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Teacher’s Book
Tests and Resources
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The pleasure of learning
Course Overview Games and Routines Step-by-step Teaching Notes Answer keys to Student’s Book and Workbook Audioscripts and Videoscripts Unit Reinforcement Tests Unit Extension Tests Term Tests Assessment for Learning Teacher’s Digital Book Additional Teaching Resources Teacher’s Book and Tests in PDF format Flashcards and Posters in PDF format AI-powered Test Generator
1
Nina Lauder
Cristina Quincy
Katharine Scott
Teacher’s Book
The pleasure of learning
1
No unauthorized photocopying
Buddies Teacher’s Book 1 By Katharine Scott
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of ELI.
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©
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Paper from sustainably managed forests and controlled sources PEFC/18-31-260
Printed by Tecnostampa Pigini Group Printing Division, Loreto - Trevi 26.83.013.0 ISBN 978-88-536-4998-0
This book is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover than that in which it is published and without a similar condition being imposed on the subsequent purchaser.
While every effort has been made to trace all copyright holders, if any have been inadvertently overlooked, the publisher will be pleased to make the necessary arrangements at the first opportunity. Producing educational material is a complex procedure. While every effort has been made to ensure the correctness of our materials, experience has shown us that inaccuracies are still possible. Every comment or suggestion that we receive will be valuable to us and will allow us to improve our future publications. Please write to us at: support@elipublishing.com
The author would like to thank Nina Lauder, Cristina Quincy, The Content Station, and the ELI editorial department for their invaluable contribution on the course at various stages of the development of Buddies 1.
Contents Introduction
Map of Buddies 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 4
Buddies presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 6
Meet the Buddies family . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 7
Buddies methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 8
Components for Buddies 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 10
Features in Buddies 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 11 Games and routines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 18
Teacher’s notes
Welcome Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 20
Unit 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 26
Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 40 Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 56 Unit 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 70 Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 86
Unit 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 100 Unit 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 116 Unit 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 130
Assessment
Reinforcement and Extension Unit Tests . . . . . . . . . . . . . . . . page 146
Term Tests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . page 178
Audioscripts and Answer Keys
Workbook Audioscripts and Answer Key . . . . . . . . . . . . . . . . page 184
Unit and Term Test Answer Key . . . . . . . . . . . . . . . . . . . . . . . . page 189
Map of Buddies 1 Numbers 1-10 Colors happy, sad sunny, rainy, cloudy
Welcome page 4
My School
1
page 8
2
page 20
At the Toy Store Around the World
Vocabulary 1
4
page 46
My Face and Body Around the World
5
page 60
6
page 72
I can draw!
Around the World
On the Farm
Is it a / an …? Yes, it is. / No, it isn't.
ball, boat, doll, drum, robot, rocket, teddy bear, truck
This is my ... Is this your …? Yes, it is. / No, it isn't.
big, new, old, small, bike, kite
What's this? It's a / an ...
Where's ...? He's / She's in ...
couch, rug, table, TV, grandma, grandpa
Where's the ...? It's in / on / under ...
I have ... I don't have …
arms, hands, legs, feet, long hair, short hair
Do you have …? Yes, I do. / No, I don't.
page 86
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page 98
Yummy Food! Around the World
eyes, ears, face, hair, head, mouth, nose, teeth
bird, cat, dog, fish, hamster, lizard, rabbit, turtle
He / She has … cute, fast, funny, He / She doesn’t have … slow, tired, young
Does he / she have …? Yes, he / she does. No, he / she doesn't.
dance, draw, help, paint, play, read, sing, write
I can ... I can't ...
catch, climb, jump, run, swim, throw
Can you ...? Yes, I can. / No, I can't.
bee, butterfly, cow, chicken, duck, horse, spider, sheep
There's a ... There are ...
Numbers 11-20
How many ... are there? There's ... There are ...
apple, burger, cake, chicken, ice cream, juice, salad, water
I like ... I don't like ...
banana, bread, cheese, chocolate, eggs, milk
Do you like ...? Yes, I do. / No, I don't.
Episode 4 - Food Around the World
Picture Dictionary page 112
4
living room
Episode 3 - Australia
7
Grammar 2
chair, classsroom, desk, door, playground, window
Episode 2 - Canada
Pets and Animals
Vocabulary 2
What's this? It's a / an …
dad, mom, sister, My Family and Home brother, bathroom, bedroom, kitchen, page 34
Grammar 1
board, book, crayon, eraser, pen, pencil, pencil case, ruler
Episode 1 - Chile
3
Hi! Hello! I'm ... / My name's ... How old are you? I'm ... It's ... What color is it?
Story Time and Social and Emotional Learning
What's this? Self-management: Being patient
Let's talk!
I know. I don't know.
Phonics the p sound
STEAM
The Toy Box Social awareness: Learning to share
What's your favorite toy? It's my ...
the b sound
Sounds Project: Let's make a shaker.
Speaking
Where's my teddy bear? Social awareness: Helping my family
Where's my ...? Look! There it is.
the g sound
Symmetry Project: Let's make a portrait.
Reading and Writing Speaking
Let's dress up! Relationship skills: Enjoying time with friends
Clap your hands. Touch your head. Move your arms.
the h sound
Shapes Project: Let's make a shape monster.
Listening
What a happy rabbit! Relationship skills: Working as a team
What a funny / cute / tired / young / fast / slow animal!
the f sound
Animal habitats Project: Let's make a home for an animal.
Reading and Writing
Let's dance! Social awareness: Seeing good things in others
Cool! That's great! Wow! That's fantastic! Well done!
the c sound
Things that spin Project: Let's make a spinner.
Speaking
Run, Milo, run! Relationship skills: Helping others
Can I help you? Yes, please.
the s sound
Bees Project: Let's make a handprint bee.
Listening
A Family Barbecue Relationship skills: Being kind to family
I like bananas. Me, too.
the ch sound
Where our food comes from Project: Let's make a paper plate food puzzle.
Listening
Recycling Project: Let's make a pencil holder.
Exam Practice Listening
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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)
OLLIE
• Buddies 3 and Buddies 4: A1 (Movers) • Buddies 5 and Buddies 6: A2 (Flyers)
1 My School
1
Grammar 1
1 1 board
Listen to Milo and Ava. Then read. Grammar What’s this?
It’s a crayon.
It’s an eraser. What’s this?
2 pencil case
2 3
4 eraser
Look! What can you see?
It’s a crayon.
Listen, point, and say. Then watch.
Point, ask, and answer. 2
What’s this?
??
? 3
It’s a pencil.
How many books?
Listen and chant. Hello, hello to you! Welcome to my school! Pencil case and ruler. Crayon and eraser. Ruler, book, and board. Pen and pencil, too. Welcome to my school!
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1
3 crayon
Vocabulary 1
1
2
5 pencil
eight
6 ruler
Workbook • Page 4
7 pen
Workbook • Page 5
8 book
nine
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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.
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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
Ava
Zoe
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 1 and 2
Meet the Buddies mascot, Ollie the owl
Emma is eight years old. She’s Leo’s twin sister and features along with him in the next two levels of the course, Buddies 3 and Buddies 4. She also appears in other levels with Leo and her other siblings.
In levels 1 and 2, our main character, Milo, has two friends who accompany him on his everyday adventures. These friends are Ava and Zoe.
Milo
Ava
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 explanatory videos. • providing tips on the Skills pages. • introducing hands-on project work in real-world STEAM projects. • fostering respect and interest in different cultures by exploring the different continents in the Around the Ollie World lessons.
Zoe
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Buddies methodology What is the Buddies System?
Much like the traditional “buddy system,” which pairs individuals to support one another’s well-being, the Buddies System is rooted in active learning principles that promote student autonomy, peer collaboration, and a flexible, inclusive approach to learning.
The Buddies approach offers a flexible and inclusive framework that supports language acquisition in young learners through exploration, real-world connections, and meaningful interaction. It fosters creativity, critical thinking, and communication – essential skills for today’s diverse primary classrooms. Drawing on social and emotional learning (SEL), STEAM education, and a commitment to learner autonomy, the Buddies System helps students take ownership of their learning journey.
Through structured routines, collaborative roles, and engaging tasks, the Buddies System builds a culture of connection, curiosity, and cooperation. It’s more than simply working in pairs – it’s about creating a classroom environment where students learn with and from each other, developing independence and interpersonal skills in a safe, supportive space. Flexible framework adaptable to different contexts • Buddies integrates real-world input, functional language use, and cultural content to create purposeful, engaging activities. Focus on connection, creativity, and curiosity • Students collaborate with each other when they plan, build, problem-solve, and present their STEAM projects, Show and Tell activities, and other language-skills tasks. Promote reflection, agency, and emotional safety • With SEL themes, learner-centered roles, and consistent routines, Buddies nurtures independence, accountability, and a sense of belonging. Students grow together through peer support, shared goals, and emotional well-being. The Buddies System is not just about pairwork or teamwork, but about creating a classroom culture of connection, curiosity, and collaborative well-being. When learners feel safe and supported, they become active participants in their own learning journey, they become confident, curious participants in their own education.
21st-century skills in Buddies
The Buddies course helps create a classroom environment where students can develop the key life skills they need for their future. Through carefully structured lessons, students learn how to learn by being curious and solving problems, they develop skills on how to work well with others, and how to express themselves confidently both inside and outside the English class. By using fun activities like songs, stories, and games, learners build a strong foundation in English while growing into resourceful and active young people. In particular, Buddies focuses on the following competences: Communication skills
Buddies includes a variety of oral comprehension, spoken production, and interaction activities such as chants, songs, games, and pairwork activities. In addition, opportunities for real-world communication are provided in the Let’s talk! tasks.
In the Show and Tell activities, students present their projects to the class in a collaborative communicative setting. Speaking presentations on the STEAM and Around the World pages provide opportunities for students to prepare projects and present them to their class.
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Teamwork
Assessment for learning
Thinking skills
Round the Room Questioning: The teacher walks around the classroom, asking quick questions to individuals or small groups. This allows for immediate checks of students’ understanding and quick correction of any confusion or learning gaps.
Working together is a key feature in the Buddies System. Course characters model teamwork, fostering an environment of support and collaboration from which students can learn. In turn, students are given a wide range of opportunities to work in pairs and small groups through various social interaction activities throughout the course.
Buddies encourages students to develop their language skills through project-based learning related to the topic of each unit. The STEAM lesson in each unit integrates Science, Technology, Engineering, Arts, and Math, promoting problem-solving, critical thinking, and creativity through engaging, real-life projects. Creativity
Projects in each unit encourage students to use their initiative and be inventive by designing and making their own hands-on projects. These projects help students combine imaginative thinking and creative problem-solving skills. Cultural learning
Around the World lessons offer students the chance to learn about new cultures and understand the world around them by encouraging intercultural dialogue. Social and emotional learning (SEL)
he Around t
World
The social and emotional learning curriculum is built around the five core competencies of the CASEL (Collaborative for Academic, Social, and Emotional Learning) Framework, which guides the Buddies approach to developing the whole student. Through carefully crafted stories, students learn about the CASEL competencies of: self-awareness, self-management, social awareness, relationship skills, and responsible decisionmaking. Personalization tasks then allow students to reflect on these areas, fostering deep understanding and providing opportunities to apply their learnings to their own lives and relationships. This scaffolded approach ensures that students not only understand the skills needed for social and emotional learning but can also practice them effectively.
I CAN
The unit activities, the Review games, and the Unit Tests and Term Tests all aim to improve performance and develop learner autonomy as students gradually gain awareness and independence in learning English. Other Assessment-for-learning techniques that can be used in the classroom include the following:
Whole-Class Questioning (Show Me!): The teacher asks a question (often with simple answers, such as “yes/no,” or “A/B/C”). The whole class then show their answers simultaneously. This allows for a quick scan of the entire class’s comprehension.
Peer and Self-Assessment: Students use simple checklists, rubrics, or “I Can” statements to evaluate their own work or a partner’s work. Comparing against learning criteria helps them recognize quality and understand lesson goals. 3-2-1 Format: At the end of a lesson, students note down: 3 things they learned, 2 things they found interesting, and 1 question they still have. This gives teachers quick, clear feedback on key learning and curiosity.
Teacher Observation (Informal monitoring): The teacher listens carefully to student discussions and responses during tasks and group work. This informal monitoring helps gauge progress and adjust pacing or activities as needed.
Learning objectives
By the end of the Buddies course, students will have reached CEFR A2 level. They will be able to:
• Understand everyday language: comprehend short, simple spoken and written communication about familiar topics like family, school, hobbies, and shopping. • Engage in routine conversations: participate in brief, everyday exchanges by asking and answering questions, ? and making basic requests, and discussing likes, plans, personal experiences. • Describe themselves and their world: use simple sentences to talk about personal information, daily routine, and their immediate environment. • Understand simple texts: read short, basic materials (stories, emails, or notices) and identify the key information. • Create simple written content: produce brief texts, messages, or descriptions about familiar topics using basic grammar and vocabulary.
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Components for Buddies 1 Student’s Book (including audio and video materials) Nina Lauder
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Digital resources • KOSMOS Platform At ELI Publishing, we believe education should be accessible, flexible, and exciting. That’s why we created KOSMOS, a platform that brings together all the tools you need to organize classes, grade assignments, communicate with your students, and manage your institution in one place – all with a modern, user-friendly interface. With KOSMOS, teachers can: • have creative freedom, simplify lesson planning, and save time on administrative tasks; • decide which activities to display, how many attempts to allow, and how to grade them;
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• use our weekly planner to make lesson planning intuitive and straightforward; • interact with an AI assistant available to help simplify your class planning. • Digital Student’s Book (with audio and video material, plus interactive activities) • Digital Workbook (with audio tracks and interactive activities) • Digital Teacher’s Book • Extra online resources • QR codes in each unit with access to audio and video resources
Features in Buddies 1
OLLIE
Vocabulary 1
Topic-based active learning
The course is structured around engaging, relevant topics from students’ lives, ensuring that new language and concepts are taught in an integrated and relatable way. These topics form a connecting thread across each unit, allowing students to build on their previous knowledge as they progress. The units use storytelling to introduce and reinforce language, through the recurring adventures of the Buddies family and friends. Each unit opens with a large, detailed illustration that sets the scene for the new vocabulary and links to a story later on. Students actively engage with the topics and content, participating in all aspects of the lessons. Each lesson offers students the opportunity to interact with their teacher and classmates, as they take part in shared tasks.
2 At the Toy Store 3 drum 2 ball 1 doll
4 robot 5 boat
This is my ball.
Is this your ball?
7 teddy bear
Yes, it is.
3
Then say.
2
Listen ?and ✔ or 8. 3
Yes, it is.
Look! What can you see?
Is this your ball?
Yes, it is.
Listen, point, and say. Then watch. Listen and chant. Toys! Toys! Toys! A doll, a drum, A boat, a truck, A robot, a rocket, a ball, A teddy bear, too! Toys for me and you!
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2 1
Is this your ball?
Vocabulary 1
??
No, it isn’t.
8 rocket
No, it isn’t.
2
Listen to Milo, Zoe, and Ava. Then read. Grammar
6 truck
1
2
Grammar 1
1
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How many balls?
Workbook • Page 12
Workbook • Page 13
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Vocabulary presentation
Key vocabulary related to the unit topic is clearly presented in the main illustration and labeled and supported with audio and video. The new lexical items are then practiced by students in a chant.
Working with chants
Chants in every unit 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. In addition, chanting creates a fun and confident atmosphere, where all learners can actively participate.
Grammar 1
Grammar presentation
The first grammar presentation is introduced through a listening activity featuring the main Buddies characters and set within the context of the main illustration. It is then presented in the Grammar box, which highlights key structures. After each presentation, there is an opportunity for students to synthesize the meaning of the language point and work out its form, as well as watch fun grammar videos with Ollie. The presentation is then followed by practice activities that range from guided to semi-guided to free practice as students reach the production stage of their learning.
Grammar video s
To make grammar clear and engaging, each grammar lesson is reinforced with a short animated video. Presented by the Buddies mascot, Ollie the owl, these fun animations break down language rules in a simple and memorable way. This helps build a strong, positive foundation and keeps students motivated to learn.
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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 speech bubbles, audio, and video.
Social and emotional learning
Story Time The Toy Box 1 2
1
7
Look! What toys can you see? Listen and read. Then watch. 2
This is my toy box.
8
Milo! Share your toys, please.
What’s your favorite toy, Milo?
Milo, is this your drum?
It’s my truck. Let’s share! Wow! Toys!
3
Yes, it is. This is my drum.
And this is my robot!
Is this your ball?
4
3
A teddy bear! It’s my favorite toy.
5
6
This is my drum, my robot, my ball, and my teddy bear!
Listen and read again. What does Milo share with Zoe?
1
4 Yes, it is. This is my ball.
Circle.
2
3
Act out the story.
Learning to share 5
Look and ✔. When Milo shares, the children are ...
1
2
Each story aims to foster human connection and personal growth in This is my teddy bear! 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. 22
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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: Ollie is always hidden in one of the scenes. Ask students to look closely to find him. 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 exercise (like matching or sequencing) to check vocabulary and plot understanding. • Act it Out: Divide the class into groups to act out the story using props and body gestures. This brings the language to life and boosts fluency. 4 Focus on Life Skills • Discuss the social and emotional learning theme: Refer back to the pictures or plot points that illustrate the life skill (e.g., patience). • Reflect and Apply: Ask students to discuss why the skill is important and identify examples in their own lives. Use the simple recognition exercise to reinforce the concept.
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2
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Vocabulary 2
Working with stickers
The second set of vocabulary in each unit is introduced with six clear individual illustrations in the form of stickers and is accompanied by a listening activity. The routine for this lesson uses stickers as a highly engaging and hands-on method to reinforce listening comprehension and vocabulary retention. Students then practice and produce the new words through a fun song. Sticker Routine 1 Find the Stickers: Tell students, Find the stickers for Unit 1.They should tear off the correct section but do not peel the stickers yet. 2 Listen and Point: Play the audio once. Point to the pictures in the book as you hear the words and have students point with you. This connects the sound to the image.
3 Listen and Stick: Play the audio again, pausing after each word. Students find the correct sticker and place it in their book.
4 Check Your Work: Point to each picture and ask a simple question to check their understanding, for example, Is this a classroom? Students can answer Yes, it is or No, it isn’t.
2
Vocabulary 2
1
Listen and stick.
1
big
4
2
5
small
6
new
old
2
3
kite
bike
Listen, point, and say.
3
Listen and sing.
My new bike Is this your new bike? Yes, it is! Is this your new bike? Yes, it is! Oh, this is my new bike!
Is this your big kite? No, it isn’t! Is this your big kite? No, it isn’t! Oh, this isn’t my big kite! 24
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Working with songs
Songs are a powerful tool offering multiple benefits that enhance language acquisition and whole child development. Songs can help students:
• Boost language: Students use new words and phrases naturally and spontaneously, increasing confidence and fluidity. • Aid memory: Music helps students remember what they learn. • Support all learners: Songs are great for different learning styles. Students see (visual), hear (auditory), and move (handson). • Create a positive mood: Singing helps students relax, concentrate, and feel a sense of belonging to the class. It creates a happy, calm environment for learning.
Grammar 2
OLLIE
Presentation, Practice, and Production
The main Buddies characters present the second grammar point within the context of the unit topic. A “Look!” feature activates known vocabulary as students think about the context before the main grammar presentation. 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 video. 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.
Grammar 2
1
Listen and read. What’s this?
2
How many red rockets?
It’s a green drum.
Grammar What’s this? It’s a green drum.
2
Look and read. Then ✔ or 8.
?? ?
✔
3
It’s a small boat.
It’s a big ball.
It’s a green bike.
It’s a new drum.
Ask and answer. What’s this?
Workbook • Page 16
It’s a big boat.
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Skills Listening and Speaking
Skills development
Clear skills development is promoted throughout all units with dedicated Listening and Speaking, and Reading and Writing lessons.
2 SEL
SEL
SEL
SEL
Listening and Speaking
1
SEL
SEL
SEL
SEL
1
The first skills lesson focuses on Listening and Speaking. The activities consolidate the unit’s language and vocabulary while teaching practical, functional language for real-life communication through the Let’s talk! feature. Students first build oral comprehension skills by listening to short dialogues that model language appropriate for everyday situations before moving on to the spoken production stages. SEL
SEL
SEL
SEL
SEL
SEL
SEL
Let’s talk! Teaching functional language gives students useful everyday English for real situations. Students learn key phrases to express a need or an idea, for example, Where’s my pencil? / Look! There it is! 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.
SEL
2 SEL
2
SEL
SEL
SEL
SEL
SEL
Listen SEL and ✔.
Ask and answer. SEL
What’s your SEL favorite toy? Let’s talk!
It’s my robot.
3
It’s my new doll.
Listen and say.
b
bounce 26
What’s your favorite toy?
big
blue
I bounce, bounce, bounce my big, blue ball.
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ball
Workbook • Page 17
Following the listening stage, 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.
Reading and Writing The second skills lesson in each unit is dedicated to building reading and writing proficiency through an integrated, scaffolded approach.
Reading and Writing
1
2
Listen and read. Then circle the toys.
Reading
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 1, ensuring the challenge is always appropriate. The activities develop essential reading sub-skills such as: identifying the main ideas and supporting details, skimming for general understanding, and scanning for specific information.
Writing
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 1, students start by tracing words to build fine motor skills and letter recognition, and gradually progress to writing single words from prompts. This step-by-step process builds confidence, ensuring students feel successful as they learn to produce their own written work.
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This is my toy box.
This is my red rocket. It’s new. This is my teddy bear. It’s big. This is my boat. It’s small. This is my drum. It’s old. What’s in your toy box?
2
Listen and read again. Then ✔.
What color is the rocket? It’s green. It’s red.
It’s blue.
3
Read and trace.
My favorite toy is my big
Workbook • Page 18
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Project 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 making a shaker, the different STEAM areas are integrated in the following ways: Science: Students explore the concept of sound, discovering how different materials (like beans, rice, or pasta) create different sounds when they vibrate inside the bottle.
4 1
Design your shaker.
Think! Can you make a shaker?
2
2
Let’s make a shaker!
Materials
Listen and read. What colors are the shakers from Peru?
A shaker Shakers make sounds. We can use shakers to make music.
recycled bottles beans colored paper tape
Look! The beans are in the bottle. Shake the bottle and the beans move. Listen to the sound!
3
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1
These are shakers. They’re from Peru. They’re blue, purple, orange, green, yellow, and pink!
Look and circle the things that make sounds. 2
3
4
5
5 Now make your shaker. 6
Show your shaker to the class and say. This is my shaker. It’s blue and white.
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Technology: Students use simple tools like a plastic bottle and a funnel to assemble their instrument.
Engineering: They design and build their shaker, testing how the amount of beans inside changes the sound. They can modify their design to get the perfect sound. Arts: Students express their creativity by decorating their shakers and then using them to create rhythms and make music with the class.
Math: They can count the number of beans they add, or create colourful patterns and shapes on their shaker as part of their design. The teacher’s notes for each STEAM lesson clearly show how the different areas are integrated.
STEAM Projects STEAM: a shaker Science
materials
Engineering
design
Technology Arts
Math
safety with classroom tools colors, decoration counting
By engaging in practical, hands-on projects, students gain an immediate, real-world context for using English. 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 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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Exam Practice 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.
2
Exam Practice
Speaking
1
What toys can you see? Look and point. Then say.
Buddies 1 and 2 prepare students for Starters (Pre-A1 CEFR level). 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.
2
Ask and answer. What’s this?
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A ball.
How many kites?
Three.
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Review The final page of each unit ensures vocabulary, grammar, and skills consolidation through engaging activities.
Entertaining games help students review the unit’s vocabulary and language in a fun way, encouraging them to use critical thinking skills. The Picture Dictionary offers a clear visual presentation of all the vocabulary from each unit and can also be used as a review tool. Review
1
Play the game.
Number 2! It’s a green bike.
2
1 6 7
12
4
5 8
9
11
10 Well done!
Picture Dictionary
Unit 1 - My School
Vocabulary 1
3
I CAN 2
2
Number 8! It’s a drum. It’s old.
board
book
crayon
eraser
pen
pencil
pencil case
ruler
Vocabulary 2
See you in Unit 3.
ball
boat
doll
drum
robot
rocket
teddy bear
truck
Vocabulary 2
chair
classroom
desk
door
playground
window
My favorite word
Read and circle.
Unit 2 - At the Toy Store Vocabulary 1
big
small
kite
old
new
bike
My favorite word
I can ask and answer about toys. I can talk about my favorite toy. Workbook • Page 19
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112 one hundred and twelve
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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.
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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.
Assessment for learning
Buddies 1 – Unit 1
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.
My School | Reinforcement Test Name:
1
a
For more formal evaluation, students can assess their progress by completing the Unit Tests (available at Reinforcement and Extension levels in the Teacher’s Guide) and three comprehensive Term Tests to use throughout the year, in addition to everyday classroom assessment. 2
Date:
Look and find four differences. Then read and circle. b
1 Five
pencils
Picture a / b
2 Three
books
Picture a / b
3 Two
erasers
Picture a / b
4 Four
rulers
Picture a / b
Read and match. Then trace the words.
What’s this? a
he Around t
World Buddies integrates culture and society, showing students that language is a global instrument for connection and exploration.
After every two units, a special double-page Culture section allows students to explore a different part of the world. Ollie, the course guide, introduces students directly to their buddies in different continents, making global learning feel personal and immediate.
1 It’s a 3 It’s a
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he Around t
World
c
b
board crayon
d
2 It’s a
.
4 It’s a
.
teacher
cookies
This is my school, an d these are my friends .
3 4
toy
in our We have a lot of toys ite toy classroom. My favor is a cup-and-ball. It’s called an emboque.
5
Look at the photos. Can you find the toy?
2
Listen and read. Then watch.
1
a toy store a snack
Can you name an instrument from South America?
Draw your favorite toy at school. Tell the class.
This is my favorite toy toy.
What things does Manu talk about? Look and ✔.
✔ a classroom a toy
At snack tim EILLO my favori e, I have te cookies. They’re ca lled alfajo res.
This is my teacher. He’s in my classroom. It’s story time!
friends
Hi, Ollie! I live in Chile. Chile is in South America.
1
.
Buddies 1 | © ELI | Photocopiable
Hi, buddies! Today, I’m in Chile! This is my friend, Manu. Manu, please tell us about your school.
Students engage with the content by reading the texts and watching a video, completing comprehension exercises, and then consolidating their knowledge through a personalization activity and class Show-andTell presentation.
.
2
Episode 1 - Chile
school
pen door
a teacher friends
Listen and read again. What’s Manu’s favorite toy? Circle. 2
3
This progressive focus encourages curiosity and discovery. Students learn how their peers around the world go about their daily lives and are stimulated to discover and compare their own traditions with those of others in different cultures. As they actively learn about their global buddies and explore diverse societies, this process helps students appreciate shared human experiences and fosters the crucial awareness needed to become global citizens. 32
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Using Show and Tell in the classroom
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: 1 Get students ready. Give students simple sentence starters to practice before they present. This provides a clear structure and builds their confidence. For example: This is my favorite toy. It’s name is ... It is ... 2 Provide a model. Show students what to do by presenting your own project first, using the same sentence starters. 3 Create a special place. Have a “Presenter’s spot” at the front of the class to help everyone focus. 4 Support the speaker. Support the students as much as you can during their presentations. If a student gets stuck, gently prompt them with a question about their work. Focus on encouraging communication, not on correcting every mistake. 5 Involve the rest of the class. Teach the rest of the class a simple question they can ask the speaker about their presentation. For example, What color is it? How many ... are there? 6 Finish positively. Make sure every presentation ends with a warm round of applause to celebrate the student’s hard work.
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?
?
?
Games and routines Following are some guidelines and ideas for greeting your students at the beginning of a lesson, as well as further instructions for playing the games mentioned in the Teacher’s Book.
Opening routines
An engaging greeting sets the tone for a positive learning environment, helping students feel welcome and ready to participate. Using different approaches to greet students fosters interaction. These are example routines for greeting students at the beginning of a lesson: Opening routine 1: The Hello Circle Students stand around the classroom or sit in a circle.
Stand in the center and choose a student to start: Hello, (Ana). How are you today?
The student responds: I’m (happy/sleepy/good/sad), thank you! Then that student greets the next person. Continue with the chain of greetings until everyone has had a chance to answer. Options: Change the follow-up question to things like:
How’s the weather today? What’s your favorite color?
Always end the opening routines with the same call and response question: What time is it children? to which the class always answers: It’s time for English! To offer variety, ask the question each day in a different way (whispering, yelling, in a silly voice) so that the class answers in the same manner. Opening routine 2: Action Greeting Display a few action flashcards or make gestures (waving hello, a high-five, a fist bump, a silly dance, a bow). As students enter or as the class begins, they choose one and you greet them that way. For example: Good morning, (Ana and John)! Would you like a high-five, a wave, or a dance today? End the routine with the call and response question: What time is it children? (It’s time for English!)
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Opening routine 3: Sing-Along Greeting Song Sing a short, repetitive greeting song to start class, for example, to the tune of If you’re happy and you know it:
Hel-lo, hel-lo, how are you? (clap, clap) Hel-lo, hel-lo, how are you? (clap, clap) I’m fine, thank you! And how about you? Let’s all have fun in English—me and you! (clap, clap)
Enthusiastically end with the call and response routine: What time is it children? (It’s time for English!) Opening routine 4: Greeting Guest Use different puppets or stuffed animals to greet each student or to ask about their classmates: Hello, who are you?; What’s your/his/her name?; Who’s this? Students respond and can ask the puppet a question in return.
End the routine by having the greeting guest do the call and response question: What time is it children? (It’s time for English!)
Games
Show me! Call out a word. Students respond by pointing to the item named.
Option to adapt the game: Students race each other to show the item. Extension: Students play in groups, taking turns saying a word.
Correct the Teacher Make a correct or incorrect statement: Look at the (doll). It’s (green). Students clap for correct statements and stamp for the incorrect ones.
Option to adapt the game: Students verbally correct the mistakes.
Memory Chain Game In a chain around the class, each student repeats the previous words and adds one more. Example: • Student 1: A big drum. • Student 2: A big drum and a red kite. • Student 3: A big drum, a red kite, and an old ball.
Find Your Partner/Group Write a question on the board, such as: What’s your favorite color? Students think of their answer, and then move around the class asking the question until they find one or more students with the same answer. Then they sit down together. Guess the Word
Place flashcards face down on a table. Ask a student to guess the item without looking. Ask: What’s this?
Options to adapt the game: • Show the card after the student has answered. If correct, award a point. • Don’t show the card until someone gives the correct answer. Award a point to that student. Extension: • Have a student ask the question. • Students play in groups and answer together.
Simon Says Students only respond to instructions preceded by “Simon says.” Students who respond incorrectly are eliminated.
Extension: Students take turns giving the instructions.
Stand up! Sit down! Students stand if a statement is true for them and stay seated if it isn’t. Mime and Say Mime an action. Students respond with the word for the action.
Option to adapt the game: Say a word. Students respond by miming the action. Extension: Students play in pairs or small groups.
Statues Play music. Ask students to mime an action while the music plays. Turn off the music suddenly. Anyone caught moving is eliminated. Picture Dictation Describe a scene using the target language. Students draw what they hear.
Hide-and-seek Say: Close your eyes! Hide flashcards or objects around the classroom. Then say: Open your eyes! Ask: Where’s the (red book)? Students search, point, and describe its position: There it is! It’s under the table. Draw My Picture Each student draws a simple picture from a limited list of items. Students play in pairs, with their pictures hidden from one another. One student asks questions and tries to draw their partner’s picture. Then they swap. Find and Circle Divide the board into two halves. Write the words to practice in random order on each half of the board. Divide the class into two teams. A student from each team comes to the board and they stand on either side. Give each student a board pen. Call out a word from the board. Award a point to the team of the student who circles the word first. Repeat until all the words have been circled. Each time a different student from each team comes to the front. Listen and Draw Describe a simple picture using target language (for example, of a person, an animal, or a scene). Students draw what they hear. Students compare their drawings at the end.
Options to adapt the game: • A volunteer describes a picture for the class to draw. • In pairs, students take turns to describe and draw.
Match the Word Write the vocabulary on the board in a random order. Hold up a flashcard. Ask a student to say the word and find it on the board. Continue with the rest of the words.
Option to adapt the game: Play this as a team game, awarding points for the correct answers.
Pass the Card Distribute the flashcards. Play some music. Students pass the card to the student on their left. Stop the music. Point to a student who is holding a flashcard and ask: What do you have? Students say the word. Which picture? Put the flashcards on the board and write a number under each one. Say a word or sentence, and students say the number. Reverse the exercise. Say a number, and students say or write the word/sentence.
Option to adapt the game: Students describe a scene.
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