (✔).

Great job! See you in Unit 3!

I can talk about different clothes and materials.

I can describe what things are made of.

I can describe how objects look and feel.

I can use adjectives in the correct order.

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.

16

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

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.

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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

2

A2 Flyers Reading and Writing Part 2 - 5 Questions -

Sarah is visiting her cousin Oliver today. Sarah is asking Oliver about where he shops for clothes. What does Oliver 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

Sarah:

Oliver, do you like shopping?

Oliver:

H

A

Questions 1

Sarah:

2

Sarah:

Where do you usually buy your clothes?

Oliver: How often do you go there?

Oliver: 3

Sarah:

What kind of clothes do you like buying?

No, it wasn’t fun.

B

T-shirts and jeans that feel comfortable.

C

Yes, I do! It’s more fun that way.

D

At the shopping mall across from the post office.

E

That’s a great idea! How about this Saturday?

F

About once a month.

G

Yes, my mom and dad always go together.

H

Yes, I like it very much. (example)

OLLIE

Oliver: 4

Sarah:

5

Sarah:

Exam tip

Do you like shopping with friends?

• First, cross out the example answer because you can’t use that one again.

• Next, try to answer Sarah’s questions for yourself. Can you find an answer in the list that’s similar to yours?

• Write the letter. Check you wrote the correct letter. Then cross out that answer so that you don’t use it again.

• Remember: Make sure you read all the possible answers (A–H). Sometimes two answers may look correct, so look carefully to make sure you have the right one.

Oliver: Can I come with you one day?

36

??

?

Oliver: thirty-six

thirty-seven

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he Around t

World Hop On!_SB4_ PHOTO_32.2-5

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.

2

OLLIE

EEppiissooddee 11 -- NNeew w ZZeeaallaanndd

he Around t

World

Kia ora! That means “hello” in Māori.

I’m Rere. My sister Aroha and I learn Māori at school, and we speak it at home with our parents.

Hi, friends! This is my buddy, Rere. She’s from New Zealand.

That’s a country in Oceania.

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.

A marae is a special place where Māori families get together and learn about our culture. When there’s a celebration at our marae, we prepare food in a hāngī.

It’s a special oven that we use to cook delicious food in the ground.

My family and I live in a beautiful city called Rotorua. Here, we’re very proud of our culture. The city is full of beautiful Māori art made of wood, stone, and other natural materials. You can often see this art at our traditional meeting places.

We call these places marae.

Many tourists come to Rotorua to learn more about Māori culture. They also love to relax in our hot lakes. These lakes have lots of beautiful colors because of the rocks and minerals there.

The Māaori culture is famous for its kapa haka. These are traditional Māaori songs and dances. The New Zealand national rugby team (the All Blacks) dance it before their games to show they’re strong and work together as one.

??

?

4

kia ora • oven • wood • colors • New Zealand • marae

1 Look at the photos. What things is Rere going to talk about?

2

Listen and read. Then watch.

3 Which places in Rotorua does Rere talk about? Look and check (✔).

1

Using Show and Tell in the classroom

2

3

Listen and read again. Then complete the sentences. There’s one extra word.

4

5

1 Māori is the language of the Māori people in New Zealand . and other natural materials.

2 In Rotorua, you can see art made of is a traditional place where Māori families meet.

3 A that Māori use to cook food in the ground.

4 A hāngī is a special .

5 Rotorua’s hot lakes have many different

Find out one fact about New Zealand and share with the class.

The kiwi bird gets its name from the Māaori.

Some people think the name comes from the sound the kiwi bird makes. The kiwi fruit gets its name from the bird!

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. the market

38

the forest

the hot lakes

the marae

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Lesson 3

1

They are going hiking with their class Listen, point, and say. What’s the date today?

1

Monday

Tuesday

Wednesday

MAY

Thursday 1st

Friday 2nd

Saturday 3rd

Sunday 4th

5th

6th 10:45 a.m. 7th

8th

9th

10th

11th

12th

13th

14th

15th

16th

17th

18th

19th

20th

21st

22nd

23rd

24th English 25th Sam’s

26th

27th

28th 5:15 p.m. 29th

30th

31st

doctor

tennis class

exam

birthday party

c

on the twenty-sixth

c

the day before her tennis class

c

the day after Sam’s birthday party

b d

on the sixteenth

• Divide the class into groups of four. Students take turns to read the questions and discuss the answers.

• Check the answers with the class. Read the questions and have volunteers answer.

on the thirty-first

2 When’s her English exam? a the week before she goes to the doctor b ✔ the day before Sam’s birthday party

3

3 When’s her tennis class? a the day after her English exam

d

the week before Sam’s birthday party

b

the week after she goes to the doctor

4 What time is her tennis class? a ✔ at five fifteen p.m.

b

at five thirty p.m.

c

at ten forty-five a.m.

Ask and answer about the pictures.

April 22

International Day of Friendship

July 30

When’s Earth Day?

6

3

d ✔ the week after Sam’s birthday party

d

November 20

It’s on April 22nd.

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Lesson 3 objectives Objective: To listen and identify dates.

Vocabulary: Ordinal numbers: 1st–31st Grammar: When …?, On what day …? ; On …, At …

Recycled language: Days of the week, months, times Materials: Digital Book

Warm up

• Greet the class. See pp. 18–19 of your Teacher’s Book.

• Ask the class: What’s the first month of the year? Write the month and the ordinal number on the board. Continue up to December. Point to the ordinal numbers and explain that we use them for putting things in order. Write the words next to the numbers, underlining the last two letters: st / nd / rd / th.

• Write the ordinal numbers from 13th to 31st on the board, saying the numbers as you write them. Divide the class into pairs. Students figure out how to write the ordinal numbers. Have volunteers write them on the board.

24

Ask and answer about the pictures.

• Say: Let’s look at Exercise 3. Point to the posters and explain: These posters celebrate special days in the year.

Read the title of each poster. Ask: What is celebrated on (Earth Day)? Provide unknown vocabulary if necessary.

• Read the model dialogue with a volunteer.

• Divide the class into pairs. Students ask each other about the dates on the posters. Circulate, listening to the exchanges.

at five fifteen a.m.

April 23

• Point to the calendar on p. 6 of the Student’s Book and ask: What month is this? How many days are there in May? • Say: Let’s listen to the dates. Play the audio. Students point to the day on the calendar and repeat the dates. Say: Gina is going to see the doctor ON the 6th AT 10.45. Write the prepositions on the board. Explain that we use ON for dates and AT for times.

• Play the audio again and ask: What day is it today?

2 Look at Gina’s calendar and check (✔).

2 Look at Gina’s calendar and check (✔).

1 On what day must Gina go to the doctor? on the sixth a

Listen, point, and say. What’s the date today?

Ending the lesson

• Ask students about other important dates, e.g., When’s Christmas? When’s your birthday? Encourage students to ask the questions.

• Say: That’s the end of class. Goodbye!

Extra activities

• Reinforcement: Ask questions about the calendar

in the Student’s Book, e.g., What day of the week is May 6th? After an oral reply, have students write the answers in their notebooks: May 6th is a …

Encourage students to ask the questions.

• Extension: Give some sample questions about the calendar: When is the (third) Thursday of the month?

Divide the class into small groups. Students write four questions about the calendar. Have a class quiz with the volunteers from each group reading their questions.

Lesson 4

1 1

Listen and read. Then listen again and say.

• Point to the illustration. Ask: Who can you see? Where are they? (In the school cafeteria.)

• Explain: The buddies are talking about school work. Play the audio. Students listen and read in their books.

• Ask: What should they work on? When do they need to do the work? Why can’t Rowan meet up on Saturday? When/ What time do they arrange to meet? Why does the conversation stop?

• In groups of three, students read the conversation.

Holly: What do you want to do this weekend?

Rowan: You know what? We should work on our science project.

Julia: Yes, you’re right! We need to do it this week because we couldn’t meet last week.

Holly: And it’s a very important project, so we really shouldn’t forget about it!

Julia: How about this Saturday?

Rowan: Oh, I can’t this Saturday. I must help my parents in the garden. What about Sunday?

Holly: OK. What time should we meet?

Rowan: How about 3:30 p.m.? Is that good?

Holly: Perfect!

Julia: Let’s go – we mustn’t be late for class!

2 Look and circle.

1

2 Look and circle.

3

2

She must / mustn’t finish her homework before she goes outside.

To keep your body strong, you could / shouldn’t eat unhealthy food.

She could / must play music when she was six!

4

5

6

Kids should / couldn’t drink a lot of water every day.

I should / mustn’t come home late from the park!

They couldn’t / shouldn’t make a snowman, so they asked their dad for help.

3

Yes, he should.

Workbook Workbook••Page Page53 3

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Lesson 4 objectives Objective: To talk about recommendations and prohibitions.

Grammar: Review of modals: could, must, and should Materials: Digital Book

Warm up

• Point to the photos in Exercise 2 and ask: What’s (he) doing? Where is (he)?

• Read the sentence under photo 1 leaving a gap for the options. Ask: must or mustn’t? Continue with the other photos.

• Students circle the correct options. Have volunteers read the completed sentences out loud.

3

Ask and answer about the photos.

Should he eat apples?

and say.

Listen and read. Then listen again

• Greet the class. See pp. 18–19 of your Teacher’s Book.

Ask: What’s the date today? Have a student write the answer on the board.

• Say: Let’s think about class rules. Write on the board: should / shouldn’t / must / mustn’t. Give examples: We should be kind. We shouldn’t be late. We must do the homework. We mustn’t be rude. Write the verbal phrase under each model. Explain the difference between recommendations (should/shouldn’t) and obligations/ prohibitions (must/mustn’t).

Ask and answer about the photos.

• Write on the board: He should eat … / Should he eat …?

Point out the change in position of the modal verb and subject for the question form. Write the short answers on the board. Ensure they notice that the main verb isn’t used.

• Point to Exercise 3 and read the model question. Ask for a volunteer to read the answer.

• Divide the class into pairs. Say: Ask about the photos.

Circulate, listening to the exchanges.

Ending the lesson

• Ask students: What must you do this weekend? Repeat with should. Ask questions with could : When could you (ride a bike)?

• Say: That’s the end of English class. Goodbye for today!

Extra activities

• Reinforcement: Write on the board: I … run in the

corridors. I … tidy my desk. I … finish my lunch. I … work hard. Write to one side: should, shouldn’t, must, mustn’t. Remind students that should/shouldn’t is only for recommendations, not rules. Students copy and complete the sentences in their notebooks.

• Extension: Write on the board Playground / Park / Street. In small groups, students choose a place and think of rules. Say: Use should/shouldn’t and must/ mustn’t. Have groups share their rules with the class.

Now go to Workbook 5 page 3.

25

6

Lesson 8 Reading

Skills

1

Reading

Unimate Listen and read. What was the name of the first robot?

1

• Point to the photo in Exercise 1 and ask: What do you think the robot is doing? What do you think this text is about?

Explain that the text is a magazine article.

• Play the audio. Clarify any unknown language.

• Ask: What was the name of the first robot?

The robots in our lives Robots are interesting machines that can do a lot of different things. George Devol invented one of the first robots in 1954.

It was called Unimate, and it was as strong as an elephant! It helped the workers in a car factory because it could easily move heavy objects.

Today, we also have robots in hospitals. These robots help with simple tasks, like bringing medicine to patients. This means doctors and nurses can save time and do their important work better. And at home, some people have robots that vacuum floors. There are also special robots that travel in rockets to discover more about space!

Scientists say that robots will be smarter, faster, and more useful in the future. They’ll also do creative things, such as playing music or painting pictures. Some people believe that they’ll get better and better at helping us, and that we won’t be able to live without them. We’ll need them like we need a flashlight in the dark or a map when we’re lost! What do you think?

2 Read again and answer.

• Point to Exercise 2 and say: Now let’s answer these questions.

• In pairs, students read the questions and find the answers in the text. They don’t write at this stage.

• Ask volunteers to share their answers with the class.

2 Read again and answer.

1 When did George Devol invent his robot?

in 954 in 11954

2 What was Unimate and where did it work?

It was one of the first robots; in a car factory.

3 In which places do robots work today?

in hospitals, at home, in space/rockets

Understanding literal and figurative language

4 What do scientists say that robots will be like in the future?

They will be smarter and faster.

5 In your opinion, do you think robots will be good artists? Why or why not?

Students’ own answers

3 Read again and answer True (T) or False (F).

1 Unimate looked like an elephant.

2 Robots help doctors and nurses in hospitals.

3 According to the article, robots will give us light in the dark.

• Point to the blue box and read the title and the text to the class. Explain that figurative language is used to make word pictures and to compare things. Give an example: as strong as an elephant from the first paragraph of the text.

F T F

Understanding literal and figurative language Literal language means the words say exactly what they mean. For example: She’s very fast means she walks or runs very quickly.

Figurative language means the words create a picture. For example: She’s as fast as a rocket also means she’s very fast, but it creates a more exciting picture in our heads.

When you read, always think about what the words really mean.

94

ninety-four

3 Read again and answer True (T) or False (F).

Workbook • Page 49

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Lesson 8 objectives Objective: To understand literal and figurative language.

Vocabulary: Inventions, household chores, creative activities, will / won’t Recycled language: because, better, such as; comparative adjectives Receptive language: as strong as, be able to Materials: Digital Book

Warm up

Listen and read. What was the name of the first robot?

• Greet the class. See pp. 18–19 of your Teacher’s Book.

• Have a discussion about robots in modern life. Ask: Do robots (drive cars)? Repeat with: work in hospitals, deliver mail, answer questions. Prompt students to use language for factual language or opinions in their answers.

• Point to Exercise 3 and read sentence 1 to the class. Ask: Is that true? After students answer, explain: It‘s as strong as an elephant, but it doesn’t look like an elephant.

• Read sentence 2. Ask: Is that literally true now?

• Read sentence 3. Ask: What does the article say about light in the dark? Is it literally true that robots will give us light?

Ending the lesson

• Say: Imagine a classroom robot. Ask: What will it do? Give an example: It will correct homework! Ask students to produce sentences.

Extra activities

• Reinforcement: Ask students to think about robots

in the future. Give some examples: I think robots will direct traffic. Have students write a sentence in their notebooks using a phrase for opinions.

• Extension: Ask students to think of a robot for the future. In pairs, students design and label a robot and describe what it will do.

Now go to Workbook 5 page 49.

124

6

Lesson 9 Writing

6

Writing

1 Read the magazine article on page 94 again. Then answer the questions.

1 Which paragraph talks about these things? Match. a first paragraph 1 c robots in the future 2 a robots in the past

b second paragraph

3 b robots today

c last paragraph

2 Circle words from the article that describe robots. interesting strong dangerous smarter

small

amazing

scary

useful

3 Does the writer think robots are good or bad? Why? Good because the writer uses positive 4 Look for these sentences in the text and complete.

1 It was called Unimate, and it was as

2 We’ll need them like we need a when we’re lost!

words (interesting, strong ...)

strong

flashlight

as an

elephant

in the dark or a

map

!

2 Find out about an invention. Answer the questions.

VR headset

drone

flying car other

2 Find out about an invention. Answer the

2 What do people use it for?

questions.

3 How will people use it in the future?

4 How do you feel about the invention?

5 How can you compare the invention with something very different? (Use like or as...as)

3 Now use your notes to write an article about the invention in your Workbook.

Workbook • Page 50 15

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Lesson 9 objectives Objectives: To write a magazine article; To use similes.

Vocabulary: Inventions, technology Grammar: as … as …, like a …; adjectives Materials: Encyclopedias, Digital Book

Warm up

• For questions 1 and 3, read the questions. Students answer orally before writing the answers. Ask them to read out loud the part of the article that has the answer.

• For question 2, students find and read the sentences from the article with the adjectives before circling them.

• For question 4, have volunteers complete the sentences orally before students write.

• Point to the blue box and explain that a simile is a way of comparing two different things. Read the text. Remind students about figurative language: Figurative language makes word pictures in our heads. Give examples: Swim like a fish. As slow as a snail. Explain that we often use the natural world to make similes. Ask students to find sentences in the article on p. 94 with similes.

To make our writing more interesting, we can compare two very different things with like or as ... as.

This can help readers make pictures of the text in their heads. For example: In the future, cars will fly like birds.

Robots will be as fast as rockets.

robot pet

again. Then answer the questions.

Using similes

Using similes

1 Choose an invention: hoverboard

1 Read the magazine article on page 94

• Greet the class. Ask: What was the article on page 94 about? What do robots do now? What does the writer think they will do in the future?

• Say: You are going to write about an invention. Point to Exercise 2 and ask students to choose an invention.

Ask: What invention are you going to write about?

• Read the questions and ask for oral answers.

• Say: Now write notes for your answers. Display encyclopedias so students can do research into their invention.

• Explain the structure of the article: It starts with information about the first invention. Then it has information about the invention now. Then it speculates about the invention in the future.

• Remind students to think of similes for describing the invention.

• Encourage students to think of pictures for their articles.

3 Now use your notes to write an article about the invention in your Workbook.

• Say: Now take out your Workbooks.

• While students are writing, circulate, helping with any problems.

Ending the lesson

• Ask volunteers to read their articles out loud. Have a class vote for the most interesting. Collect the articles and make a class magazine. Copy the magazine so students can take a copy home.

Now go to Workbook 5 page 50.

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6

Lesson 10 STEAM

Project

Experiments vehicles using electric Think! What types of transportation are good for the environment? energy such as electric cars, trams, buses, Listen and read. Who built the first car? Karl Benz and trains

1 2

4

6

Let’s make a balloon car!

Watch the video and answer the questions. a toilet paper roll, a hole punch, scissors, straws, 1 What are three materials you need for this experiment? two sticks, cardboard, plasticine, tape, a rubber band, a balloon 2 What do you use to make the wheels? cardboard 3 What do you use to tie the balloon to the straw?

The Past and Future of Cars

a rubber band

4 Why do you need the straw?

Did you know that Karl Benz built the first car in 1885?

It looked very different from cars today. For example, it had only three wheels! The car used a fuel made from oil.

Many cars still use this fuel today, but we now know that it creates pollution and is bad for the environment.

To blow air into the balloon.

5 What do you think will happen to the car at the end of the video?

Students’ own answers

5 Now it’s your turn!

1 Organize your group: Who’s going to collect your materials?

That’s why scientists are looking for better energy sources for cars. Today, many cars use batteries to make electricity.

These electric cars don’t create pollution when you drive them.

Other cars use fuel made from plants. There are also cars that use clean energy and only produce water when you drive!

Who’s going to make the car?

Who’s going to blow up the balloon?

Who’s going to give the presentation?

In the future, cars will use cleaner energy sources, like solar and wind energy. These changes are important because they will help protect our planet from pollution and climate change.

2 Experiment: Blow a little air into the balloon and try the car.

Cars look and work very differently today than in the past. What do you think cars will look like in the future?

Now blow a lot of air into the balloon and try again.

Tape the balloon to different parts of your car.

Let your car go straight, then up or down a small hill.

3 Take notes: When does your car move the fastest?

When does it move the slowest?

3 Read again and write.

When does it stop moving?

batteries • climate change • energy sources • fuel • pollution 1 These are things like oil, the sun, or wind that help machines work.

2 These are changes in Earth’s weather over a long time.

3 We use this to make fires and to help machines work. Examples are oil and wood.

4 This is dirty air, soil, or water that hurts the environment.

5 Some electric machines need these objects to work.

96

6

energy sources

climate change

Show the class the results of your experiment.

The car moved faster when there was a lot of air in the balloon.

fuel pollution batteries

ninety-six

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Lesson 10 objectives Objectives: To learn about the past and future of cars; To build and experiment with a balloon car.

STEAM: a ballon car Science Technology Engineering Arts Math

forces, motion, and energy history of cars and future fuel innovations

designing and testing cars optional: decorating; creating a presentation measuring distance and speed

Vocabulary: batteries, climate change, energy sources, fuel, pollution Recycled language: built, environment, look like, oil, pollution, technology, transportation Receptive language: Did you know that …?, fuel, solar panels, wind power Materials: A toilet paper roll, a hole punch, scissors, (paper) straws, two sticks, cardboard, plasticine, tape, a rubber band, a balloon; Digital Book

126

6 Warm up

Teaching Tip

• Greet the class. Play Guess the Word with different types of transportation. See pp. 18–19 of your Teacher’s Book.

• Say: Let’s learn about cars today!

1

Think! What types of transportation are good for the environment?

• Show pp. 96 and 97 of the Student’s Book. Point to the photos and ask: What can you see? How many wheels does the car have? Is it a modern car?

• Point to the photo of cars and ask: What’s the problem here? Discuss pollution with the class providing unknown vocabulary if necessary.

• Ask: What types of transportation are good for the environment? Prompt by saying: Think about the energy source.

2

car?

Listen and read. Who built the first

• Point to Exercise 2 and say: Let’s read about cars.

Play the audio, pausing after each paragraph to check comprehension. Paragraph 1. Explain fuel : It makes the engine work. Ask: What type of fuel did the first car use?

Why is this a problem? Paragraph 2: How do scientists today try to improve cars? What is a cleaner source of energy? Is there a clean type of fuel? Paragraph 3: Why is clean energy important? Paragraph 4: Will cars be the same in the future?

• Ask: Who built the first car?

3 Read again and write.

• Divide the class into pairs and say: Now read the text again. Students take turns to read the paragraphs to each other.

• Point to Exercise 3 and say: These are definitions for the words. Read the words in the blue box to the class.

In pairs, students decide on the words for the definitions.

They should not write at this stage.

• Read the definitions and ask volunteers to supply the words. Say: Now write the words.

4

The two sticks going through the holes in the bottle are the axles for the wheels. It’s important that they are straight and parallel. Check that the wheels (the cardboard circles) turn freely before doing the experiment.

Watch the video and answer the questions.

• Ask: Can you see Ollie? Have a volunteer read Ollie’s speech bubble out loud. Explain that the video shows how to make a car that uses energy from the air in a balloon.

• Before playing the video, read the questions to the class.

Say: Watch and find the answers to the questions. Play the video. Students take notes in pencil. They don’t have to write full sentences.

• Once the video has finished, read the questions again.

Have volunteers provide the answers. Give students time to correct their answers if necessary.

5 Now it’s your turn!

• Divide the class into groups of four. Say: Each person in the group has a task. Get organized! Read out the questions in Step 1 and have students respond with a name from their groups before writing.

• Allow time for students to carry out the tasks in Step 1 before going onto Step 2. Say: Remember the video!

• Read the instructions in Step 2 to the class. In groups, students test their balloon car.

• Ask: Who is taking notes in your group? Read the instructions in Step 3. As students work, circulate, asking questions and resolving problems.

• Optional: If students are not going to do the experiment themselves, they can use their notes for the presentation.

6

Show the class the results of your experiment.

• Point to Exercise 6 and read the speech bubble to the class. Say: Now it’s your turn to talk about your balloon cars.

• Ask: Who is giving the presentation in your group? Using the notes from Step 3, a student from each group comes to the front and describes the balloon car their group has made.

Ending the lesson

• Say: Now let’s tidy up! Ensure students help put away materials they have been using.

• Say: It’s important for designs to look good! Have a class vote for the most attractive balloon car.

• Say: That’s the end of English for today! Goodbye!

Extra activities

• Reinforcement: Have students draw and label

their balloon cars and write the results of the experiment in their notebooks.

• Extension: Students can race each other’s cars along a pre-determined course.

127

Buddies 5 – Unit 1 Going Downtown | Test Name:

Date:

1 Read and draw the path.

Use a red pencil: You are at the post office.

Walk to the traffic lights and turn right. Walk across the bridge and cross the street at the crosswalk. Go straight on Main Street to the traffic lights. My house is across from the park.

Use a blue pencil: You are at the school. Go straight on Main Street and turn right onto White Avenue. Walk past the museum and cross King Street at the traffic lights. Turn left and go straight on King Street. Go past the hospital. My house is across from the post office.

2 Complete the conversation. Some words are used more than once. excuse • how • could • can • find • get • tell • turn • walk 1

me,

do we

2

you

me the way to the park?

right at the traffic lights.

Of course!

3 Where

170

I

to the sports center?

across the bridge.

a bus stop?

to the corner of the street. There’s one next to the stadium.

Buddies 5 | © ELI | Photocopiable

09 Buddies_TB5_Tests.indd 170

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3 What’s going to happen next? Read and correct the mistakes.

1

2

4

3

1 John is going to walk across a bridge.

2 Anna is going to go to the post office.

3 Mike and Sam are going to go straight ahead.

4 Sally and Nick are going to study at school.

4 Unscramble and answer the questions. Use the clues for your answers.

1 to / What / John / going / is / do / today? (visit / his grandma) 2 Anna / to / is / going / What / do / city hall? / at (see / her dad) 3 going / are / What / do / Mike and Sam / to / next? (stop at / the traffic lights) 4 Sally and Nick / going / are / What / study? / to (math) Buddies 5 | © ELI | Photocopiable

171

Buddies 5 – Unit 6 What will the future be like? | Test Name:

Date:

1 Read and number the pictures. a

b

c

d

e

f

In the future …

1 some people will have flying cars.

2 some people will travel to space for vacation.

3 we’ll drive with VR headsets.

4 there’ll be drones to deliver packages.

5 children will go to school on hoverboards.

6 some people will have robot pets.

2 Read and complete using will or won’t.

Predictions for the future In 50 years, there 1 vacation. Drones 3

safety, but they 5

life easier, but they 7

be more space travel but most people 2

be part of everyday life. For example, they 4

drive people. Scientists 6

180

Buddies 5 | © ELI | Photocopiable

check road

invent new technology to make

discover a new continent on Earth. People 8

new types of cars and trains, but they 9

go to space for

build cities on the Moon.

design

3 Put the words in order to make sentences.

Mo’s hopes for the future

1 competition / win / a / He’ll 2 new / get / job / He’ll / a 3 city / move / a / to / He’ll / new 4 abroad / travel / He’ll 5 three / speak / He’ll / languages 6 pet / have / won’t / a / He 7 to / He’ll / learn / drive

4 Read and circle the correct answers about Mo’s hopes.

1 Will he stay in his hometown?

Yes, he will. / No, he won’t.

3 Will he learn a new language?

Yes, he will. / No, he won’t.

2 Will he drive to interesting places?

4 Will he visit other countries?

5 Will he lose a competition?

6 Will he change jobs?

Yes, he will. / No, he won’t.

Yes, he will. / No, he won’t.

Yes, he will. / No, he won’t.

Yes, he will. / No, he won’t.

Buddies 5 | © ELI | Photocopiable

181

5

5

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 5:

k c a P s acher’

• 8 units based on topic-based active learning • A great variety of engaging video material (Vocabulary, Story Time, STEAM, 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

A1

Level 2 Level 4

A1-A2

Level 6

A2+

Level 5

A2

Tests and Resources Kosmos Platform

Starters Movers Movers Flyers Flyers

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

5

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_5_GUIDA.indd 1-3

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 22/05/26 11:16