Learn With Us: Level 5: Teacher's Pack (Learn With Us) [1 ed.] 0194908879, 9780194908870

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1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2019

The moral rights of the author have been asserted First published in 2019 2023  2022  2021  2020  2019 10 9 8 7 6 5 4 3 2 1 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale isbn: 978 0 19 490888 7

Teacher’s Guide

acknowledgements Back cover photograph: Oxford University Press building/David Fisher Cover illustrations by: Andy Council/Illustration Web Classroom Resource Pack flashcards Illustrations by: Laetitia Aynie/Sylvie Poggio Agency Commissioned photography by: Graham Alder/MM Studios pp 17, 18, 19, 68, 71,76, 88, 108. The Publishers would like to thank the following for their kind permission to reproduce photographs and other copyright material: Alamy pp 21 (archery/Jim West), 26 (hockey/redsnapper), 56 (supermarket/Ant Rooney Premium), 57 (post office/Greg Balfour Evans), 60 (bus station/lowefoto), 104 (kitesurfing/Simon Littlejohn), 106 (volleyball/PhotoAlto); Getty pp 20 (climbing/Zero Creatives), 24 (swimming/Pete Atkinson), 25 (gym class/BraunS), 27 (swimming/ James Lemke Jr ), 28 (table tennis/Image Source), 29 (trampolining/Tim Platt), 59 (hotel/Valery Hache), 70 (scientist/Neustockimages), 72 (police woman/Richard Morrel), 74 (artist/Photodisc), 102 (boy in cave/Christopher Hope-Fitch), 103 (fishing/Fuse), 105 (boy on beach/Jessica Peterson); iStock p 73 (fireman/skodonnell); Oxford University Press p 45 (zebra/ ingramimagelibrary); Shutterstock pp 22 (badminton/Littlekidmoment), 23 (climbing/greenland), 36 (bear/ricochet64), 37 (background/Waj), (camel/ Odua Images), 38 (crocodile/Naypong), 39 (background/javarman), (elephant/ Rudy Umans), 40 (background/javarman), (giraffe/Pavel_Klimenko), 41 (kangaroo/Rafael Ramirez Lee), 42 (lion/Photocreo Michal Bednarek), 43 (monkey/LeonP), 44 (snake/Skynavin), 45 (background/Pavel_Klimenko), 52 (Museum/ETIENjones), 53 (fountain/Leonid Andronov), 54 (Town hall/ DonLand), 55 (hospital/Lester Balajadia), 58 (shopping centre/Yusuf Sami Kamadan), 61 (theatre/Sergei Butorin), 69 (guitar player/pio3), 75 (man on laptop/Duplass), 77 (gardener/Robert Kneschke), 84 (t-shirt/BalancePhoto), 85 (jumper/Karkas), 86 (scarf/sergarck), 87 (belt/SS1001), 89 (wellies/ HelenaQueen), 90 (toy car/gcafotografia), 91 (jar/aperturesound), 92 (train/ Ivonne Wierink), 93 (paper plane/Sarah2), 100 (Mountains/Daniel Etzold), 101 (campfire pot/Volodymyr Martyniuk), 107 (boy swimming/Dimedrol68), 109 (castle/Knyazeva Ekaterina). Classroom Resource Pack Posters Illustrations by: Martin Sanders (world map) The publisher would like to thank the following for their kind permission to reproduce photographs and other copyright material: Oxford University Press (dog/aastock), (smile icon/Yayayoyo ), (dog food/Shutterstock), (tortoise/ Alta Oosthuizen), (tennis racket/elementals), (smiling woman/ mimagephotography), (Westminster Bridge/Marco Govel), (Statue of Liberty/ Matej Hudovernik), (Taj Mahal/Waj), (Cape Town/wiwsphotos), (Union Jack

© Copyright Oxford University Press

Teacher’s Guide 5

Syllabus

4

3

Getting around town

Components overview

12

4

At the job fair

106

Concept and characters

14

R

Review 2

120

Introduction to Learn with Us

15

5

At the department store

123

Learning with Learn with Us

16

6

At the summer camp

138

All about accessibility

22

R

Review 3

153

Tour of unit and How to section

28

F Festivals

156

Further resources

52

Classroom Presentation Tool (CPT) games information

162

Ideas bank

167

Classroom language

173

Wordlist

174

Letter to parents

176

S

All about me and my family 54

1

My activities party

59

2

At the safari park

74

R

Review 1

88

© Copyright Oxford University Press

91

3

Syllabus

S

All about me and my family page 2

1

My activities party page 6

4

Words

Grammar

Pronunciation

Revised: Activities, Animals, Family members, Food, Personal information, School subjects, Times Adjectives of appearance and personality Core vocabulary: assembly, break, Cookery Club, Craft Club, ICT, Geography, registration, Spanish Other Jack, Dad, Mum, Sally, Alfie, Lisa

Present simple: Hi, I’m Jack. I’m ten. I’m excited. I love Science. My birthday is on … Possessive ’s / Personal pronouns: This is (Jack’s). These are (his mum’s). Present simple: I’ve / He’s / She’s got (fair) hair and (blue) eyes. I’m / He’s / She’s (clever) and (friendly). Has he / she got (long hair)? Yes, he / she has. No, he / she hasn’t. Adverbs of frequency: always, every day, never, sometimes, usually I (always) walk to school. He (never) goes to Craft Club.

Sounds: Alfie, and, has, salad, sandwich, Spanish club, loves, lunch, sometimes

Core Sports activities: do archery, do gymnastics, go abseiling, go climbing, go diving, go swimming, go trampolining, play badminton, play hockey, play table tennis Football vocabulary: goal, match, player, stadium, team, win Other CLIL: blood, carbon dioxide, heart, lungs, oxygen

Present simple vs Present continuous: I / You / We / They (play badminton) every week. He / She (plays hockey) on Mondays. I’m / You’re / We’re / They’re (playing badminton) now. He’s / She’s (playing table tennis) in this photo. why and because: Why are you (happy)? Because we’re winning the match. Why is she (hot)? Because she’s wearing a hat and scarf. Language in action!: How often do you …? I (play rounders) once / twice a week. I (go swimming) every day / on (Sundays). Making and accepting an invitation: Would you like to come to my party? Yes, I’d love to. When is it? Where is it? What time does it start?

Sound: /iː/ cream, eats, Milly, Pete, treat /ɪ/ hill, in, mill, Milly, river

Syllabus © Copyright Oxford University Press

Skills

Values

Culture and Project cross-curricular themes

Say thank you when somebody does something kind.

Sports in the UK and in South Africa Natural Science: Why is exercise good for us?

Reading: reading for specific information: reading personal information, a song, a diary entry Listening: listening for specific information: identifying descriptions of family members, times in a song, times for school subjects Speaking: describing who things belong to, giving personal information; describing yours and others’ physical appearance and personality, saying a tongue twister, asking and answering about times and frequency of school subjects Writing: personal information and descriptions of physical appearance, personality and likes and dislikes

Reading: reading for specific information and gist: descriptions of sports activities, text messages between Jack and his friends, a webpage about why exercise is good for us, a comic-book story about a girl who loves football, a song about activities, Jack’s project (an article about a famous sportsperson); reading and understanding instructions for an experiment and for the unit project Listening: listening for specific information and gist: descriptions of sports activities, conversations between friends about sports activities, a text about exercise and the role of our heart and lungs; listening to and singing a song about activities; listening to and understanding a story; listening to opinions about the story; listening to a conversation in preparation for a project Speaking: asking and answering about sports activities you enjoy doing; talking about routines and regular sports activities you and others do; talking about activities you and others are doing now; giving opinions about a story; expressing cause and result using why and because; saying a pronunciation tongue twister to practise the target sounds /iː/ and /ɪ/; making and accepting an invitation; presenting a project about a famous sportsperson Writing: core language at word and sentence level: writing about people’s routines, timetables and sports activities at paragraph level, writing your opinion of a story and how you say thank you, checking and revising written work

Writing and presenting an article about a famous sports person

Syllabus © Copyright Oxford University Press

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2

At the safari park page 16

3

Getting around town page 28

6

Words

Grammar

Pronunciation

Core Wild animals: bear, camel, crocodile, elephant, giraffe, kangaroo, lion, monkey, snake, zebra Superlative adjectives: best, cleverest, happiest, strongest, tallest, worst CLIL: brass, percussion, string, woodwind

Comparative adjectives (short and irregular): The African elephant is better / worse than the Asian elephant. The jungle is rainier / sunnier than the savannah. Language in action!: What kind of music do you like? I like (pop music). I prefer (classical music). My favourite band / singer is … Superlative adjectives (short and irregular): My best friend is …. I’m the happiest when … The (tallest) person in my class is … . (James) is the (funniest) person I know. Asking for information at a tourist office Have you got any information about the (museum)? How do I get there? How much is a return ticket? Thanks for your help. You’re welcome.

Sounds: /p/ happy, Peter, plays, practises, trumpet /b/ band, big, brass, hobby

Core Places around town: bus station, hospital, hotel, museum, post office, shopping centre, square, supermarket, theatre, town hall Adjectives: bored, excited, friendly, happy, scared, worried Other CLIL: palace, tower, train station, TV studio

Past simple: there was / there were: There was / wasn’t (a school). There were some (squares). There weren’t any (shopping centres). Past simple: to be: I / He / She was / wasn’t (scared). We / You / They were / weren’t (happy). Language in action!: Excuse me, can you tell me the way to …? Go past the (museum). Go straight on. Turn left. Turn right. The (school) is on your left / right. Buying a ticket for the cinema or the theatre: Can I have two tickets for Spiderman, please? Yes, of course. When do you want to go?

Sounds: /θ/ thirsty, thirty, three, Thursday /ð/ father, mother, there

Syllabus © Copyright Oxford University Press

Skills

Values

Culture and Project cross-curricular themes

Reading: reading for specific information and gist: short descriptions of wild animals, an email comparing animals, a text message about hobbies, a webpage about The Carnival of the Animals and sections of an orchestra; a fantasy story about a safari park adventure, a song about wild animals, Jack’s project (a presentation about giraffes); reading and correcting sentences with superlative adjectives; reading and understanding instructions to carry out a project. Listening: listening for specific information and gist: descriptions of wild animals, a conversation between friends about hobbies, a text about a piece of music and instruments in an orchestra, comparative and superlative sentences about wild animals; listening to and singing a song about wild animals; listening to and understanding a story, listening to opinions about the story; listening to an interview in preparation for a project. Speaking: asking and answering questions describing wild animals; comparing wild animals; talking about music you like; giving opinions about a story, making superlative statements about members of your family; saying a pronunciation tongue twister to practise the target sounds /p/ and /b/; asking for information at a tourist office; presenting a project about a wild animal Writing: core language at word and sentence level: describing and comparing wild animals, describing and comparing your family, writing about music you like, writing your opinion of a story and your hidden talents, checking and revising written work

We’ve all got hidden talents.

Hobbies in the UK Music: The Carnival of Animals

Writing and presenting a project about a wild animal

Reading: reading for specific information and gist: descriptions and directions of places around town; a diary entry about a town in the past; a text message about famous buildings; a webpage about Manchester, a city in the UK now and in the past; a historical story based on facts about the destruction of Pompeii, Jack’s project (a presentation about giraffes); a song about a day trip to London; Jack’s report about the history of places in his town; reading and understanding instructions to carry out a project. Listening: listening for specific information and gist: descriptions of places around town and directions, a conversation between friends about famous buildings, a text about old and new buildings; listening to and singing a song about a trip to London; a conversation about where you were yesterday; listening to and understanding a story, listening to opinions about the story; listening to an interview in preparation for a project. Speaking: describing where places around town are, talking about what there was in a town in the past, giving directions, talking about how people felt in the past, talking about where you were on different days of the week, giving opinions about a story, saying a pronunciation tongue twister to practise the target sounds /θ/ and /ð/; buying a ticket for the cinema or the theatre; presenting a report about the history of places around your town Writing: core language at word and sentence level: describing places around town and historical buildings and sites, writing about your town in the past and present, writing your opinion of a story and the way you help animals, checking and revising written work

Animals can help us. We can help animals, too.

Famous buildings in London and Amsterdam Social Science: Manchester: Buildings that tell stories

Writing and presenting a project about buildings in my town in the past and present

Syllabus © Copyright Oxford University Press

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4

At the job fair page 38

5

At the department store page 50

8

Words

Grammar

Pronunciation

Core Jobs: artist, computer programmer, cook, engineer, firefighter, gardener, journalist, musician, police officer, scientist Biography vocabulary: daughter, husband, prize, professor, university, war Other CLIL: abstract, cubist, impressionist, pointillist

Past simple regular verbs: affirmative & negative: I talked to an engineer. He listened to the gardener. We didn’t play the guitar. Past simple irregular verbs: affirmative & negative: became / didn’t become have / didn’t have made / didn’t make met / didn’t meet went / didn’t go won / didn’t win Language in action!: He / She was (a scientist) and lived in the …. Why is he / she famous? He’s / She’s famous for … +-ing Borrowing something: Could I borrow your (notebook), please? Yes, of course. I need it back (tomorrow). Help yourself.

Sound: /ə/ actor, theatre, sister, professor, letters

Core Clothes and materials: a cotton T-shirt, a glass bottle, a leather belt, a metal bracelet, a paper plane, a plastic car, rubber boots, a silk scarf, a wooden train, a wool jumper Adventure vocabulary: blanket, fire, map, rucksack, torch, whistle Other CLIL: absorbent, flexible, man-made, natural, rigid, waterproof

Obligation: have to / don’t have to I / You / We / They have to (wear a school uniform). I / You / We / They don’t have to (wear a school uniform). He / She has to (go to the post office). He / She doesn’t have to (go to the post office). Past simple questions and short answers: Did you / he / she / we / they (see a river)? Yes, I / he / she / we / they did. No, I / he / she / we / they didn’t. Language in action!: can for permission I can (wear bracelets) at the weekend. I can’t (wear them to school). Trying on clothes in a shop: Please can I try this (dress) on? Yes, of course. Is it any good? It’s too big / small. Have you got a (smaller) size?

Sounds: (-ed endings) /d/ climbed, lived /t/ helped, worked /ɪd/ started, visited

Syllabus © Copyright Oxford University Press

Skills

Values

Culture and Project cross-curricular themes

Reading: reading for specific information and gist: short descriptions of jobs, an article about a job fair, a text message between friends about great bridges, a webpage about styles of art, a biographical story about famous scientist (Marie Curie), a song about what I want to be, information to compare Louis Pasteur and Albert Edelfelt; Jack’s project (a biography about Michael López-Alegría); reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of jobs, a conversation between friends about great bridges, a text about artists and styles of art, a conversation about where you were yesterday; listening to and understanding a story; listening to and singing a song about what you want to be; listening to and understanding a story, listening to opinions about the story; listening to a conversation in preparation for a project Speaking: describing people’s jobs, saying what job you want to do when you’re older, talking about what people did at the job fair, describing people from the past, giving your opinion about a story, saying a pronunciation tongue twister to practise the target sounds /ə/ and /ɜː/, asking and answering to borrow something, presenting a biography about someone’s job Writing: core language at word and sentence level: describing jobs, writing about what people did in the past, writing about a painting and style of art, writing your opinion of a story and the way you work hard to make your dreams come true, writing a biography, checking and revising written work

Work hard to make your dreams come true.

Great bridges and their designers around the world Art: Styles of art

Writing and presenting a biography about someone’s job

Reading: reading for specific information and gist: short descriptions of items in a department store and the materials they are made of, a letter to a friend, a text message between friends about clothes, a webpage about properties of materials, an adventure story about a family holiday, a song about what we did and wore, Jack’s project (a report about wetsuits); reading and understanding instructions to carry out a project Listening: listening for specific information and gist: descriptions of clothes and their materials, a text about properties of materials; listening to and understanding a story; listening to opinions about the story; listening to and singing a song about what we did and wore; listening to a phone conversation in preparation for a project. Speaking: describing objects and what they are made of, describing what you’re wearing today, talking about what people have to do, talking about what you can and can’t wear, comparing traditional clothes in your region with other cultures, giving your opinion about a story, saying a pronunciation tongue twister to practise the target sounds /t/, /d/ and /ɪd/; asking and answering about what you and others did on holiday; asking and answering about trying on clothes; presenting a report about special clothes and the materials they are made of Writing: core language at word and sentence level: describing objects and material they are made of, writing about what you have to and don’t have to do, can and can’t wear, writing about what people did on holiday, writing about properties of materials, writing your opinion of a story and the way you solve problems, writing a report about a type of clothing, its development and properties; checking and revising written work

Be creative to solve problems.

Special clothes around the world Natural Science: Properties of materials

Writing and presenting a report about special clothes and their properties

Syllabus © Copyright Oxford University Press

9

6

At the summer camp page 60

10

Words

Grammar

Pronunciation

Core Holiday activities: climb a mountain, cook on the campfire, go caving, go fishing, go kitesurfing, go to the beach, play volleyball, swim in the lake, take photos, visit a castle Restaurant vocabulary: barbecue, customer, main course, menu, waiter, waitress Other CLIL: fresh water, ice, land, ocean, reservoir, salt water, tap

going to future: affirmative and negative I’m / You’re / He’s / She’s / We’re / They’re going to (go caving). I’m not / You aren’t / He isn’t / She isn’t / We aren’t / They aren’t going to (climb a mountain). going to future: questions and shorts answers Are you / we / they going to (have lunch here)? Yes, I am. No, I’m not. Yes, we / they are. No, we / they aren’t. Is he / she going to (cook pizza)? Yes, he / she is. No, he / she isn’t. Language in action!: Excuse me, could you send / give / tell me …? Yes, of course. Yes, here you are. At a café or a restaurant: Have you got (a table for two), please? Yes. Please follow me. Are you ready to order? I’d like … Could I have …?

Sounds: /æ/ at, camp, have /ɑː/ bath, castle, gardener, half, past, plants

Review 1 Call the H Team: A Problem in Koumadi!

Review: Sports activities; Wild animals; Present simple and continuous; Adverbs of frequency; Why / Because; Comparative and superlative adjectives; I usually play badminton on Saturdays, I’m listening to the football match, Why do they need our help? Because the animals are thirsty. This is the happiest day of my life! Read a story about the H Team to review the vocabulary and grammar from the Starter unit and Units 1 and 2. Speaking in groups to prepare, plan and put on a play. Working independently to make a mask for the play.

Review 2 Call the H Team: Catch that thief!

Review: Places around town; Jobs; Adjectives; Directions; Past simple: to be; Past simple: regular and irregular verbs; Prepositions of place; I want to be a computer programmer, The thief was at the shopping centre, I didn’t see a thief. He didn’t stop at the post office, The thief went to the square and now he’s near the post office , Yesterday we were worried. Read a story about the H Team to review the vocabulary and grammar from Units 3 and 4. Speaking in groups to prepare, plan and put on a play. Working in groups to make a poster for the play.

© Copyright Oxford University Press

Skills

Values

Culture and Project cross-curricular themes

Reading: reading for specific information and gist: short descriptions of holiday activities, a letter to a friend, a message about plans for the weekend, a text message between friends about plans for the summer, a webpage about the world of water; a humorous story about a birthday, a song about future plans; a dialogue about what food you are going to have at a restaurant; Jack’s project (an email about summer plans); reading and understanding instructions to carry out a project. Listening: listening for specific information and gist: descriptions of holiday plans; a text about the world of water; listening to and understanding a story; listening to opinions about the story; listening to and singing a song about future plans; listening to a conversation in preparation for a project. Speaking: asking and answering about holiday activities and what you have to wear / have; describing what activities you like doing on holiday; talking about what people are going to do at the weekend; making polite requests for information; comparing what you do at the seaside with other cultures; giving your opinion about a story; asking and answering about what you and other people ae going to do; saying a pronunciation tongue twister to practise the target sounds /æ/ and /ɑː/; asking and answering at a café or restaurant; presenting an email about summer plans Writing: core language at word and sentence level: describing holiday activities and future plans, describing your perfect summer holiday, writing about your daily water usage, writing your opinion of a story and thoughtful presents, writing an informal email about future plans, checking and revising written work

A thoughtful present is always a good present.

At the seaside Natural Science: World of water

Writing and presenting an email about summer holiday plans

Review 3 Call the H Team: Take us to Adventure Land!

Review: Holiday activities; Materials and properties; Adventure vocabulary; Obligations: have to / don’t have to; going to: future plans; Past simple: questions and short answers; We’re going to call the H Team. Are you going to play volleyball? No, I’m not. We have to do the job before it gets dark. Did you find a map? Yes, I did. Put your rucksack in the blue, plastic box. Read a story about the H Team to review the vocabulary and grammar from Units 5 and 6. Speaking in groups to prepare, plan and put on a play. Working in groups to make a programme for the play.

Festival: Halloween

Core: carve a pumpkin, dress up, eat party food, go trick-ortreating, play party games, skeleton Review: Food and drink; Present simple and continuous; Adverbs of frequency

Other: decorate, guests

Festival: Christmas

Core: carols, fancy dress, lights, market, pantomime, present Review: Present simple and continuous; Adverbs of frequency, can for possibility

Other: gifts, hang, night, pretty, stocking, streets

Festival: Easter

Core: Easter Monday, Easter Sunday, Good Friday, hot cross bun, roll (v), roast lamb Review: Present simple; have got

Other: Christian, cooked (egg), spring, traditions

© Copyright Oxford University Press

11

Components overview CPT (Classroom Presentation Tool) Classroom Presentation Tool (CPT) with on-screen Class Book, Activity Book, video and animations, interactive games and embedded audio to facilitate dynamic classes. The Classroom Presentation Tool contains: • an opening video featuring the main character introducing the setting for the unit • animated song videos • a culture film introduced by the main character, showing British children in their own environment, with comprehension task • a video for presentation and practice of the Language in action! functional language in Lesson 3 • a slideshow introducing the cross-curricular topic with a Quick quiz • a fully animated story with real-action video introduction • an animated song video introduced by the main character and his friends • a video presenting a functional language dialogue for role-play in Lesson 8 • vocabulary games in Lessons 1 and 5 • vocabulary and grammar games in Lessons 2 and 6 • a pronunciation game in Lesson 7 • a grammar and vocabulary review game in Lesson 8 • Class Book and Activity Book pages with answer key-reveal function, for easy reference and navigational support in the classroom • all audio tracks It also includes: • a Starter Unit video introducing the main character and his friends and family

• six units of nine lessons providing the core teaching material • three Review Units, including a reading-for-pleasure story as well as a project to engage and assess various competences and to practically apply linguistic knowledge • three Festival Units (Halloween, Christmas and Easter) • six Conversation cards to present and practise a functional language role play in Lesson 8

Activity Book with Online Practice

• ten pages of practice activities for each unit, with a focus on reading and writing • follow-up practice to the Review Units • All about grammar additional practice pages for the grammar presented in Lessons 2 and 6 • follow-up practice for the Festival Units • an alphabetical Wordlist of the vocabulary presented in Lessons 1 and 5 • three pages of exam practice (reading and writing) which can be used towards the end of the year • six cut-out speaking cards for the speaking activity in Lesson 7

Online Practice Online practice offers a blended approach to learning where students can use online interactive activities to further practise language and ideas taught in the Class Book.

Class Book • a clear syllabus summary showing the language learnt in each unit • a Starter Unit introducing the course character, Jack, and his family and friends, as well as presenting and practising school vocabulary and adverbs of frequency, and reviewing family members, activities, personal information, school subjects, adjectives, present simple and present continuous

12

Components overview © Copyright Oxford University Press

Teacher’s Pack A comprehensive Teacher’s Guide containing: • a full syllabus overview • an introductory section including a components overview, a summary of the course concept and characters, an introduction to the course, a breakdown of the methodology behind the course, and notes on current issues around accessibility in the classroom, such as Competences for 21st century learning, SEN, mixed-ability classes and multiple intelligences • a Tour of a unit section, presenting an overview of the function of each lesson with a ‘How to’  section outlining the standard teaching steps and sequence of resources for each of the nine lessons • suggestions for what to do if the CPT is not available • a rapid route with suggestions for how to save time • notes on further resources • transcripts for each lesson • full answer keys for Class Book and Activity Book activities, as well as explanatory teaching notes where appropriate • suggestions for optional starter and finisher activities • culture notes • references to Competences for 21st century learning • references to worksheets and tests in the Teacher’s Resource Material in the Teacher’s Resource Centre • an Ideas bank with games, activities and ideas for how to exploit the extra resources (flashcards, posters, etc.). These include ideas for action and settling games, pronunciation practice games, grammar games as well as ideas to exploit the animations, videos and posters. • useful classroom language and a wordlist • a letter to parents, outlining what Learn with Us offers

Class Audio All tracks are provided on the Class Audio CDs and the CPT: • recordings of all the songs, stories and listening activities • includes karaoke versions of the unit songs Listening tracks for the tests are available on the Teacher’s Resource Centre.

Teacher’s Resource Centre • complete access to students’ online practice Downloadable Teacher’s Resource Material: • mixed-ability vocabulary and grammar worksheets at reinforcement and extension level for each of the core units • Culture & communication worksheets to support the Culture film in Lesson 3 • Cross-curricular worksheets to support the Lesson 4 CLIL topic and facilitate the Web search • Story worksheets to enable children to act out the story

FPO

Please replace the top repro if ‘All About Us’ is legible

• Word skills worksheets providing essential word skills focus: dictionary skills, spelling rules, synonyms and collocations, etc. • Standard and Challenge level tests: six unit tests and three term tests • listening tracks for the tests • transcripts, answer keys and teaching notes for all worksheets and tests • flashcards for the Starter and Festival Units • notes on evaluation and grids for assessing Competences for 21st century learning and speaking

Classroom Resource Pack Flashcards • flashcards for presenting the core unit vocabulary All About Us 5

Unit 1

© Oxford University Press

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Posters • Building fluency: a large, easy-to-read poster with definitions of an adjective, adverb, noun, adverb, preposition, pronoun, and how to improve fluency presented on a large poster format • English-speaking countries: a large, easy-to-read poster with map of the world and information about the Englishspeaking countries

E-books • Digital versions of the Class Book and Activity Book are available for Levels 1–6

Components overview © Copyright Oxford University Press

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Concept and characters As every child grows up, his or her year is punctuated by routines, events and occasions – some are ordinary and everyday, such as eating at school or cooking, while others are more momentous, such as a birthday or a holiday. It is these real-life situations and events, as experienced by real children, that are at the heart of Learn with Us.

All about Jack

• shopping for a birthday present for Jack’s cousin, Lewis (Unit 5) • activities at a summer camp (Unit 6) Jack accompanies the children throughout the unit, grounding their learning in the real-life context and encouraging them to immerse themselves in the language situation alongside our character.

All about Jack’s family and friends

Jack In Learn with Us 5, children follow the real-life experiences of Jack, a ten-year-old British schoolchild. Jack and his family and friends inhabit a world the children can easily relate to – at home, at school or doing activities on holiday. In this way, children are motivated to learn and use the language of real-life situations that are relevant to them, while also being invited to draw comparisons between the main character’s and their own experiences. Learning alongside a real child in the UK will also raise their curiosity about English, provide opportunities to learn about other cultures and encourage them to develop the skills and competences shown by Jack and his friends. The children are first introduced to Jack in the Starter unit as he moves to a new town with his family, starts a new school and makes two new friends. Through this they learn about his family and interests – before his life is explored further through each unit. Each unit opens to a different event or a day in the life of Jack and his family and friends. Jack, along with his friends and family, are introduced first on video as real people before we enter their world on the page and see the same characters on the page. The context for the unit is always introduced via a short video of Jack. This scene is then visualized in the large picture shown on the opening Class Book pages. This integration of video and pictures not only turns the ordinary, everyday situations into the extraordinary, but is also stimulating for the children, reflecting their own multimedia interests and experience. The real-life contexts for each unit in Learn with Us 5 are: • an introduction to Jack and his family after their move to a new town, and an introduction to Jack’s friends (Starter Unit) • celebrating Jack’s birthday with a sports activities party (Unit 1) • a trip to a safari park (Unit 2) • getting to know Jack’s new town (Unit 3) • a job fair at Jack’s school (Unit 4)

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Mum

Dad

Sally In exploring Jack’s world, we also become familiar with his family and friends all around the world, who often accompany him in different situations in the Class Book pictures and videos. We meet Jack’s mum and dad, as well as his older sister, Sally, and many of his friends from around the world who he communicates with online.

Lisa

Alfie

We also come to know Lisa and Alfie, Jack’s friends from school, who are in the same class as him. Jack, Lisa and Alfie all contribute giving their opinions on the stories and by presenting the unit songs, providing a realistic and relatable context throughout the course.

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Introduction to Learn with Us Learn with Us is a six-level course for children learning English from Primary 1 to Primary 6. It is a child-centred course that enables children of ALL abilities to learn by doing, to learn together, and to learn from each other. Learn with Us provides an unprecedented amount of real-life video as part of the exciting digital and print resources that are designed to work independently and in combination, allowing for maximum learner engagement and classroom efficiency, whether your classroom has an interactive whiteboard or not. At the heart of Learn with Us is real life. In each level of the course, the children follow the experiences of a British schoolchild, and share experiences and learning. This approach marks an important shift towards language for communication by structuring language learning around real children in real situations. In this way, language presentation can be focused on real-life situations and social interaction. A new child is introduced at each level of the course to reflect the children’s own changing life experiences and interests. As the learners progress through the levels, they can share and compare ideas about themselves and their lives to those of the characters, achieving a real sense of growing up together. The course is situation-based, with an event in the life of the child forming the starting point for each unit, e.g. a birthday, a trip, or going on holiday. The situation is introduced by the central character via an accompanying video. The central character then accompanies the children as they progress through each unit, using more videos to introduce stories, documentary-style culture videos and unit projects, bringing each to life. In addition to these characterled videos, there are animated songs, as well as attractive

Learn with Us Bring learning together. Bring learning to life.

colour animations of all the unit stories, and a selection of interactive games and other types of games. The stories form an important feature of the course, with a rich variety across all six levels. They not only provide a meaningful context for the language, but bring creativity and imagination to the classroom, captivating and inspiring young minds. The stories also provide a useful springboard into linked activities, such as the values focus. In this way, children form important connections between the values they see played out in the story and their own social development. Learn with Us is underpinned by a sound competence-based learning methodology, ensuring that the Competences for 21st century learning are developed. Activity rubrics are often competence-based, and include thinking-skills activities and challenges that require the children to work collaboratively and stretch themselves cognitively. Likewise, a variety of activities which appeal to multiple intelligences, such as individual and collaborative project work, quizzes and games, ensure every child remains challenged and active in their learning. Drawing on the real-world content of the course, critical-thinking and self-evaluation skills are also developed by encouraging the children to be curious about and question the world around them, while also reflecting on their own interactions. Studying English with Learn with Us also naturally activates curiosity about other cultures. By focussing on a day in the life of a British child, the opening context for each unit is overtly cultural, and is also enriched by video clips rooted in British culture. The children are invited to explore and think about the world presented to them, comparing the character’s life to their own. The specific Culture lessons in each unit also vividly bring a part of British culture to life. The children follow this lesson with a cross-curricular topic linked to the theme of the unit, allowing them to continually review and build on their language-learning. Making links to other subject areas in this way extends the meaning and perspective of what the children have learnt, and broadens their horizons. Learn with Us offers a wide range of activities and materials that acknowledge individual learning styles and allow you to cater for mixedabilities within your class. Children are encouraged to work at their own ability level, with reinforcement and extension resources and two-levels of tests to provide additional flexibility.

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Learning with Learn with Us Classroom Presentation Tool (CPT)

Activity Book with Online Practice

The CPT presentation materials for Learn with Us are engaging and varied. They include unit-introduction videos with Jack, culture films, cross-curricular slideshow presentations, story animations, song animations, functional language conversations, pronunciation games and review games. There are also interactive practice games designed to be played during Lessons 1, 2, 5 and 6, providing further exposure to core language and allowing for well-timed comprehension checking. A bank of these games is also provided in the Resources section of the CPT to allow for revision and recycling when needed. The CPT also offers all the pages of the Class Book and Activity Book on screen, for easy reference and to aid classroom management, e.g. for helping the children to navigate to the correct page in their own printed Class Books / Activity Books, and for quick and easy access to audio tracks or answer keys. The CPT is easy to navigate with the material clearly divided into units and lessons.

The Activity Book with Online Practice has been designed to bring together all that the children have learnt in the lesson beforehand, consolidating and reinforcing content and language from the Class Book and CPT presentations and practice. In lessons which aim to practise core vocabulary and grammar, the Activity Book serves to provide independent reading practice as well as listening practice and written production. In lessons which centre on other types of content, e.g. the unit story, culture and crosscurricular content, the Activity Book is an effective means of checking concepts and understanding, and consolidating what the children have learnt in the previous stages of the lesson. The Activity Book also affords the children the chance to review the vocabulary they have been learning and to explore and break down the rules of the grammar they are studying, as well as enabling them to input creatively and imaginatively, by personalizing the content they have learnt. For example, in Lesson 2, the main rules of the target structure are presented through a table which allows the children to think about the form and use of the grammar. In Lessons 3 and 4, the activities allow the children to make links to their own country or region and to personalize the unit language creatively in a way most meaningful to each child. In Lesson 5, children are asked to choose statements that apply the story value to their own lives. Finally and importantly, it provides scaffolding to ensure a successful and motivating outcome for the end-of-unit project in Lesson 9.

Class Book The Class Book lessons have been carefully staged to allow smooth and natural progression: from the presentation stage provided by the CPT material, flashcards or the Class Audio, to simple activities demonstrating active recognition of the language, then finally to practise of the language via engaging activities such as games, role plays, or listening and speaking activities, supported by further practice games on the CPT. The rubrics in the Class Book are addressed to the child, rather than the teacher, and include critical-thinking challenges that allow the children to personally invest in the material, as well as scaffolded communication games and tasks that require the children to work cooperatively. Likewise, at the end of each unit in the Class Book the children create a project, which allows them not only to consolidate their learning, but to also to work independently and personalize the language they have encountered in the unit in a way that is meaningful for them. In this way their enthusiasm for speaking English is heightened.

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Skills Listening and speaking The high-quality audio-visual material supplied on the CPT affords the children plenty of aural recognition before they are required to produce the language. The ideal combination of clear listening models of spoken English with strong visual support means that the children are able to develop notable confidence as they hear words and phrases for the first time and understand them without ambiguity. Equally, the clear and easy-to-follow models provided on the Class Audio allow for quick and accessible models that stimulate the children’s accurate recognition of the language before they are expected to produce it themselves. Listening skills and aural confidence are further developed through listening to a range of motivating texts and stories with varied comprehension tasks in both the Class Book and the Activity Book. These also help develop learner independence and to prepare the children for practical everyday tasks in English. In Learn with Us 5, speaking practice at sentence-level is integrated into every lesson and builds on language the children have already learnt in previous levels. New vocabulary is introduced in the context of a familiar grammar structure. Spoken accuracy of new language is developed through activities which encourage repetition following a model, provided by the CPT and on the Class Audio CDs, as well as through oral pairwork activities, songs, oral comprehension questions, speaking dialogues that practise functional language exchanges, controlled practice games and personalization activities. Speaking cards in the Activity Book provide practice of exam-style pairwork speaking, and the Conversation cards in the Class Book also offer pairwork practice of longer functional language dialogues. Learn with Us 5 also includes activities designed to actively encourage the children to formulate and express their opinion in English. Previously learnt language is actively recycled in oral activities and the children are encouraged to use this language as they set up and carry out various tasks. This wide range of motivating oral activities allows for extensive opportunity for repetition of core language within a clearly defined framework in order to help children build their confidence in speaking. In addition, phonetic awareness and confidence is further developed in pronunciation activities designed to raise awareness of and practise production of key sounds and familiarity with the phonetic script. By the end of a unit, the wide range of graded speaking practice should support all learners to successfully present their end-of-unit project with confidence and to the best of their ability, and talk about their performance in the unit. Further optional pronunciation and communication games are detailed in the Ideas bank on pages 167–172 of this Teacher’s Guide.

Reading and writing Learn with Us takes a systematic approach to both reading and writing throughout the course. In Level 5 children are introduced to reading the written form as they hear and say new words or structures. Once the children are familiar with reading and saying new core language, they move on to writing it.

On the CPT, new language is always presented alongside images, so that meaning is clarified first. The option to turn off text on the CPT allows the children to focus on the oral and aural before they focus on the written form. The ‘text off’ and ‘text on’ option, available for many of the CPT materials, allows the teacher to choose the most suitable version according to the point at which the material is being used and the progress the children have made. The Class Book provides plenty of general reading skills practice from which the children gain exposure to a variety of different text types; in the Lesson 2 Grammar lesson, in the culture and cross-curricular lessons, the unit stories and Jack’s projects. The three end-of-term review stories in the Class Book bring together the language that the children have learnt over two units in a fun, comic book-style story. The printed flashcards in the Classroom Resource Pack can be used for optional review or further practice at any point during a unit. After exposure to new language in the Class Book, the children move on to more independent reading and writing in the Activity Book. The approach to reading and writing in the Activity Book is carefully staged to move from word level to sentence level, and on to short paragraphs. As a unit develops, the amount of guidance and scaffolding for writing tasks is graded to encourage learner independence, for example, moving from using words from a selection provided, or copying and completing phrases, to freer and more personalized writing production in Lesson 9. The project preparation and writing tasks in Lesson 9 are staged carefully to support all learners, challenging the more confident to stretch themselves, while supporting the less confident to a successful writing outcome. The project is the culmination of all the language learning and skills practice the children have had during the unit. The mix of listening and reading comprehension, and writing activities include tasks and tips to help children plan and generate ideas, order and structure their writing, and successfully tie their ideas together raising awareness of the cohesion of texts. Once the children have completed these stages, they are ready to produce their own personalized written text at paragraph level, based on the model, with the ultimate aim of presenting their work in project form to an audience. The writing tasks include several motivating text types (an article about a famous sportsperson, a presentation about a wild animal, a report about the history of places in your town, a biography about someone’s job, an informal email describing summer plans). The performance outcome is also a motivating factor in helping the children write more independently whilst bringing together all that they have learnt over the course of the unit. Learner training is an important part of developing writing skills and the check and revise activity in Lesson 9 encourages children to review each other’s work in order to develop writing skills such as spelling, punctuation, grammar and organizing work. Working with a friend to do this gives each child the opportunity to share their language skills, opinions and receive peer feedback.

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Stories

The stories are central to each unit in Learn with Us 5. They depart from the real-life context and narrative as presented by Jack and instead immerse the children in a fun and entertaining story that, while still linked to the theme of the unit, is also a completely new and exciting adventure, with a different storyline and set of new characters in each unit. A rich variety of different story genres are explored: from traditional fables and fairy tales to true life stories and adventure. All the stories have been specially chosen to appeal to the children’s imagination and diverse interests. The unit stories in Lesson 5 play an important role with regard to language development, as they not only present the second vocabulary set and target grammar in context, but they also revise previously learnt language (both core and incidental). Hearing this recycled language in a rich story narrative provides the children with an important opportunity to practise recognizing larger language outputs, i.e. the lexical ‘chunks’ that form the building blocks of English that they will encounter time and time again. The stories also provide the opportunity to develop listening skills (via the CPT or the Class Audio CDs) and reading skills. All story text is provided on the page, allowing the children to follow while they listen and thereby boosting their confidence and ability to recognize known words. The children’s first experience of the unit stories is via the CPT, where they can enjoy a beautiful, fully animated version of the story, maximizing the story’s motivational potential as well its function as a learning tool. Each story is first chosen for us by our central character, Jack, smoothly embedding the imaginary in the real-world context so central to Learn with Us, while also helping the children to transition into and build excitement about the new content.

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Following the CPT presentation materials, the children are invited to open their Class Books for a re-telling of the story, this time in closer view, with full-colour story frames and accompanying audio. A variety of activities in the Class Book and Activity Book support consolidation of new vocabulary and core concepts. The children also further develop learner independence by being encouraged to evaluate the story and say what they think about it. The children, as with previous levels, have the opportunity to act out the story to recycle the language of the unit in a fun and memorable way, while allowing learners of all levels to join in with the performance. Revision stories are also available in the form of a running cartoon in the Review units and are also available as a scrollthrough storybook on the CPT.

Values

All about values

There is a strong emphasis in Learn with Us on values and developing the whole child. In Learn with Us 5, the values focus is presented in Lesson 5 through the story, with a focused ‘All about values’ feature clearly linked to the content of the story. The children are encouraged to discuss and relate the value to their own lives, raising awareness of the children’s own social growth as well as promoting self-esteem, positive attitudes, and tolerance and respect towards others. In the Activity Book follow-up task in Lesson 5, the children consolidate the value by doing a personalization task which helps internalize the value and make it more relevant to their real-life experience.

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Songs Songs form a natural part of childhood and are therefore something immediately familiar to primary-aged children. They are also an invaluable way of practising and assimilating new language, as they naturally include repetition, provide clear models for correct pronunciation and greatly aid memory through their use of rhythm. The children will naturally participate, meaning they will be active and having fun while at the same time gaining valuable exposure to the language, increasing the likelihood of retention. For this reason, songs are an integral part of Learn with Us, with the CPT providing an extra audio-visual dimension through an animated song for the Lesson 7 songs. Each unit of Learn with Us 5 contains one song. They review and consolidate language presented in previous lessons in the unit. The songs cover a variety of musical genres specifically designed to encompass the diverse range of musical styles children enjoy in the real world. The song is supported with an animation available on the CPT.

Culture Authentic British culture has been brought to the forefront in Learn with Us and is regarded as an essential part of language learning. From the very beginning of each unit, the content is grounded in the real world, immersing and inviting the children to participate in the life of a British child. In Learn with Us 5, the wider English-speaking world is also integrated into the Culture lessons. This approach to structuring language learning around day-to-day situations naturally inspires the children to compare the character’s world with their own. The details and conventions of British everyday culture are brought to life in supporting video clips at the start of each unit, helping to make British culture relevant and interesting to the children’s own lives. The mix of documentary and drama footage which make up the unit culture films provide a motivating insight into British culture, and the follow up pages in the Class Book and Activity Book all provide interest and the opportunity for cross-cultural comparison. The children are encouraged to understand and reflect on the differences and similarities between their own and other cultures in order to develop Competences for 21st century learning in particular Social and civic competences and Cultural awareness and expression.

The culture lesson also helps the children take a step towards integration into the culture of the language they are learning by giving them useful expressions, in the form of common everyday language, in the Language in action! activity. A simple, high frequency social exchange is modelled by children in the video clip, so that leaners can listen and repeat it easily. These exchanges have also been chosen taking into consideration the language syllabi of the GESE Trinity and Cambridge English: Young Learners external exams, in which social English plays a key role.

Evaluation Evaluation in Primary should be an integral part of the teaching and learning process, and, above all, formative. Evaluation material is therefore provided as part of the Learn with Us 5 course. The evaluation programme is carefully designed to support continuous and systematic evaluation of the children using a variety of tools. The Learn with Us 5 tests can be found in the Teacher’s Resource Material in the Teacher’s Resource Centre. They cover all the target language from the level and are divided into six unit and three term tests. Importantly, the term tests are cumulative, with the language from Units 1 and 2 tested in the Term 1 test, Units 1–4 in the Term 2 test, and Units 1–6 in the Term 3 test. In this way, long-term retention of the language the children have encountered throughout the duration of the course can be tested, aiming towards longer-term learning. Moreover, the activity types in the term tests have all been carefully designed to echo the latest Cambridge Young Learners English test (Movers level). This can help the children start to familiarize themselves with the test in a non-intimidating way, enhancing their confidence with regard to sitting external exams. There are two levels of each of the unit and term tests: ‘Standard’ and ‘Challenge’, allowing you to select the level appropriate to the ability of the different children in the class. At both levels, all four skills are systematically tested across both the unit and term tests. To provide more flexibility in administration, speaking skills are assessed continuously and after every two units in the term tests. Grids are provided in the Evaluation section in the Teacher’s Resource Material to help with the continuous assessment of speaking using various unit activities and appropriate criteria for evaluation.

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Clear and practical notes are provided to help with administering the speaking sections of the term tests. The tests are available as printable PDFs or editable documents on the Teacher’s Resource Centre, so you can choose to adapt the material to suit your class. Audio for the tests is available on the Teacher’s Resource Centre. Additional opportunities for evaluation in Learn with Us 5 come in the Lesson 3 Language in action! tasks, Lesson 7 speaking cards activity, Lesson 8 Conversation cards activity and Lesson 9 unit project, establishing a more holistic approach to the assessment of the children. The criteria for assessment of the projects is matched to learning standards for this level and Competences for 21st century learning. Opportunities for evaluation in the project lesson is identified in the Class Book with a key symbol. Guidance notes and grids for assessment of the projects can be found in the Teacher’s Resource Material and allow you to continuously assess the children’s progress and provide them and their parents / carers with feedback. Allowing your children to evaluate and reflect on the work that they have done is also an integral part of the learning process, and links directly to the Learning to learn competence. Studies have shown that children who are given opportunities to reflect on their work tend to be better engaged, have a more positive attitude towards learning, and therefore absorb much more. For this reason, Learn with Us 5 provides opportunities for reflection and selfevaluation, allowing the children to think about what they are learning, check what they know and record how they are progressing. Children are encouraged to evaluate their own projects, and the unit tests each contain an ‘All about my test’ feature, allowing for self-reflection on how well the child has performed at the end of the unit.

Exciting visual and auditory presentation tools are used to introduce and exploit the concept in every unit. An engaging slideshow-style presentation with a Quick quiz introducing the subject matter is available on the CPT for easy-to-use, effective presentation of the cross-curricular concept and new crosscurricular words, and this is reinforced in the Class Book with tasks developing reading, listening and speaking skills.

Collaborative learning

Language-learning is a pre-eminently collaborative activity, and it is for this reason that Learn with Us offers a wide range of activities and materials that inspire the children to experience English together by working collaboratively. Children are encouraged to work together in a variety of communicative speaking activities, grammar practice activities and project activities, helping to develop the children’s social and civic competence.

Cross-curricular focus One core lesson in each unit of Learn with Us covers content from other subjects across the curriculum, providing the opportunity to transfer useful, practical English language to a range of different areas of the curriculum, including Social and Natural Science and Music. These lessons are linked to the theme of the unit and complement the culture lesson that has come before. This allows vital links to be formed in the children’s languagelearning, as well as providing a meaningful context for the topic area via a ‘learning through meaning’ approach. The content ranges from why exercise is good for us to music compositions and an orchestra, to styles of art and the world of water, and the concept is always consolidated with clear illustrations and activities in the Class Book, with further practice in the Activity Book. Within these lessons, the children will encounter new vocabulary specific to each topic, but the focus is on understanding the concept rather than retaining all the new language.

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Think Learn with Us encourages the development of thinking and communication skills through engaging collaborative activities which promote truly meaningful communication. The Think icon in the Class Book and Activity Book denotes activities which encourage children to formulate and express their own opinion. The language they need to do this is clearly modelled and they are encouraged to share their opinions with others. They are encouraged to respect each other’s opinions, and are reminded of the need to take turns in a conversation and appreciate that there is more than one perspective on most things. As this features regularly, they will gain in confidence as the year progresses. Likewise, the projects that appear in each unit are an example of how collaborative work not only facilitates appreciation of each other’s ideas but also develops personal initiative. In these tasks, the children are asked to work in pairs to check and revise their project. This collaboration allows children to learn from and instruct each other on how to improve their work.

Parental involvement

English at home The support and involvement of parents and family members is a key motivating factor for children across all subjects. The children will enjoy sharing what they have learnt with their parents or carers, and for this reason, Learn with Us uses a variety of approaches to help establish a vital home–school link for the children. The ‘English at home’ icon appears in several places throughout the Class Book and Activity Book, clearly signposting opportunities for children to share their learning with their parents or carers. Establishing clear and transparent communication with parents is also essential in developing a cooperative relationship between home and school. It’s important to keep parents informed about what their children are learning.

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All about accessibility Competences for 21st century learning

The methodology of the course ensures that the competences are developed methodically, and that they are clearly highlighted The Competences for 21st century learning describe a range and explained throughout the teacher’s notes. of skills, knowledge, attitudes and behaviours that will serve The lesson notes in this Teacher’s Guide provide information in children for life and learning outside the classroom.Social They and civic competences how the syllabus maps to the Competences for 21st century go beyond the classroom, as they are essential for personal learning enabling you to track the children’s development development, social inclusion, active citizenship and through the course. A more detailed explanation of how successful employment. Cultural awareness and expression learning a foreign language can develop the Competences There are seven Competences for 21st century learning in for 21st century learning can also be found on the Learn with the Spanish education system, defined as follows: Learning to learn Us 5 Teacher’s Resource Material in the Teacher’s Resource Centre, along with ideas and material for further exploitation of Competences for 21st century learning.

Linguistic competence

Linguistic communication

The children will use and develop their linguistic Social and civic competences Digital competence competence in all the activities in Learn with Us. Social and civic competence This encompasses effective communication and This describes the range of social, interpersonal Social and civic competences expression across the four skills of reading,Mathematical writing,competence and basic competences and intercultural skills and behaviours that equip Cultural awareness and expression in science and technology listening and speaking. Social and civic competences individuals to participate effectively in society. The Culturalthey awareness and expression children practise this competence when do Learning to learn Sense of initiative and entrepreneurship activities that require participation, cooperation, Cultural awareness and expression Social and civic competences and respect for themselves and others, both in the Learning to learn classroom and in society, such as the collaborativeLinguistic communication speaking tasks. Learning to learn Cultural awareness and expression

Learning to learn

This encompasses the development of a positive Linguistic attitude towards learning, both inside andcommunication outside Learning to learn of the classroom, as well as the study skills to help learners do this. The children also use this competence Linguistic communication competence when they are asked toDigital reflect on and evaluate their progress.

Linguistic communication Digital competence

Digital competence

Digital competence

Mathematical competence and basic in science and technology

This involves the confident use of ICT and develops Mathematical competence and basic competences in science and children technology the skills to use IT safely and responsibly. The Sense of initiative and entrepreneurs Mathematical competence and basic competences use this competence whenever they employ digital in science and technology Digital competence tools, such as when they use the interactive IWB Sense of initiative and entrepreneurship games, when they carry out searches online or use Sense of initiative and entrepreneurship Mathematical competence and basic competences technology to communicate in English. in science and technology

Sense of initiative and entrepreneurship

Social and civic Sense of initiative and entrepreneurship Social and civic competences

Like ‘Learning to learn’ this competence encourages a positive attitude towards problem-solving and develops values such as perseverance and self-esteem. The children use this competence in activities that involve teamwork or individual initiative, for example decisionmaking skills, cooperating and negotiation, planning, organizing, and when completing the projects.

Cultural awareness and expression This encouragesCultural the creative expression of ideas, awareness and expression experiences and emotions in different ways; for example, through music, performance and craft. The Learning to this learn competence when they learn children also develop about the culture of English-speaking communities and reflect on their own culture, as they are encouraged to Linguistic communication do throughout the whole course. Digital competence

Mathematical competence and basic competences in science and technology This is the ability to apply mathematical, scientific and technological thinking in order to identify questions and solve problems. The children practise this competence when they do tasks that require them to interpret numbers or engage with scientific content, such as in the cross-curricular lessons.

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Mathematical competence and basic competences in science and technology

Sense of initiative and entrepreneurship

Cultural aware

Learning to lear

Linguistic comm

Digital competen

Mathematical c in science and te

Sense of initiativ

Special Educational Needs in the ELT classroom What is SEN? Special Educational Needs (SEN) is the term we use to refer to the requirements of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Note that gifted and talented children are also considered to have special needs as they require specialized, more challenging materials. Strengths, not just weaknesses Children make progress at different rates and vary widely in how they learn most effectively. Although children with special needs may have difficulties in some areas, there will also be areas of strength. Recognizing and utilizing these strengths is important to the children’s academic development as well as their self-esteem. Your daily contact with these children will help you understand what works best for each individual and choose the most appropriate techniques. You can do it! You might be worried about trying to include children with SEN in your class. It can feel like it requires specialist knowledge and extra work for you, the teacher. This does not have to be the case. As a teacher you are used to dealing with different personalities and abilities in your class – you are probably always adapting to widely differing needs from the children each day. Children with SEN are simply part of this variety and challenge. In addition, the teaching techniques which help to support children with SEN are good, practical techniques which will benefit all children. Top tips for creating an inclusive classroom You do not need to be an expert on SEN to teach children with SEN. You do need to want to work with these children and to be prepared to learn from them. Tip 1: Be a role model Children will take their lead from their teacher. It is important to show that you respect and celebrate differences between people. For example, if you notice some children do not want to work with a child, make sure you talk to those children privately about their behaviour and give praise and rewards to the children who are working well in teams. Tip 2: See the person not the label It is very important to get to know each child individually and to not label them according to their SEN. If you have children who wear glasses in your classes, you do not assume that they have all got the same personality. In the same way, you should not assume every child with SEN is the same. Find out their interests and their strengths. Remember also that the range of SEN is wide so take time to find out the level of a child’s difficulty. Do not assume, for example, that a visually impaired person cannot see anything – they may have some sight.

Tip 3: Avoid judgements of behaviour Do not label a child as lazy or not trying. Children with SEN are often trying hard and get criticized unfairly by teachers. They might seem to be daydreaming in class but their brains might be overloaded with information which they cannot process and they need a short brain break. These children also need positive feedback on behaviour, so make sure that you notice when they are behaving. Many children with SEN and behavioural difficulties only get noticed negatively by the teacher. Tip 4: Celebrate difference and diversity The classroom and the world would be a boring place if everyone was the same. You can use the differences between children to learn from and about each other. Tip 5: Teach in a multi-sensory way Children all learn in different ways. Some like to see information, some like to hear it and some like to get up, do and touch things. Children with SEN particularly need practice in all the senses because they find it difficult to learn in traditional ways. Use a multi-sensory approach to present and practise information in your lessons. Tip 6: Plan ways to adapt your lesson plan You will sometimes need to adapt your lesson plans. This is called ‘differentiation’. Differentiation means planning and teaching to take account of all children in the class, whatever their level. The children can make progress in their learning wherever they start from. All children should achieve the same main aim, but they may do this in different ways. Tip 7: Work on classroom management Clear, consistent classroom management is very important for children with SEN. They often have problems understanding and following rules and instructions, so it is important to think about the best way to do this. It is a good idea, for example, to give careful thought to your seating plan. Tip 8: Work cooperatively with adults and children Teamwork is the best approach to teaching children with SEN. It is particularly important to work with parents / carers, as they know their child best and will often have helpful strategies to suggest. Other people who can help you include school psychologists, counsellors, speech and language therapists, occupational therapists, SEN organizations and charities. Try to find out what’s available in your local area and keep a list of useful contacts. Tip 9: Work with children’s strengths Try to find out what your child’s strengths and interests are and include these in your teaching. Children who have problems reading can sometimes be good at drawing and acting instead. Children who find it hard to sit still might be very good at organizing teams and roleplay. Children who are struggling academically might be very kind and helpful.

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Dyslexia: an example of SEN Dyslexia affects approximately 10% of the population, so each classroom may have two or three children with this learning difficulty. Dyslexia is a neurological condition that causes the brain to process and interpret information differently, which makes language learning challenging. It is not a sign of low intelligence or laziness, or the result of impaired hearing or vision.

What problems do dyslexic children have? Dyslexia can manifest itself in a variety of ways, through linguistic problems such as: • slow reading speed • difficulties with word recognition and spelling • a smaller range of vocabulary in the mother tongue Dyslexia is also apparent in non-linguistic problems, such as: • a more limited memory span • difficulties with handwriting and motor skills • difficulties with time management and organization of work • slowness in automating new skills These difficulties will vary in their severity or seriousness in different individuals, and some people will experience some, but not all, of these problems. Children with dyslexia can become competent and skilled second-language users, especially when a supportive school with a warm and positive classroom environment fosters their confidence. Even small steps, such as ensuring that a child is sitting comfortably at their desk with a wellpositioned writing surface, can have a positive impact.

English: some areas of difficulty • Children with dyslexia may struggle with the spelling of words in English since the spelling rules and conventions can appear unpredictable; specific sounds are spelt in many different ways, and certain letters can be pronounced differently. • Children with dyslexia may find it more difficult to learn abstract words than concrete nouns, and may find it easier to learn nouns than verbs and adjectives. They may find it hard to distinguish between words with similar sounds or that are close in meaning. • Speaking and listening skills seem to be affected less than the literacy-based skills of reading and writing. • Questions which require open-ended answers and pronunciation activities may be difficult for children with dyslexia or other special educational needs. • Children with dyslexia may struggle with the organization of their work and their classroom equipment, and this may impact on their learning.

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Simple tips for helping a dyslexic child • Children with dyslexia learn better if vocabulary is taught in context, or anchored to an image. The anchoring of language in the real-world context in Learn with Us will help with this. • Children with dyslexia often engage well with electronic or interactive devices, so the CPT games will help them with learning and reviewing vocabulary at their own pace. • Multi-sensory and multi-channel formats, such as the animations, games and videos on the CPT and reading with audio in the Class Book, are well suited to children with dyslexia. • Give children short instructions, perhaps one step at a time. Set realistic targets, so they gain a sense of accomplishment. • Children with dyslexia do not need an entirely different set of materials from the rest of the class. Focus their attention on particular sections instead, or select from the Activity Book or from the mixed-ability worksheets in the Teacher’s Resource Material. • Children with dyslexia may benefit from a more structured approach to learning, with controlled oral practice, plenty of examples, and opportunities to plan their work. The structured approach to lessons in Learn with Us and the models and examples on the CPT videos and the Class Audio, for example, will support dyslexic children’s communication skills. • Allow children who need longer to process information to do what they can in class, and encourage them to finish at home if possible. • Children with learning difficulties tend to respond well to extensive repetition and practice, and explicit explanation. You may find that doing language drills in class, focusing on a small set of core vocabulary or one grammatical feature at a time, will be helpful. Remember that similarsounding words or words with a similar meaning may cause confusion, so present them separately. • Encourage children to create mind maps or visual representations of vocabulary in vocabulary notebooks, so that they can review new language regularly.

Mixed-ability and multiple intelligences No two children in any class are the same. Children learn at different speeds and have different styles of learning. In every class, there will be a variety of interests, likes and dislikes. In addition, some children may have different cultural backgrounds from the rest of the group. Whatever the extent of the diversity within a class, it is important to help all the children feel part of the group during the English lesson. For this reason, Learn with Us offers strategies and materials to help teachers adapt their lessons to meet the needs of individual children.

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Mixed-ability and Learn with Us Naturally, in classes where there is a wide range of abilities, there will be times when children’s needs will be different. Some children will require extra support for even the basics and others will require reinforcement of what they have learnt, while the most able will benefit from extension and further practice. In a mixed-ability class, it is very important that everyone can take part in activities, whatever their ability, which can present a challenge for the teacher. This is why Learn with Us is carefully designed to offer graded and structured activities to support all children’s language learning. Learn with Us caters for mixed-ability children in a number of different ways: The CPT, with its wealth of visual support, allows children to benefit from the many non-linguistic aspects of the video presentations. Practically, it also provides one clear focus in the classroom, allowing the class to work together but at a different pace. The receptive nature of many of the CPT games at this level mean that they allow even children with the lowest level of English to participate without feeling under pressure, because everyone joins in. Systematic revision of all core language has been carefully built into the course, with continual revision opportunities provided within each unit, as well as opportunities for the recycling of language from previous units. For example, the Culture and Cross-curricular lessons regularly reinforce previously presented vocabulary and structures in a new context, and the songs and chants which punctuate each unit offer the chance for fun and meaningful revision of the unit vocabulary. • In addition to the continual recycling within the main units, an end-of-term review is provided through the dedicated Review units. These lessons draw together all the core vocabulary and target grammar from two units in a new setting, with a practical and tangible outcome in the form of the project. • The recycling and revision of language from previous years is also given great importance throughout Learn with Us. For example, in Learn with Us 5, the reading and speaking activities in Lesson 1 and Jack’s question in Lesson 1 of every core unit revise vocabulary and grammar from previous levels and units, making important links in the children’s language-learning journey. • The extension vocabulary activity provided in Lesson 1 of each main unit provides an opportunity for more able children to expand on what they have learnt.

• The high frequency of collaborative tasks throughout the Class Book and Activity Book encourages cooperation amongst children: if you put a stronger child with a less able child, he / she can support this child. The child who needs more support also feels less under pressure in this way. Similarly in group games and activities, every child can feel supported by the group and can participate as much as he / she is able. • In Learn with Us, many activities in the units and others in the Ideas bank of the Teacher’s Guide encourage communication and co-operation, which in turn involve everyone in the group. The teaching notes include many activities to help you create a relaxed atmosphere so children of different abilities can integrate more easily. • The Activity Book provides practice of the language introduced in the Class Book. Moreover, it contains slightly higher-level reading and writing tasks than those presented in the Class Book. There is also a special Extra feature at the bottom of the Activity Book pages, which suggests a further activity to allow for extension of the lesson content. • The Teacher’s Resource Material offers mixed-ability worksheets at extension and reinforcement level, which can be used when required with the children who need them. The reinforcement activities can be used to consolidate learning, while the extension activities allow more able children to expand on what they have learnt. Children should be grouped together with others of a similar ability to work on worksheets that suit their level. • Also in the Teacher’s Resource Material are two levels of each of the unit and term tests: ‘Standard’, which matches the reading and writing development of the Class Book, and ‘Challenge’, which follows the approach in the Activity Book and tests more reading and writing. This allows all children to participate in testing to the best of their ability.

Multiple intelligences and Learn with Us The theory of multiple intelligences, as first developed by American psychologist Howard Gardner, views intelligence as being multi-dimensional. Instead of thinking of intelligence as something connected to cognitive or academic skills that you have more or less of, Gardner believes that it is more useful to think of humans as having a range of eight different ‘intelligences’, and that we all have these intelligences in different strengths and combinations.

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These eight intelligences are: • Verbal-linguistic: Being good with words and language, reading and writing • Logical-mathematical: Being good with numbers, Maths, logical processes, patterns, relationships between things and abstract concepts • Visual-spatial: Being good with pictures, diagrams, maps and visual representations • Musical-rhythmic: Being good with music, noticing sounds and recognizing tunes • Bodily-kinaesthetic: Being good with physical skills, sports, activities and tangible objects, dance, mime and acting • Interpersonal: Being good with other people; being good at communication and social skills • Intrapersonal: Being reflective and insightful about your own psychology and internal life; being intuitive and self-confident • Naturalistic: Being good at recognizing and understanding aspects of the natural world around us, e.g. animals, birds, plants In the context of the ELT primary classroom, this clearly acknowledges that every child has different kinds of mental abilities, and responds in their own way to different stimuli. As teachers, we know that children each have their own natural talents and multiple ways of learning. For example, some children may respond well to artistic or musical activities, such as painting or singing, while others may be more engaged when movement or logic are involved, such as during dancing activities or number games. It follows, then, that in order to keep our children engaged and involved during language learning, we need to include a variety of tasks that activate different intelligences. Although we cannot teach directly to each individual child in our classes all the time, we can provide opportunities for diversity. When we allow for this diverse range of language activities that match our children’s intelligence strengths, we multiply the opportunities for a ‘hook’ through which English can be acquired. Likewise, it is clear that learning a foreign language at an early age can positively help to develop and stimulate all of a child’s intelligences. In the ELT primary classroom, all eight of Gardner’s intelligences can be quite clearly activated in a number of ways through the language-learning process, allowing our children to build on their natural talents, while also encouraging the development of their other abilities. Simply put, all intelligences can be learnt, and that is why we must help our children to develop all their intelligences through creating an attractive, encouraging and motivating atmosphere in the ELT primary classroom. This is why Learn with Us contains activities, tools and

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different types of input carefully designed to serve all children by reaching out to their multiple ways of learning. Each lesson in Learn with Us 5 has been deliberately set out to appeal to a wider range of intelligences, offering a variety of activities which cater at different times for children with different learning styles or intelligences. For example, a typical lesson may start with a warm-up matching game (verbal-linguistic and bodily-kinaesthetic), followed by an introductory video on the digital CPT (visualspatial), followed by singing a song (musical-rhythmic) and finally a pairwork speaking activity (interpersonal and verbal-linguistic). Follow-up tasks are provided in the Activity Book with Online Practice and in worksheets in the Teacher’s Resource Material, allowing children to reflect on their learning (intrapersonal) in a variety of ways. In this way, the inherent diversity of the classroom is purposefully catered for in each lesson. Learn with Us taps into children’s natural talents, thus allowing you to provide motivating educational experiences which help develop the confidence and language skills your children need to communicate both with their classmates and with the English-speaking world.

Mixed-ability extra ideas The following is a list of optional extra activities that can be used in each lesson of every core unit to cater for mixedability children. Lesson 1  Give out the flashcards to children or pairs of children around the room. Ask them to hold up their flashcards in turn for the class to say the word. Ask each child or pair to come to the front of the class, stick their flashcard on the board and say the word. In a more confident class, ask the children to write the words next to the flashcards. Lesson 2  Divide the class into two groups. Divide the unit flashcards equally between the two groups. Group A holds up a flashcard for Group B to make a correct sentence referring to the All about grammar box. Leave it completely open what type of sentence they make or give instructions directing the sentence you want them to form. If their sentence is correct they get to take the card. Then swap roles. Alternatively, do this in pairs using the Class Book page photos. Lesson 3  After listening to the message between Jack and his friend, divide the class into two groups. Group A read Jack’s lines and Group B read his friend’s lines. Ask pairs or small mixed ability groups within Groups A and B to find examples of the target language from Activity 3 in the message. See if together the two groups can find all the main examples in the message. Lesson 4  Put the class into small mixed-ability groups. Ask one child from each group to come to the front of the class and show them one of the new cross-curricular words. They return to their group and draw a picture representing that word. Give them a time-limit. The rest of the group guess which word it is. Repeat with another child and the other words.

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Lesson 5  Ask two or three confident children to come to the front of the class and mime one of the story frames. The rest of the class guess which frame they were miming. Lesson 6  Divide the class into small mixed ability groups and ask them to think of and write as many examples as they can of one of the items in the All about grammar box on a large piece of paper. Display the pieces of paper around the room and allow groups to walk around and add to them. Use this to see what errors the class are making and review these areas with them later. Lesson 7  To help children familiarize themselves with the pronunciation, write the two sounds on separate pieces of paper and place them on opposite sides of the room. Pronounce a sound and ask the class to walk or point to the correct side of the room. Review and mix in sounds from previous units and have three or four sounds placed around the room. Once the children are familiar with the sound and words that contain it, say a word with the sound and ask them to walk /point to the correct side of the room. To have some fun with pronunciation, ask the class to say the rhyme in different ways – first slowly and then quickly, quietly and then loudly (and vice versa), happily and in a sad way, etc. Lesson 8  Go through the questions in activities 1 and 2 before the children listen to the dialogue and check comprehension together as a class. Put the class into small mixed-ability groups to read the questions again and predict the answers. Invite them to be as creative or as inventive as they like and to give reasons for their answers. Feed back some answers from the class. After doing the ‘listen and match’ opinions activity in the Class Book, make the activity interactive by designating areas of the classroom as the ‘three opinions’. Children walk to the area which reflects their opinion and say their opinion out loud. Lesson 9  When the children check each other’s work, encourage mixed-ability pairs or different pairs each time so that they bring out each other’s strengths and support each other, but do consider how well they work together and get along outside the classroom. They need to feel comfortable working together to make the most of their English and have fun.

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Tour of a unit

Lesson 1 Vocabulary

Objectives Become familiar with Jack’s everyday context for the unit. Listen and say Vocabulary Set 1. Listen and identify the new vocabulary in context using revised language. Read and identify the new vocabulary in context from descriptions using revised vocabulary and a revised structure

Core vocabulary is contextualized in the main character’s world.

CPT

Do a speaking activity with the new vocabulary and the revised structure. Read and write the new vocabulary and the revised structure.

Teaching tip Select an additional flashcard game to supplement the presentation of the vocabulary set and activities on the page, if you feel the class needs more practice. See the Ideas bank on pages 167–172 .

Flashcards are found as printed cards in the Classroom Resource Pack, as an optional way of presenting and practising the new vocabulary.

Class Book

What sports and activities do you like doing?

Jack’s question encourages the children to talk about themselves and personalize the topic of the unit.

The main character, Jack, introduces the unit theme in a short, live-action film. The main aim for each unit is presented clearly for the class. Activity 4 provides an opportunity to read and identify the new vocabulary in the context of the revised structure. The revised structure is highlighted in the review tab.

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The star learner activity supports your mixed-ability class by highlighting an optional way of reviewing and extending vocabulary.

Activity 2 provides an opportunity to hear and say the vocabulary set. Activity 5 provides supported speaking practice of the vocabulary set and the revised structure.

Audio can be launched from the CPT or the Class Audio CDs

Activity 3 provides an opportunity to hear and identify the vocabulary in the context of revised vocabulary and a revised structure. Mixed-ability See extra ideas on page 26 –27.

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Activity Book

Other useful resources In the Classroom Resource Pack: Set 1 flashcards

Activity 1 provides reading and writing practice of the vocabulary set at word level. Answer keys are included on the CPT.

Activity 3 provides speaking and writing practice of the vocabulary set with a revised structure.

Activity 2 provides oral spelling practice of the vocabulary set.

This Extra feature suggests a further writing activity for fast finishers.

How to teach Lesson 1 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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CPT

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1 Play the unit introduction film.

Classroom Resource Pack 2 Use the flashcards from the Classroom Resource Pack to present the vocabulary.

Class Book

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3 Play the audio for children to listen, point to and repeat the vocabulary. 4 Play the audio for children to listen and say the missing number of the item described. 5 Read and say the activity described. 6 Read the model dialogue then set up the speaking game and monitor while children play. 7 Ask the children Jack’s question to personalize the topic of the unit. 8 Optional: Ask the children the Star learner question and encourage them to answer using language they know from previous lessons or levels. © Copyright Oxford University Press

CPT 9 Play the vocabulary practice game. No CPT today? Play a game from the Ideas bank on pages 167–172.

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Activity Book 10 Ask the children to complete Activities 1, 2 and 3 to practise reading, spelling and writing the core vocabulary and revised structure. 11 Ask any fast finishers to complete the Extra activity.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 2 Grammar & Communication Objectives

Teaching tip

Read and listen to a text with a new grammar structure and the Set 1 vocabulary. Answer a question for specific information. Read and say the new grammar using a simple grammar table. Do a speaking activity using the grammar structure and vocabulary Set 1.

CPT

Work through the All about grammar box and elicit or give children lots of additional examples to illustrate the grammar point. Use the language in the text for additional examples.

Class Book The Activity 1 reading text provides examples of the new grammar in context.

The Activity 2 grammar table provides a clear model of the new target grammar. Children practise and internalize its structure. The Activity 3 speaking game allows children to use the target grammar and internalize its meaning. On the CPT a game practises the Lesson 2 target grammar with the Lesson 1 vocabulary.

Mixed-ability See extra ideas on page 26–27.

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Activity Book

Other useful resources

The Activity 1 listening and writing activity provides practice of the new grammar with the vocabulary from Lesson 1.

In the Teacher’s Resource Material: Lesson 2 Reinforcement and Extension worksheets

Activity 2 allows the children to elicit the grammar rules of the target grammar.

Grammar pages at the back of the Activity Book provide extra consolidation activities.

How to teach Lesson 2 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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Class Book 1 Read and listen to the text and answer the question. 2 Focus on the All about grammar box to learn about the structure. Read the sentences to practise the language. 3 Read the model dialogue then set up the speaking game and monitor while children play.

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CPT 4 Play the vocabulary and grammar practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 167–172 to practise the target grammar.

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Activity Book 5 Ask the children to complete the Activity Book activities to practise listening, speaking, reading and writing of the core grammar. 6 Ask the children to complete the All about grammar page.

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Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 3 Culture & Communication Teaching tip

Objectives

Remind the class that they don’t have to understand every single word in the text. Encourage the children to look for the key words in Activity 3 in the reading text to help them identify example answers that they can adapt for themselves for their notes. Their preparation in Activity 3 will help them when they come to speak in Activity 4.

Understand the main ideas in a video about an aspect of British culture, practising integrated skills in a real-life context. Read and understand a conversation about the Culture topic in the English-speaking world. Think about and write notes about your life in connection with the Culture topic. Watch or listen to the Language in action! conversation using functional language Exchange opinions and act out the Language in action! conversation. Reflect on the differences and similarities on the topic in your country.

CPT

Class Book The Activity 2 text message between Jack and one of his friends further reviews the unit language, providing a link to not only the culture topic and English-speaking world, but to the Cross-curricular lesson to follow.

The culture film is introduced by Jack and recycles and extends language from Lessons 1 and 2 in a real-world context.

Children watch or listen to a conversation and then practise the exchange with their friends and personalize it to themselves.

Each film presents a motivating glimpse into an element of British culture, chosen to be of interest to your students. It activates the children’s language and raises interest before they read in Activity 2. Activity 3 activates the children’s language and caters to mixed-ability by allowing interaction with the page at the child’s own level whilst recycling language from previous lessons.

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The target functional language is highlighted on the page for children to refer to if needed.

The culture question encourages children to make comparisons between their own culture and the UK.

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Mixed-ability See extra ideas on page 26 –27.

Activity Book Activities 1 and 2 provide integrated skills practice as children listen to, read and write language revised from previous units and levels in the context of the culture lesson.

Other useful resources In the Teacher’s Resource Material: Culture & Communication worksheet Speaking assessment grid

Activity 3 consolidates the Language in action! exchange. This Extra feature suggests a further writing activity for fast finishers.

How to teach Lesson 3 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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CPT 1 Set the gist task and watch the film. 2 Watch the film again and ask children to answer the comprehension questions at the end of the film. No CPT today? Use the photos on the Class Book page to present the culture topic. Ask the children what they can see using language they know from earlier lessons. Ask them questions about the photos, where the people are, what they have got, etc. Encourage them to compare the photos of the UK with life in their own country.

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Class Book 3 Ask the children to read and listen to the text and answer the questions. 4 Read the example sentences and words in the box and ask the children to think about their life and write notes using the words.

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CPT 5 Play the Language in action! video conversation for children to listen and repeat. No CPT today? Play the Class Audio track for children to listen and repeat the dialogue.

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Class Book 6 Read the Language in action! box and ask the children to act out the conversation. 7 Discuss the cross-cultural question with the class.

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Activity Book 8 Ask the children to do Activities 1 and 2 for further reading and writing practice of the language. 9 Ask the children to do the writing activity to consolidate the Language in action!

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 4 Cross-curricular Objectives

Teaching tip

Learn about another area of the curriculum. Read, listen to and understand a text. Identify and say the new cross-curricular vocabulary. Read and write the new cross-curricular vocabulary. Research and write about an aspect linked to the topic.

CPT

Highlight the new cross-curricular vocabulary by pointing to or zooming in on the items during the slideshow.

Class Book

The Class Book activities consolidate the CPT presentation and develop listening and reading skills.

A follow-up activity checks comprehension of the main concepts and the new vocabulary set.

A practical activity allows children to personalize the topic and do further research via the internet.

Mixed-ability See extra ideas on page 26 –27.

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Activity Book

Teaching tip Cross-curricular lessons suit mixed-ability classes as the concepts are accessible to all children whatever their ability in English. They also provide a rich and varied context for learning English which is motivating to children. Encourage them to explore areas they are interested in and consider using the cross-curricular themes as a basis for project work.

These activities check comprehension of the concepts and provide reading and writing practice of the crosscurricular language.

This activity allows the children to personalize the cross-curricular content.

Other useful resources

One activity in every Cross-curricular lesson allows pupils to practise a task-type which is familiar to the curriculum subject.

In the Teacher’s Resource Material: Cross-curricular worksheet

This Extra feature suggests an extension option for fast finishers to research.

How to teach Lesson 4 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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CPT 1 Play the cross-curricular slideshow and do the Quick quiz. No CPT today? Use the photos or pictures on the Class Book page to present the cross-curricular topic and introduce the vocabulary set. Use the slideshow transcript in the teaching notes to talk through the visuals.

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Class Book 2 Play the audio and ask the children to read the text and answer the question. 3 Ask the children to read the text again and answer the comprehension questions. 4 Use the Cross-curricular worksheet to do the Web search.

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Activity Book 5 Ask the children to complete the Activity Book activities. 6 Ask any fast finishers to complete the Extra activity.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 5 Story & Vocabulary Objectives

Teaching tip

Listen to and understand a story presenting Vocabulary Set 2 and a new grammar structure. Listen, identify and say the new vocabulary. Read and do a story comprehension task. Discuss a value related to the story.

Listen to and give an opinion about the story. Read and write the new vocabulary. Write how the story value applies to your life.

CPT

Put the class into groups to act out the story. This provides a means to internalize the language in a fun, memorable and inclusive way.

Class Book

In Activity 2, children listen to the story audio and follow the pictures in their Class Book. They read, say and find the new vocabulary set in the story. Printed flashcards are found in the Classroom Resource Pack. In Activity 3, children do a post-story activity to check comprehension.

On the CPT the story is brought to life in an animation with a real-action video introduction. The story genre is presented clearly for the class.

The value of the story relates to the children’s own social growth and is inspired by the theme of the story. All About Us 5

Unit 1

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Flashcards in the Classroom Resource Pack can be used to present and practise the new vocabulary set. The animated story presents the new vocabulary in a clear context, allowing presentation with the flashcards after watching.

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A practical activity allows children to personalize the topic and do further internet research linked to the topic of the story. In Activity 4, children evaluate the story for themselves in this speaking activity designed to practise the Learning to learn competence and functional expressions, while developing speaking and listening skills. © Copyright Oxford University Press

On the CPT the game practises the vocabulary set.

Mixed-ability See extra ideas on page 26 –27.

Activity Book Other useful resources

Activity 1 provides a review of and general summary of the story. It also allows children to check their comprehension and provides practise of the written form of the new and revised language.

In the Classroom Resource Pack: Set 2 flashcards In the Teacher’s Resource Material: Story playscript Word skills worksheet (Word skills worksheets are provided in different lessons every unit to offer complimentary word skills tasks when children most need them)

Children further internalize the value by identifying how it relates to their lives.

In Activity 2, children express their opinion on the story, building on their Learning to learn competence.

This Extra feature suggests a creative extension option for fast finishers to allow them to invent what happens next in the story.

How to teach Lesson 5 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

CPT 1 Play the story animation and ask the children questions about the story in their own language.

Classroom Resource Pack 2 Play the Class Audio and use the Class Book. Use the flashcards from the Classroom Resource Pack to present the vocabulary.

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Class Book 3 Play the story audio for the children to listen. Ask them to look at the pictures in the Class Book. 4 Read, say and ask the children to find the new words in the story. 5 Focus on the value. Discuss with the class why the value is important. 6 Ask the children to complete the post-story comprehension activity. 7 Ask the children to evaluate the story by listening to the phrases and then giving their own opinion.

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CPT 8 Play the vocabulary practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 167–172 to practise the target grammar.

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Activity Book 9 Ask the children to complete the Activity Book activities to practise reading and writing of the new and revised vocabulary and to consolidate the story value.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 6 Story, Grammar & Communication Objectives

Teaching tip

Review the story and vocabulary from the unit. Read and understand the new grammar in the context of the story. Say the new grammar using a simple grammar table.

CPT

Do a speaking activity to practise the new vocabulary and structure. Read and write the new grammar.

Class Book

In Activity 1, identifying missing words in sentences from the story helps children familiarize themselves with the new structure, by identifying key words.

It is very motivating for children to practise the grammar through personalizing it to themselves. The star learner activity provides a challenge for pairs to listen carefully and remember what their partner tells them.

Activity 2 provides a clear model of the new target grammar in the grammar table and enables children to internalize its structure and meaning with a fun Beat the clock challenge. Children review an aspect of grammar they already know alongside the new structure. The Activity 3 speaking task provides controlled and meaningful speaking practice of the target grammar.

The star learner activity supports your mixed-ability class by highlighting an optional opportunity to extend the personalized speaking activity.

Activity 4 provides personalized speaking practice of the target grammar.

On the CPT, the game practises the Lesson 6 target grammar with the Lesson 5 vocabulary.

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Mixed-ability See extra ideas on page 26 –27.

Activity Book Other useful resources In the Classroom Resource Pack: Set 2 flashcards

A variety of listening, reading and writing activities provide practice of the new grammar with the vocabulary from Lesson 5.

In the Teacher’s Resource Material: Lesson 6 Reinforcement and Extension worksheets Speaking assessment grid

Grammar pages at the back of the Activity Book provide extra consolidation activities.

How to teach Lesson 6 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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CPT 1 Watch the story animation again to review the story. No CPT today? Review the story using the Class Book and Class Audio. Use the flashcards from the Classroom Resource Pack to review the vocabulary.

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Class Book

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2 Review the story and find the missing words from the sentences using the Class Book and Class Audio. 3 Focus on the All about grammar box. Read through the sentences and check understanding of the structure. Ask the children to do the Beat the clock challenge. Feed back answers. 4 Ask the children to do the speaking activities to consolidate and personalize the language. 5 Optional: Star learner activity.

CPT 6 Play the vocabulary and grammar practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 167–172 to practise the new target grammar.

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Activity Book 7 Ask the children to complete the Activity Book activities.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 7 Song & Skills Teaching tip

Objectives Review the unit language and develop pronunciation skills. Read, understand and sing a song. Give an opinion about the song.

The songs presented by Jack and his friends provide a fresh context in which to read and hear the language the children have already learnt. Encourage the children to create their own new verses for the songs.

Develop pronunciation awareness by identifying and practising two sounds by listening to and reading a short pronunciation rhyme. Exam practice: Review the language from the unit in a pairwork speaking activity.

CPT

Class Book Reading the song and answering a gist question in Activity 2 provides an opportunity for children to consolidate both the vocabulary and the grammar from the unit.

The animated song in Activity 1 reviews the language from the unit. The songs are introduced by Jack and his friends.

In Activity 3, children sing the song and give their opinion about it.

Activities 4 and 5 provide opportunities for active production of the target sounds using previously taught vocabulary. A fun tongue twister allows the children to practise the target sounds in a meaningful context. The written form of the sounds and the sounds are clearly highlighted.

This Activity 6 pairwork task provides controlled exam style speaking practice.

On the CPT the children practise listening to and identifying two target sounds in a controlled way via an interactive pronunciation game.

The ‘English at home’ icon suggests ways for children to share their learning at home.

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Mixed-ability See extra ideas on page 26 –27.

Activity Book

Activity 1 allows the children to review the key language of the unit in the context of the song. Opportunities to make new verses allow children to use their imagination and make the song meaningful to themselves.

Other useful resources In the Teacher’s Resource Material: Speaking assessment grid

The Activity 2 and 3 listening and writing activities, which focus on the target sounds, allow children to further identify the target sounds. This Extra feature suggests a further activity for fast finishers.

How to teach Lesson 7 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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CPT 1 Play the song. No CPT today? Use the Class Book and Class Audio to present the song.

➜

Class Book

➜

2 Read the song and answer the question. 3 Play the audio for children to listen and sing the song. Ask the children to give their opinion about the song. 4 Focus on the pronunciation box. Listen and repeat the words and check understanding. 5 Play the tongue twister for the children to listen to. Then play it again for them to repeat.

Activity Book 6 Ask the children to work in pairs and complete their speaking cards and do the speaking activity.

© Copyright Oxford University Press

➜

CPT 7 Practise the target sound with the pronunciation game. No CPT today? Ask the children to say the tongue twister quietly, loudly, slowly, quickly. Use the Class Book and the Class Audio. Play a pronunciation game from the Ideas bank on pages 167–172.

➜

Activity Book 8 Ask the children to complete the Activity Book activities.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Lesson 8 Language review & Communication

Teaching tip

Objectives

Functional language practice is important for improving your children’s fluency. Once the children are confident doing the Activity 5 role-play, encourage them to do it without reading from the books. It isn’t important for them to remember every word, and it isn’t important if they replace some words with other words they know that fit with the context. Speaking freely will prepare them for the real world.

Review the unit language and develop reading, writing, listening and speaking skills through the following: Listen to and understand a dialogue. Use pictures to identify and say the unit language. Complete and say a dialogue. Do a functional language role-play in pairs.

CPT

Class Book Activity 5 provides a model for the Conversation cards at the back of the Class Book which offer controlled and staged practice of functional language linked to the unit topic.

In Activities 1 and 2, listening and reading skills are integrated in an activity reviewing the unit vocabulary and grammar structures. In Activity 3, the speaking activity further consolidates and reviews the language of the unit.

The aims of the speaking activity are presented clearly for the class.

Reading the dialogue or text reviews the unit language in context.

The target language is clearly listed here. The culture question encourages children to make comparisons between their own culture and the UK. The Star learner activity supports your mixed-ability class by highlighting an optional opportunity to extend the review.

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© Copyright Oxford University Press

Various options are given to allow children to personalize the conversation and to provide variety. The language tip feature highlights key points to be aware of in producing the language for the role-play.

Mixed-ability See extra ideas on page 26 –27.

Activity Book Activities 1, 2 and 3 contain a variety of reading, writing and listening tasks which review language form the unit.

Other useful resources Teacher’s Resource Material: Speaking assessment grid

The Activity 4 listening task provides exam-style practice.

How to teach Lesson 8 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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Class Book 1 Play the audio for children to listen and choose the correct items. 2 Play the audio again for children to listen and complete the questions. 3 Read the model dialogue and ask children to use the target language to make and say sentences. 4 Ask children to read the dialogue and say the missing words.

➜

CPT 5 Watch the role-play. No CPT today? Use the Class Audio track.

➜

Class Book 6 Work through the Conversation card at the back of the Class Book. 7 Optional: Star learner activity.

➜

Activity Book 8 Ask the children to complete the Activity Book activities.

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

© Copyright Oxford University Press

Lesson 9 Think, do & review: My project Objectives Review the vocabulary and grammar from the unit by reading and listening to Jack’s project. Practise listening, writing and speaking skills to plan and create a personalized unit project and present it to the class.

CPT

Teaching tip Take the opportunity to go back through the unit and review what the children have learnt. Ask them to say which activities they liked best and to evaluate their performance in them. Thinking about what they liked and how they did will help them to develop the Learn to learn competence.

Class Book

The focus of the project is presented clearly for the class.

The first stage of the lesson (Activity 1) prepares the children for the project through a listening activity. The listening task contextualizes Jack’s project and presents his initial research.

The children complete the relevant Activity Book activities to create their project.

Jack’s project, in Activity 2, provides a realistic and relatable model for the children’s own project and encourages children to review the language they have learnt in the unit.

Key aspects of the piece of writing are highlighted and comprehension questions check understanding.

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The Learn to learn feature prompts children to think about particular phrases or language that they may use in their written work.

© Copyright Oxford University Press

Mixed-ability See extra ideas on page 26 –27.

Teaching tip Activity Book

Activities 1, 2 and 3 prepare children to create a unit project and focus on reading and writing skills. By looking at how Jack has prepared and planned for his project, children have a clear model and structure to follow, from thinking about ideas to planning and gathering information and structuring their writing. The project in each unit encourages the children to work autonomously with some aspects requiring work in a group.

Clear tips highlight key areas to check regarding organization, grammar and spelling.

Peer support and review, found in Activity 5, is a valuable skill and stage of each project. It aids mixed-ability classes and enables the children to learn from each other.

The research questions in Activity 3 help children to direct their research in order to include useful and interesting information.

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The Lesson 9 project is an opportunity for all children to showcase what they know. Encourage more confident children to do independent research for their project. All children will benefit from the structured thinking and planning tasks. You could also consider recording the projects to show parents and give the children an even greater sense of achievement, developing the digital competence at the same time.

The children are encouraged to present their project to the whole class.

Mixed-ability See extra ideas on page 26 –27. © Copyright Oxford University Press

How to teach Lesson 9 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.

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Class Book 1 Play the Class Audio of Jack’s pre-project research dialogue. 2 Read Jack’s project and discuss what type of text it is and where we usually find this type of text. Ask the class what they know about the topic. 3 Ask the children to listen and find the mistakes in the text on the audio by listening and reading. 4 Answer the questions and discuss the key elements of the structure of the text and encourage children to give their opinion on it. 5 Focus on the Learn to learn box and find the expressions in the text. Remind children to use these in their project.

➜

Activity Book 6 Go through the activities for the project and work through the preparation, planning and research stages. Encourage the children to refer to the tips and Jack’s project for support when they start writing. 7 Put children into pairs to help each other check their work, using the question prompts and tip boxes to guide them. 8 Present the projects formally and ask the children to rate their project.

© Copyright Oxford University Press

Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.

Learn with Us 5 posters There are two posters provided with Learn with Us 5, intended to be hung up in the class and referred to whenever you wish to review the language, or as general support for the class. Additional ideas for using the posters in the class can be found in the Ideas bank on pages 167–172.

Building fluency poster The Learn with Us Building fluency poster is designed to introduce children to fluency skills in the English classroom, to raise their awareness of what information can be found in a dictionary, a thesaurus and online and to encourage the children to use them to improve their English. The large, easy-to-read poster includes clear and simple definitions of parts of speech, e.g. what is an adjective, a noun, an adverb, etc. It also highlights how we can build sentences using the parts of speech, and how we can improve our fluency by using a dictionary, thesaurus or the internet to find more interesting words. Hang the poster in the classroom where it is easy for children to refer to it. At the beginning of the year, refer the children to the poster and read through and discuss with the class each part of speech. Put children into pairs and give each pair a dictionary, or have them work with an online dictionary. As you work through each part of speech on the poster, ask pairs to locate the information in their dictionary. Create a dictionary corner in the classroom where children can easily find and use a dictionary or thesaurus in the lesson. Encourage the class to use these when they don’t know the meaning or the spelling of a word. Do a dictionary quiz with the class. Ask the children to list a set of words alphabetically – this could be the vocabulary set you are working on in the unit, or names of the children in the class or a set of random words they are familiar with. Give children a set of questions with an unknown word in and ask them to look up the meaning of the word in order to answer the question. Give children short lists with words reflecting different parts of speech. Include one odd word out for the children to find.

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The poster can also be used whenever you want to remind the class to use a dictionary, thesaurus, or the internet to find information. It can be used as an aid for mixed-ability classes, to aid collaboration in group and project work and to support children who may need additional support with vocabulary and spelling. At appropriate moments, encourage the class to use these tools when they encounter a new word in the stories or texts they read. Remind children, however, that they don’t always have to know the meaning of every single word in a text in order to understand it.

English-speaking countries poster The Learn with Us 5 Englishspeaking countries poster presents information about English speaking countries, including some of the countries where Jack’s friends live (who the children meet in Lesson 3s). Learn with Us aims to raise children’s curiosity about English and provide opportunities for children to learn about other cultures and to give their learning meaning. The English-speaking countries poster provides a clear display in map form of some of the places around the world where English is spoken and points of information about the English-speaking world. This reminds children of the huge network of English-language speakers there are. Place the poster at the front of the classroom where everyone can see, and refer to it during the class. At the start of the year, look at the poster as a class. As you work through the course, encourage the children to refer to the poster to see where some of Jack’s friends come from and find out what children already know about this country.

© Copyright Oxford University Press

Review lessons Objectives

Other useful resources

Review and practise vocabulary and grammar from the term. Develop listening, speaking, reading and writing skills. Produce a group project that relies on prior knowledge of the previous two units’ language.

CPT

In the Teacher’s Resource Material: Term test 1, 2 or 3 (Standard or Challenge) Competences for 21st century learning assessment grids

Class Book

Activity Book

The communicative group project requires the children to recycle their understanding of the language from the previous units and collaborate to put on a play based on the Review story, engaging various competences. The children work together to prepare the play, considering the important aspects of the story and their individual character.

The reading-for-pleasure story reviews the core vocabulary and target grammar from the previous two units in a new context.

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Comprehension questions check children’s understanding and review core language.

This activity provides an opportunity to evaluate against the learning standards for this level and Competences. for 21st century learning

The children allocate roles, name their group and consider what they will need to put on their play.

© Copyright Oxford University Press

The children work together and practise their play and the songs from the two previous units.

The children work as a group and individually to make an aid for the performance of their play (a mask, a poster, a programme).

The children perform their plays and give feedback to other groups about their plays.

Festival lessons

Other useful resources In the Teacher’s Resource Material: Festival Culture & Communication worksheets

Objectives Read and listen to a text about a festival and presenting the festival vocabulary. Develop an awareness of British culture and traditions.

Class Book The Class Book presents the written and spoken festival words in a text for children to read and listen to.

Read and do a story comprehension task. Talk about the festival. Do a speaking activity with the new vocabulary. Read and write the new vocabulary.

Halloween Class Book

Christmas Class Book

Easter Class Book Comprehension questions check children’s understanding of the key concepts.

A personalized activity provides further meaningful speaking practice of the target vocabulary and the topic. A pairwork game consolidates the new vocabulary. Activity Book The Activity Book activities provide reading and writing practice of the festival vocabulary.

A fun craft activity activates and consolidates the festival language. Activity Book

Activity Book

Activity Book The children use the language they have learnt in the class to create a game for their family at home.

The Activity Book contains follow-up activities to help consolidate the festival language and theme.

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© Copyright Oxford University Press

Flashcards are available in the Teacher’s Resource Material.

Rapid route Outlined here is advice for teachers with reduced timetables and teachers who may sometimes need to shorten lessons. You will find suggested reduced lesson structures in the ‘Tour of a unit’ below, as well as lots of useful time-saving tips. These have been carefully considered to ensure your class gets the most out of Learn with Us, even with limited time. The reduced lesson structure applies to the main units in the Class Book only; it is recommended that you teach the Starter Unit in full, and that the Activity Book is assigned for the children to complete at home. The suggestions listed here will show you how to reduce

Tour of a unit Lesson 1: Vocabulary

Lesson 2: Grammar & Communication

Lesson 5: Story & Vocabulary

[CB1 pp10-11]

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Use the guidance provided here and your Teacher’s Guide to plan your reduced lessons. And remember that if you ever feel your class requires a bit more practice, you can easily add some of the omitted lesson stages back into your unit structure or take advantage of the CPT games and resources to reinforce the content when needed.

The plan below outlines the stages for each of the existing lessons, but with a few suggested omissions and time-saving recommendations ( ✔ ). Note that the original Lesson 4 (cross-curricular) can be omitted completely. Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Unit introduction film 2 Flashcards Class Book 3 Listening activities 4 Reading and matching activity 5 Jack’s question 6 Optional: Star learner activity Ending the lesson routine ✔

Starting the lesson routine ✔ Class Book 1 Read and listen activity 2 All about grammar activity 3 Speaking activity CPT (Classroom Presentation Tool) 4 Vocabulary and grammar game Ending the lesson routine ✔

Lesson 3: Culture & Communication

the content of each lesson as well as reduce the length of a unit by omitting one lesson entirely, whilst still ensuring plenty of practice of the unit language and a suitable balance of activities.

In all lessons you can cut down the amount of time by omitting the warmer game that is suggested in the teaching notes.

To save time, do Activity 3 only.

As with the Starting the lesson routine, cut down the amount of time by omitting the suggested closing game.

The children can play the vocabulary and grammar game on the course website.

Starting the lesson routine ✔ To save time, you can omit the video and listen using the Class CPT Audio and Class Book pages (or vice versa). 1 Culture film Lesson 4: Cross-curricular Class Book 2 Reading and listening activity To save time, you can omit this lesson from each 3 Writing activity unit entirely. If you wish, you could try to integrate 4 Language in action! conversation video ✔ some of the content into your other classes in the 5 Acting out the conversation relevant curriculum area; for example, you could 6 Let’s compare culture question use content from the Unit 1 lesson about exercise Ending the lesson routine ✔ in one of your Science lessons. Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Story animation ✔ 2 Flashcards Class Book 3 Story audio and find the words activity ✔ 4 All about values’ activity ✔ 5 Story follow-up activity 6 Story evaluation activity 7 Web search activity CPT 8 Vocabulary practice game ✔ Ending the lesson routine ✔ © Copyright Oxford University Press

To save time, choose before class whether you would like your class to watch the story animation on the CPT or listen to the story using the Class Audio CD. Have the CPT loaded or the correct track selected before the lesson to maximize teaching time in class.

To save time, set the Web search activity for homework. The children can play the vocabulary and grammar game on the course website.

Time-saving tips Routines Even if you have less time for English, in 3rd cycle it is still important to have a set routine for your lessons, and to establish this routine with your class from the start. A wellconducted routine helps you organize your lessons and makes the children aware of what you want them to do and how you expect them to behave. In Learn with Us 5, the lessons in each unit are designed to follow a familiar structure and set of routines. It is recommended, therefore, that any time-saving amends made to a lesson structure in Unit 1 are also carried through to the lessons in the units that follow. The starting and ending the lesson routines for Learn with Us 5 have also been designed to be flexible, and so timesaver suggestions have been provided in this reduced lesson planner for how these can be shortened when needed. Lesson 6: Story, Grammar & Communication

Lesson 7: Song & Skills

Lesson 8: Language review & Communication

Lesson 9: Think, do & review: My project

Your class will soon pick up on the routine and, once it is familiar to them, you will quickly be able to make the most of your English time together. Maximizing your time There are lots of other things you can do before, during and after your lessons to maximize teaching time in class. Multimedia  At the start of each lesson, ensure the CPT or Class Audio CD is ready to use, and the resource or track you need for the lesson is loaded and ready to play. CPT  Remember that you can use the CPT for quick and easy-to-follow navigational support in the classroom by displaying the Class Book pages on your IWB, as well as using it as a way to quickly check answers as a whole class using the answer-key reveal function.

Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Story animation 2 Flashcards Class Book 2 Reading activity 3 All about grammar activity 4 Speaking activities ✔ 5 Optional: Star learner activity CPT 6 Vocabulary and grammar game Ending the lesson routine ✔ Starting the lesson routine ✔ CPT 1 Song animation ✔ Class Book 2 Song activities 3 Pronunciation activities 4 Exam practice speaking activity CPT 5 Pronunciation game Ending the lesson routine ✔ Starting the lesson routine ✔ Class Book 1 Listening activities 2 Speaking activities CPT 3 Role-play video Class Book 4 Role-play activities 5 Optional: Star question activity CPT 6 Grammar and vocabulary review game Ending the lesson routine ✔ Starting the lesson routine ✔ Class Book 1 Listening activity 2 Project reading activities Activity Book 3 Prepare your project Ending the lesson routine ✔

Review the story using the Class Book only.

Ask the children to write / draw ideas for homework and do this activity as a warmer in the following lesson. The children can play the vocabulary and grammar game on the course website. To save time, you can omit the song animation and just sing the song using the Class Audio and Class Book pages (or vice versa). As the pronunciation lesson in each unit focuses on key sounds which relate to the vocabulary of the unit, to save time, you can use this audio at the beginning of the unit to introduce the target sounds, and then focus on these sounds as and when they appear throughout the unit. You can then choose to omit all of the activities that follow or use them to review the sounds later in the unit.

To save time, you can omit the video and just use the Class Book pages. You could save this activity for a rainy day or for another lesson when you have more time. The children can play the grammar and vocabulary review game on the course website. Work through the project in sections if you don’t have much time. Do activities 1, 2 and 3 in class together and go through the tips in Activity 4. Children can write their text for homework. Allocate a specific amount of time in class for children to check their work. They can revise it and prepare their presentation as homework.

© Copyright Oxford University Press

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Using Graded Readers with Using graded Readers in the Primary classroom is an effective way to engage children of all abilities and learning needs. By motivating children to read for pleasure, you give them the opportunity to learn without the fear of failure. Our graded Readers are available at a number of different levels and across a broad range of topics, both fiction and non-fiction, so each child will be able to find a book suitable for them from our award-winning collections: • • • • •

Dolphin Readers Classic Tales Oxford Read and Discover Oxford Read and Imagine Dominoes

Convenient bookmark shaped Reading Guides, offer a simple way to select titles that correspond to each unit of Learn with Us. Download the full set of Reading Guides from www.oup.com/elt/recommendedreaders

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Reading Guides

Reading Guides

Reading Guides

Reading Guides

Reading Guides

Reading Guides

For unit 1 we recommend…

For unit 4 we recommend…

For unit 4 we recommend…

For unit 5 we recommend…

For unit 2 we recommend…

For unit 4 we recommend…

Oxford Read and Discover Level 1

Oxford Read and Discover Level 2

Oxford Read and Discover Level 3

Dolphin Readers Level 2

Oxford Read and Discover Level 5

Dominoes Quick Starter

Oxford Read and Imagine Level 1

Classic Tales Level 1

Oxford Read and Imagine Level 3

Classic Tales Level 3

Oxford Read and Imagine Level 5

Dolphin Readers Level 4

SYLLABI & SAMPLES AVAILABLE AT

SYLLABI & SAMPLES AVAILABLE AT

SYLLABI & SAMPLES AVAILABLE AT

SYLLABI & SAMPLES AVAILABLE AT

SYLLABI & SAMPLES AVAILABLE AT

www.oup.com/elt

www.oup.com/elt

www.oup.com/elt

www.oup.com/elt

SYLLABI & SAMPLES AVAILABLE AT

www.oup.com/elt

www.oup.com/elt

1

1

1

1

1

1

© Copyright Oxford University Press

Supplementary Material

The most trusted materials for learners of English Oxford Children’s Picture Dictionary

Get Ready for … 2nd edition Motivating and comprehensive preparation for the Cambridge English Qualifications Young Learners exams.

A first dictionary for young learners, this beautifully illustrated topic-based dictionary contains over 850 words and 40 topics. Available in print and interactive e-Book.

This series supplements any coursebook and is ideal for use in class or self-study at home. STARTERS, MOVERS, FLYERS

Oxford Skills World A six-level, paired skills series for lower primary and upper primary that focuses on developing students’ receptive and productive skills.

Oxford Grammar for Schools A five-level series with clear explanations and communicative activities that helps young learners and teenagers understand and practise grammar. Each level in the series covers all the grammar students need to know for the Cambridge English Qualifications:

LEVEL 1-5 AVAILABLE

Level 1 - Pre A1 Starters Level 2 - A1 Movers Level 3 - A2 Flyers Level 4 - B1 Preliminary for Schools Level 5 - B1 Preliminary for Schools

Oxford Professional Development Oxford Teachers’ Academy: Teaching English to Young Learners

A range of professional development titles to support your teaching. Into the Classroom is a series of short, practical guides focused on a methodology or technique with ideas to help you introduce it into your classes.

© Copyright Oxford University Press

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Starter  All about me and my family Lesson 1: Vocabulary Language Revised: Activities; Animals; Family members; Food; Personal information; School subjects; Times; Possessive ’s; Personal pronouns; I’m (Jack). This is (Jack’s). These are (his mum’s). I love (dancing). I like (Science). What about you? Other: excited, home, nervous, tea

Starting the lesson (optional)

• Introduce yourself to the class saying Hello, everyone! I’m

• •

… I’m great today. Ask around the room What’s your name? and How are you today? Encourage the children to reply saying Hello! I’m … I’m fine / great / OK, thank you. Ask the children to turn to the person next to them, shake hands and ask and answer What’s your name? I’m … How are you today? Tell the children they’re going to meet the new course character in Learn with Us Level 5. Ask the class what they think his name is and how old he is.

TEACHING TIP:

Learning the children’s names early on will help you to get to know them and to manage the class.

Classroom Presentation Tool (CPT)

Jack  Who’s at the door? Alfie  Hi, I’m Alfie. I live at number seventeen. Lisa  And I’m Lisa. What’s your name? Jack  I’m Jack. This is my dad. Dad  Hello. Alfie and Lisa  Hi. Alfie  I’ve got some biscuits for you. Dad  Thanks, Alfie. That’s very kind of you. Alfie  How old are you, Jack? Jack  I’m ten. Alfie  Cool! You’re in our class at school. Lisa  We always go to school at half past eight. We can walk together tomorrow. Jack  Great. See you tomorrow. Alfie and Lisa  Bye!

Class Book    page 2  2 Look and say.

• Look at the photos of the belongings on page 3 and elicit •

•

Unit introduction: 1 Watch. Who loves playing the guitar?

• Watch the video and check the children’s predictions •

about the new character. Ask the class Who likes playing the guitar? (Jack’s Dad.) Play the video again and ask the children questions about the clip in English: Where is Jack? (In his new house in a new town.) Who is in his family? (His mum, dad and sister, Sally.) What does Jack love? (Music, writing and swimming.) And Jack’s mum? (Gardening and drinking tea.) And Jack’s dad? (Playing the guitar and running.) And Sally? (Reading and sports.) Who visits Jack? (Alfie and Lisa.) What does Alfie bring Jack’s family? (Biscuits) How does Jack feel? (Happy) What time do Alfie and Lisa go to school? (At half past eight.)

Transcript

Jack  Hi, I’m Jack. I’m ten. This is my new home in my new town. I start my new school tomorrow. I’m excited, but a bit nervous. Today is moving day. This is my box. I love music, writing, and swimming. This is my mum. Mum  Hello! Jack  Mum loves gardening … Mum  and drinking tea! Jack  This is my dad. Dad  Hello! Jack  Dad loves playing the guitar and running. Sally  Jack! Jack  And this is my sister, Sally. Sally  Oh, hi! Jack  Sally loves reading as you can see, and sports. 54

Starter

what the children can see. Read the labels below each photo and ask Who likes (writing)?, etc. Read the two speech bubbles and point to Jack’s notebook and Mum’s gloves. Review with the class when we use This is and These are (for singular and plural items) and how we use the possessive pronoun his. Then point out the possessive ’s at the end of each name. Put the children into pairs to take turns pointing to a photo and saying the number and who the item belongs to. Monitor, help and praise throughout.

ANSWERS

1  This is Jack’s (notebook).   2  These are his mum’s (gardening gloves).   3  This is his sister’s / Sally’s (sports bag).  4  This is his dad’s (guitar).   5  This is his mum’s (mug).  6  This is his sister’s / Sally’s (magazine).   7  These are Jack’s (goggles).   8  These are his dad’s (trainers).

3 Beat the clock. How many words can you say in 3 minutes?

• Read the five categories and check the children’s

•

understanding. Tell the children they have got 3 minutes to write as many words connected with each topic as they can. Set a timer on your IWB, phone, or clock. Play in teams or in pairs. Feed back words and write them on the board or invite the children to come up and write them.

4 Ask and answer.

• Point to the conversation and read the introductions. • Demonstrate the activity with a confident child. Introduce yourself, saying how old you are and what you love doing and shake hands. Ask the children to stand up and walk around the room and introduce themselves to everyone else. Monitor, help and praise throughout.

© Copyright Oxford University Press

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence This lesson recycles language from previous levels in a meaningful and constructive way. It helps the children get to get to know one another as well. Both help the children to consolidate their learning and in turn give them confidence in speaking in English.

Star question (optional)

• Read the star question. Encourage the children to think of other things they can say about themselves.

Lesson 2: Grammar Language Revised: Adjectives of appearance; Adjectives of personality; Dates; Personal information; I’ve / He’s / She’s got (blue eyes). Has he / she got (fair hair)? Yes he / she has. No, he / she hasn’t. I’m / He’s / She’s (funny). My birthday is … Other: Description; Personality

Starting the lesson (optional)

• Play Jumping the line to review personality adjectives and

ANSWERS

Suggestions: people in their family, pets and toys they’ve got, school subjects they like, activities they like doing, their favourite things, food they don’t like, what they are wearing today, etc.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• Ask the children to read the information about Jack and

Activity Book    page 2  1 Read and match. Label the photos.

• The children read the sentences and match them to the

photos of the family members by writing the letter in the box. Then they write the name of the family member below each picture.

ANSWERS

1  b Mum   2  d Sally   3  c Dad   4  a Jack

2 Look and write sentences.

• The children look at the pictures and write sentences saying whose it is and what they like doing.

ANSWERS

•

his family. Ask them to think about what information is missing for each person. Play the audio for the children to listen and write the missing information in their notebooks. The children check their answers in pairs before feeding back.

Transcript

Jack  I’m Jack. I’m 10. I’ve got blue eyes. I’m clever and friendly. Sally  I’m Sally. I’m 13. I’ve got long hair. I’m quiet and sporty. Jack’s mum  I’m Jack’s mum. I’m 41. I’ve got fair hair. I’m clever and lively. Jack’s dad  I’m Jack’s dad. I’m 46. I’ve got brown eyes. I’m sporty and funny. ANSWERS

This is Jack’s. Jack likes writing. These are Mum’s. Mum likes gardening. This is Sally’s. Sally likes sports. This is Dad’s. Dad likes playing the guitar. This is Mum’s. Mum likes drinking tea. This is Sally’s. Sally likes reading. These are Jack’s. Jack likes swimming. These are Dad’s. Dad likes running.

1  blue  2  13  3  clever  4  brown eyes COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Listening for missing information in a text helps develop the children’s skill in listening for specific information. Considering the context and possible answers before the children listen is a useful exam technique.

3 Write about what you like and love.

• Ask the children to write 3–4 sentences about what they like and love doing in space provided. Put the children into pairs to tell their partner if you have time.

Extra

• Fast finishers write about what members of their family like and love.

Ending the lesson (optional)

Class Book    page 3  1 Listen and write the missing information.  w 1.01

• See instructions for Snap on page 163.

1 2 3 4 5 6 7 8

•

physical descriptions (see Ideas bank page 167). Describe different children in the class, correctly or incorrectly. Put the children into pairs. Give them 30 seconds to talk to their partner about themselves (saying their name /age / likes/ dislikes, etc.). Their partner listens, then they swap roles.

2 Look and say.

• Put the children into pairs. They take turns to ask and

answer questions 1–4. Elicit the two possible answers before they do this by asking, e.g. Has Jack got (curly hair)? No, he hasn’t. He’s got straight hair. Has Sally got (fair hair)? Yes, she has. Remind them to use he and she correctly.

ANSWERS

• Play The first letter to review food, activities, animals and

1  No, he hasn’t.   2  Yes, she has.   3  No, she hasn’t. 4  Yes, he has.

school subjects (see Ideas bank page 169).

© Copyright Oxford University Press

Starter

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3 Describe yourself to your friend.

• Read the descriptions in the speech bubbles. Put the

Lesson 3: Song and Vocabulary Language

children into pairs. They take turns describing their appearance to their partner using I’ve got … + physical description, I’m + adjective of personality and My birthday is on … + date.  Monitor and help throughout.

OPTION:   Before the children describe themselves, practise saying dates. Ask the class, What’s the date today? Elicit the correct ordinal number and remind the class that we say ‘the (4th) of (September)’. Use the date flashcards in the Teacher's Resource Material to practise more dates. Ask the children the question When’s your birthday? It’s on the (12th) of (March).

Core: assembly, break, Cookery Club, Craft club, ICT, Geography, registration, Spanish Core sound: /æ/ Alfie, and, has, salad, sandwich, Spanish /ʌ/ club, loves, lunch, sometimes Revised: classroom, fast, good, happy, interesting, modern, salad, sandwich Other: first, never, straight after; Don’t be late! I think it’s (good).

Starting the lesson (optional)

• Play Sharkman to review school subjects and adjectives of opinion (see Ideas bank page 170).

Star question (optional)

• The children use the language from the lesson to write sentences about a family member in their notebooks. Check the children’s work.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

Classroom Presentation Tool (CPT) 1 Watch.

• Tell the class that in each unit Jack and his friends, Alfie •

• See instructions for Cloudburst on page 162.

Transcript

Activity Book    page 3  1 Complete the texts about Jack and his family.

• The children look at the photos and complete the

descriptions about Jack and his family using the words in the word bank.

ANSWERS

1 2 3 4

friendly / ten long / quiet / old hair / lively / 41 brown / sporty / years

2 Complete the information about your family. Describe someone from your family to your friend.

• Tell the children to think about a family member and

•

add information to the table about them. They use the information in the table to write a paragraph about that family member. Refer the children to the Class Book and Activity 1 for support. Put the children into pairs to take turns talking about their family member.

3 Draw and describe yourself.

• The children draw a picture of themselves in the box on the left. They write a paragraph describing themselves using Activity 2 for support.

Ending the lesson (optional)

and Lisa present a video about their song. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about Jack’s new school in his new town).

• Play the Anagram game (see Ideas bank page 169).

Jack  I can’t wait for everyone to watch our songs on our new video channel. I hope everyone likes them. Lisa  Don’t worry! The songs are great. Alfie  Quick, switch on the webcam. Jack  Hi, I’m Jack. Lisa  I’m Lisa. Alfie  And I’m Alfie. Jack  I hope you enjoy our first song. It’s about my new school in my new town. OPTION:   Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

Class Book    page 4  2 Read the song. What always starts at nine? Listen and check.  w 1.02

• Ask the class to read the song silently and write what • •

always starts at nine o’clock. Ask the children to compare their answer with a partner. Play the song for the children to listen again and check. Ask them to stand up when they hear the answer in the song. Check the meaning of any language the children find difficult.

ANSWER

Registration / School always starts at nine.

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Starter

© Copyright Oxford University Press

3 Sing. Do you like the song? Use these words.  w 1.02

ANSWERS

• Play the song again for the children to listen, read and join •

•

in. Play it again with books closed, if you have time, for the children to see how much they can remember. Ask Do you like the song? Read the adjectives in the word bank and check the children’s understanding. Ask the question to one or two confident children and elicit their answer, e.g. I think it’s (good). Put the children into pairs to tell their partner their opinion. In a more confident class, encourage the children to tell each other what they liked or didn’t like about it.

OPTION:  

Carry out a class vote. Ask the question, then say each answer option (I think it’s …) for the children to raise their hands. Invite a child to count how many hands are raised for each response.

1  Sometimes  2  New  3  Geography  4  usually 5  Registration  6  Craft  7  Spanish  8  classroom

2 Listen to the tongue twister and underline the /æ/ sounds and circle the /ʌ/ sounds.  w 1.04

• Play the audio for the children to listen to the tongue •

ANSWERS

/æ/ sounds:  Alfie, Spanish, And, has, sandwich, salad /ʌ/ sounds:  loves, Club, sometimes, lunch

3 Write more words with the /æ/ and the /ʌ/ sounds.

• Ask the children to think of and write more words with these sounds in the correct columns.

4 Listen and repeat.  w 1.03

• Refer the children to the pronunciation box. Point to the

• •

two sounds and say them. Write them on the board and drill the sounds with the class. Focus on the change in position of your mouth: /æ/ is a short sound and your mouth is wider. /ʌ/ is also a short sound, but your lips are more closed. Play the audio for the children to listen to the words. Write the words with each sound under the correct sounds. Ask the class to tell you which sound is highlighted in blue (/æ/), and which sound in red (/ʌ/). Play the audio again for the children to listen and repeat the words.

OPTION:   Drill the words / sounds in a random order quietly, then loudly, slowly then faster, and vice versa.

Extra

• Challenge fast finishers to say the tongue twister as fast and accurately as they can in pairs.

Ending the lesson (optional)

• Play Hit the card to review the school words (see Ideas bank page 167).

Further practice

Teacher's Resource Material: Starter Unit Word skills worksheet. Karaoke version of song available.

Lesson 4: Grammar Language Core: always, every day, never, sometimes, usually; I / You / We / They (always) (walk to school). He / She (never) goes to (Craft Club). Revised: Days of the week; School words; Times; in the afternoon / morning; I’ve / We’ve got … There are … I can … Other: diary, past my house, timetable

COMPETENCES FOR 21ST CENTURY LEARNING:  

Linguistic competence Raising awareness of the different sounds in English develops the children’s spoken production and also highlights some of the spelling inconsistencies in English.

5 Listen and repeat the tongue twister.  w 1.04

• Play the audio for the children to listen and read the •

twister again. They underline the words with the /æ/ sound and circle the words with the /ʌ/ sound. In a less confident class, pause the tongue twister after each line to give the children time to think about the sounds.

tongue twister silently. Then play it again for the children to repeat. Ask the class to say the words with the highlighted letters again as a class.

Classroom Presentation Tool (CPT)

Starting the lesson (optional)

• Play I Spy to review the school words (see Ideas bank page 168).

Class Book    page 5  1 Read and listen. When has Jack got Spanish?  w 1.05

• Look at Jack’s timetable as a class. Ask questions about

Vocabulary practice: game

• See instructions for Picture reveal on page 163.

Activity Book    page 4  1 Read and circle the correct word. Listen and check.  w 1.02

• The children read the song and circle the correct words.

•

what the children can see (Days of the week, times and school subjects). Ask What time is registration / break / lunch? (nine o’clock / ten or half past ten / twelve o’clock) Tell the class it’s Jack’s first day at his new school and they are going to listen to his diary entry about it. Play the audio for them to listen and read. Ask When has Jack got Spanish?

Play the audio for the children to listen and check. Ask them to do so without referring to the Class Book first.

© Copyright Oxford University Press

Starter

57

Transcript

ANSWERS

1  T  2  F Jack can walk with them every day.   3  F Jack has always got Maths or English in the morning.   4  T 5  F They’ve never got assembly on Fridays.   6  F Alfie and Lisa usually go to Craft Club.

See Class Book page 5 for transcript. ANSWER

On Monday.

2 Read and learn. Say the sentences.

• Refer the class to the All about grammar box. Tell the

•

•

children that these are adverbs of frequency. We use adverbs of frequency when we want to say how often we do an activity. Point out that we use adverbs of frequency with the present simple. Most adverbs of frequency go after the pronoun and before the verb. Point out that with the verb have got, the adverb goes after have / has and before got. Remind the class how we change the verb when we use he / she. Put the children into pairs. Ask them to say sentences using adverbs of frequency. They can talk about themselves, their friends and family or Jack. Monitor and praise throughout. In a more confident class, the children can personalize and adapt the endings of the sentences and use different verbs.

3 Play The true or false game.

• Point to the children at the bottom of the page and •

explain that they are playing The true or false game. Read the conversation or invite two children to. Put the children into pairs. They take turns talking about their weekly timetable for their partner to listen and say True or false. Monitor and praise throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Practising target language in pairs, in a freer speaking activity, allows the children to experiment and have fun with the language in a safe context. This gives them the confidence to speak.

Star question (optional)

• The children use the language from the lesson to write

sentences about their school timetable in their notebooks. Encourage them to look at Jack’s diary entry for support and ideas. Check the children’s work.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Sentence spin on page 165.

2 What are the grammar rules? Tick f.

• Tell the children to read the sentences and think about the grammar they have just learnt.

• Each sentence demonstrates the meaning of an adverb

•

of frequency. Ask the children to think about what each sentence means, e.g. We go to the park on Mondays or Tuesdays, Ask Is this the same as ‘We always go to the park’? Or is it the same as ‘We sometimes go to the park’? The children read the sentences and tick the adverb of frequency that illustrates that meaning. In a less confident class, allow the children to work in pairs or do this together as a class.

ANSWERS

Sometimes, Never, Always, Usually OPTION:   In a more confident class, ask the children to rewrite the sentences using the adverb of frequency.

3 Write what Lisa does after school using always, usually, sometimes and never.

• The children look at Lisa’s timetable and write 4 sentences about Lisa’s week, using the activities in the word bank. They should use a different adverb of frequency in each sentence.

ANSWERS

1 2 3 4

Lisa sometimes watches TV. Lisa always does her homework. Lisa usually plays tennis. Lisa never goes to the cinema.

4 Speak and guess with your friend. Use Activity 3 to help you.

• Read the speech bubbles. The children play a guessing

game about Lisa’s activities. Put the children into pairs to take turns saying Lisa (usually) does this and answering with a present simple sentence with that adverb of frequency.

Ending the lesson (optional)

• Play Memory Chain to review the vocabulary and grammar from the Starter Unit (see Ideas bank page 169).

Further practice

Activity Book    page 5  1 Listen and write T (true) or F (false). Correct the false sentences.  w 1.05

Teacher’s Resource Material: Starter Unit Lesson 4 Reinforcement worksheet.

• Read the sentences about Alfie, Lisa and Jack. Tell children •

58

to identify who the sentence is about, what the adverb of frequency is and the action. The children read Jack’s diary entry again on Class Book page 5 and write T or F. Ask them to correct the false sentences in the space provided. Check in pairs before feeding back.

Starter

© Copyright Oxford University Press

Unit 1  My activities party Lesson 1: Vocabulary

OPTION:

Language Core: do archery, do gymnastics, go abseiling, go climbing, go diving, go swimming, go trampolining, play badminton, play hockey, play table tennis Revised: Adverbs of frequency; adventure, ball, bat, gym, helmet, jump, party, pool, rope, swimsuit, target, team; like + -ing, How do you spell …? How often do you …? Other: arrows, indoors, invitations, shoot, similar, stick, outdoors

Starting the lesson (optional)

• Play Ladders to review any sports words the children know •

•

(see Ideas bank page 171).  Talk about sports in the children’s own language and English. Ask the children which sports activities they like playing at school and at home: What equipment do you need for different sports? Do you play sports when you have a birthday party? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.

CPT, Classroom Resource Pack • Watch the video. Ask the children questions about the

clip, in the children’s own language: Who’s this? (Jack) When is Jack’s birthday? (Next month) What is he writing? (Invitations) What does he need to do? (Choose a party)

Transcript

Jack  Hello! It’s my birthday next month. I’m writing invitations for my party. There are so many kinds of parties to choose from. 

Vocabulary presentation: flashcards (optional)

• Show the flashcards from the Classroom Resource Pack

one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 6 

• Tell the class they will hear Jack talking about sports

activities. The children listen to the description of each activity and say the number of the photo it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript 1 2 3 4 5 6 7 8

I like playing outdoors. I play hockey on Tuesdays. … Nine. My friends like playing table tennis. … Ten. I like indoor games. I play badminton with Alfie. … Eight. My brother doesn’t like games. He does archery. … Six. I go swimming on Fridays. … One. My granny likes watching gymnastics on TV. She doesn’t do gymnastics! … Three. Trampolining is a lot of fun. Alfie’s got a trampoline in his garden. … Four. I go climbing at the weekends. In the winter, I go climbing indoors. … Five. I like going diving, but I’m not very good at it. … Two. My sister likes going abseiling. She doesn’t get scared. … Seven.

4 Read and say the activity.

• Check comprehension of any new or difficult words. The

children read the descriptions 1–10 and say which activity they describe. Do this as a class or in pairs.

ANSWERS

1  play table tennis   2  go diving   3  do gymnastics 4  play badminton   5  go abseiling   6  go swimming 7  go trampolining   8  do archery   9  go climbing 10  play hockey OPTION:

In a more confident class, do this as a listening task. Ask the children to take turns reading the descriptions to their partner. They listen with books closed and guess the activity. EXTENSION:

2 Listen and repeat.  w 1.06

• Focus the children on the photos of Jack and the different types of party and talk about what the children can see. What’s Jack doing? Who is he inviting to his party? When is his party? What time is his party? What types of party can he have? Play the audio for the  children to listen and repeat.

Transcript

3 Listen and say.  w 1.07

9 10

Unit introduction: 1 Watch.

•

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

1 go swimming   2 go diving  3  do gymnastics 4 go trampolining   5 go climbing  6  do archery 7 go abseiling   8 play badminton  9  play hockey 10 play table tennis

In a more confident class, look at the new words in the word bank. Put the children into pairs to point to a word for their partner to match to a photo. Alternatively, play a game from the Ideas bank using the wordcards.

5 Ask and answer.

• Read the conversation in the speech bubbles. Put the

children into pairs. They take turns asking about the activities on pages 6–7 using the structure. Remind the class that when we talk about activities we like we use like

© Copyright Oxford University Press

Unit 1

59

+ -ing (go swimming becomes going swimming). Monitor, help and praise throughout. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Enabling the children to use new vocabulary alongside a known structure while expressing their own personal opinions will help them to internalise the language and recall it later. This will develop their speaking and listening skills.

Star question (optional)

• Say I like mountain biking. I always go mountain biking on

Monday. Ask the Star question encouraging the children to use structures and activities they have know from previous levels.

CULTURE NOTE:  Birthday parties in the UK In the UK, younger children often celebrate their birthday at home with friends and family. They receive presents, play games and eat cake. But as children get older, parties become more adventurous. Local gyms, swimming pools, adventure playgrounds and parks offer birthday packages, where children can try new sports and activities with their friends. Trampolining and tree climbing using safety ropes, are very popular. They’re a great way of getting exercise with your friends, too!

you spell this? Their partner spells it out. Monitor and help throughout.

3 Complete the table. Ask and answer. Write 4 sentences about your friend.

• Read the conversation in the speech bubbles and review •

•

Extra

• Fast finishers write in their notebooks about three different sports or activities they never do, saying what they are and why they don’t do them. Check the children’s work.

Ending the lesson (optional)

• Play Sharkman to (see Ideas bank page 170).

Lesson 2: Grammar & Communication Language

Jack’s question

Core: Time expressions; Present simple versus Present continuous Revised: Adverbs of frequency; Sports activities

• Point to Jack’s question and read it aloud. Say I like diving

•

and playing badminton. Ask the question around the class encouraging the children to answer about the sports activities using the structure. If you have more time, use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• Play Mime it to review the sports activities (see Ideas bank page 169).

Class Book    page 7  1 Read and listen. Why is Jack thinking about a gym party?  w 1.08

•

Activity Book    page 6  1 Look and write. Use the red letters to find the hidden words.

• The children use the pictures and anagrams to write the activities. They use the red letters to spell out a type of party.

ANSWERS

1  go climbing   2  go swimming   3  play hockey 4  do gymnastics   5  go abseiling   6  do archery 7  play badminton   8  go trampolining   9  go diving 10  play table tennis Type of party: It’s a gym party.

2 Cover and play Point and spell. Check with your friend.

• Put the children into pairs. They take turns covering the

words, pointing to a photo in Activity 1 and asking How do

Unit 1

Starting the lesson (optional)

• Point to the conversation on the tablet and ask the class

• See instructions for Pelmanism on page 163.

60

with the class how we use adverbs of frequency. Refer them to the table and the key above it. The children write a number of stars in the first column to show how often they do each activity. Put the children into pairs to ask, answer and record their partner’s answers. The children write four sentences about their friend. Remind them how the verb changes when we talk about he / she in the present simple. Check in pairs.

who is having the conversation (Jack and Alfie). Tell the children to read and listen to the conversation. Ask Why is Jack thinking about a gym party? Feed back the answer from the class.

ANSWER

Because he plays hockey at school and goes swimming every week. But he doesn’t often go trampolining.

2 Read and learn. Say the sentences.

• Refer the children to the All about grammar box. Review

•

how we form the present simple and remind the class when we add s or es to the verb. Point out the time expressions we use with the present simple. Remind the class that we use the present simple to talk about facts or things we do or don’t do regularly (I go to school every day.). Point out how we form the present continuous and how the verb be changes with the different pronouns and the –ing ending of the main verb. Refer the children to the

© Copyright Oxford University Press

•

time expressions we use with the present continuous and explain that we use it to talk about things happening at the moment, now or when we are talking about a photo (e.g. We’re learning English now. In this photo, he’s playing badminton.). Ask the children to say sentences about themselves and what they do regularly using the present simple. Then ask them to look at the photos on pages 6–7 and say what the people are doing. Do this as a class or in pairs. Monitor, help and praise throughout. OPTION:

2 What are the grammar rules? Tick f.

• Tell the children to read the sentences and think about the grammar they have just learnt.

• Refer them to the column headings and ask them to think

•

ANSWERS

Ask the class to find example sentences of the present simple and present continuous in the text in Activity 1. COMPETENCES FOR 21ST CENTURY LEARNING:   Learning to learn Encouraging children to recognise patterns in grammar helps them internalise the language and understand its use and will help them to learn in future English lessons.

He does archery. Usually / Affirmative She’s going abseiling. Now / Affirmative They aren’t going swimming. Now / Negative We don’t go diving. Usually / Negative

3 Look and write about Alfie’s activities. What’s he doing today?

• The children look at Alfie’s timetable and write five

sentences about his regular activities using the present simple. They write a sentence in the present continuous for number 6 (Today).

3 Play The timetable game.

• Point to the timetable and elicit the sports activities. •

• •

about what each sentence means, e.g. He does archery every day, Ask Is this talking about now or usually? Is it affirmative or negative? The children read the sentences and tick the correct options. Feed back answers from the class. In a less confident class, allow the children to work in pairs.

Check the children understand the abbreviations for the days of the week. Read the conversation in the speech bubbles and ask the class to identify the sentence in the present simple and the sentence in the present continuous. Identify the time expressions in each sentence. Tell the children they are going to play The timetable game. They take turns saying sentences about Jack, Alfie and Lisa using the present simple and the present continuous. Put the children into pairs. One child points to an activity for their partner to say a sentence using the present simple or continuous. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Gap-fill on page 165.

ANSWERS

1 2 3 4 5 6

Alfie plays badminton on Mondays and Saturdays. Alfie plays table tennis on Tuesdays. Alfie does archery on Wednesdays and Fridays. Alfie goes diving on Thursdays. Alfie plays hockey on Sundays. Today is Friday. Alfie is doing archery.

4 Speak and guess with your friend. Use Activity 3 to help you.

• Read the two questions and responses. The children look

at Alfie’s timetable again and ask and answer about what he usually does or what he’s doing today. They can choose what day today is. Monitor and help throughout.

OPTION:

In a less confident class, write the question stems on the board for support, What does Alfie do on …? He … / Today is … What’s Alfie doing? He’s …

Activity Book    page 7 

All about grammar    page 78 

1 Listen and write the days of the week. Listen again and complete.  w 1.09

1 Look and complete using the present simple or the present continuous.

Transcript

1 Look. She’s playing table tennis. She usually plays table tennis on Thursdays. 2 She’s going swimming in this picture. She sometimes goes swimming on Mondays. 3 She’s doing gymnastics now. She always does gymnastics on Saturdays. ANSWERS

1 1 2 3

Thursday  2 Mondays  3 Saturdays ’s playing table tennis / plays table tennis / Thursdays ’s going swimming / goes swimming / Mondays ’s doing gymnastics / does gymnastics / Saturdays

• Review with the class how we form sentences in the

•

present simple and present continuous with time expressions. Clarify in the children’s own language if necessary. The children look at the pictures and complete the sentences using words from the word bank. Remind them to identify the time expressions in the sentences to help them decide if the sentence is present simple or continuous.

ANSWERS

1  is / ‘s playing hockey   2  go abseiling   3  does gymnastics   4  are / ’re winning   5  does archery   6  are / ’re playing badminton

© Copyright Oxford University Press

Unit 1

61

2 Write sentences using the present simple or the present continuous.

• Refer the children to the Look box to remind them how •

the verbs go and do change for he / she in the present simple. The children write sentences, changing the verbs in the prompts and using the time expressions and adverbs of frequency in brackets.

ANSWERS

1 2 3 4 5 6

He never does archery. We’re doing gymnastics in this picture. They sometimes go trampolining. She’s playing table tennis now. I go running every day. He usually goes climbing at the weekend.

3 Write about what sports you do. (Where? When? How often?)

• Ask the children to think about two activities they do each week. Check the tense the children need to write the sentences (present simple). Monitor and help throughout.

Ending the lesson (optional)

• Play True or false? using the unit language (see Ideas bank page 169).

Further practice

Teacher’s Resource Material: Unit 1 Lesson 2 Reinforcement and Extension worksheets.

Lesson 3: Culture & Communication Language Core: How often do you …? I (play rounders) once / twice a week, I (go swimming) every day / on (Sundays). Revised: Adverbs of frequency; Present simple, Present continuous Time expressions; Sports activities; exercise, sports centre Other: board, hit, keeping fit, play rounders, South Africa, tired, throw, train, wheelchair

Starting the lesson (optional)

• Play The timetable game from Lesson 2 again.

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What sports are they doing?

Transcript

Jack  I really like rounders, and I play twice a week in the summer. It’s fun and it’s good exercise. Children in the UK do lots of different sports: watch this. Culture film: Swimming is popular. Lots of children go swimming, and some have swimming lessons. Football is another popular sport, and not just with boys. There are girls’ teams, too. We play lots of different sports at school, like cricket and rounders. Cricket and rounders are both bat and ball games. You hit the ball and run as fast as you can! Go! Yeah – that’s a rounder! You can join a club for most sports. These boys are playing rugby. Whites have got the ball … and they score! And these children are playing basketball. They run and jump and throw. Nice shot! What sports do you do? ANSWERS

swimming, football, cricket, rounders, rugby, basketball

CULTURE NOTE:  Popular sports in the UK Cricket and rounders are both games that have been played for centuries in the UK, and around the world. Rounders has been played in England since the 1700s and has been a popular game for both boys and girls in primary schools since then. It is similar to American baseball but uses a smaller bat. Cricket is even older and was originally played by boys. Today, however, girls play cricket, too. In the UK, football, cricket, rugby and swimming are popular sports for children. They also play netball, street hockey (with roller blades), tag rugby, and do ballet, street dance, and wheelchair sports such as basketball.

Learn with Us English-speaking countries poster

• Use the Learn with Us English-speaking countries poster to introduce South Africa, where Jack’s friend Lewis lives.

Class Book    page 8  2 Read and listen. What sports are Jack and Lewis messaging about? Where does Jack play rounders?  w 1.10

• Point to the text message and tell the class that Jack is •

messaging his friend Lewis. Ask them where they think Lewis is from (South Africa). Ask the children to look at the photos and say any words they know to describe them (bat, ball, game, they’re playing wheelchair basketball, etc.). Play the audio for the children to listen and read. Then answer the two questions.

• 1st viewing: Watch Jack’s introduction to the culture film

•

•

rounders, football, rugby, football board, wheelchair basketball Jack plays rounders at school.

•

62

Note: Use the Culture and Communication worksheet with the video.

and ask the children to tell you what the video is about (Different sports in the UK). Make some predictions as a class about the question What sports are they doing? Watch the culture film, stopping before the comprehension questions, for the children to check their predictions. Ask the class to tell you what they know about the sports. 2nd viewing: Watch the video again and answer the comprehension task at the end of the film.

Unit 1

ANSWERS

© Copyright Oxford University Press

3 Think about a sport you do and when you do it. Write notes.

• Refer the children to the time expressions in the box and

•

check their understanding. Ask them to think about what sports they do during the week. Brainstorm ideas as a class and write them on the board. Tell the children to write sentences about 2–3 sports, saying what they do and when, using different time expressions. In a more confident class, ask the children to say where they do the activities too, e.g. I play football once a week at school. Feed back answers.

OPTION:

Ask the children to read the text message again and find three examples of sentences using the time expressions.

CPT / Class Book    page 8  4 Watch. Discuss the sports you do.  w 1.11

• Explain to the class that they are going to watch or listen •

to two children talking about the sports they do. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Activity Book    page 8  1 Read and complete the dialogue.

• The children read the text message and complete it using the words in the word bank. Ask them to read it through once first and then read it again and complete. Check in pairs before feeding back.

ANSWERS

1  hockey  2  basketball  3  twice  4  team 5  swimming  6  every

2 Answer the questions.

• Read the Language in action! box. The children read

and answer the questions about themselves. They can write answers in note form. In a more confident class, encourage the children to write complete sentences.

3 Complete the text. Use Activities 1 and 2 to help you.

• The children use their ideas from Activity 2 to complete the text. Refer them to Activity 1 for additional support and ideas.

Extra

• Fast finishers answer the questions about sports teams in their notebooks. Encourage the children to write full sentences if they are able to.

Transcript

A  How often do you play football? B  I train once a week and I play for a team on Saturdays. How often do you play football? B  I play football every Sunday.

Language in action!

Ending the lesson (optional)

• Play Sentence, please (see Ideas bank page 171). Further practice

Teacher’s Resource Material: Unit 1 Culture & Communication worksheet.

• Refer the class to the Language in action! box and read

through the questions and answers. • When the children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about different activities using the Language in action! box for support. Note:  Language in action! introduces functional language and helps the children practise it in a meaningful, natural and communicative way. The Culture and Communication worksheet can be used for additional support.

ASSESSMENT OPPORTUNITIES:

The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 4: Cross-curricular (Natural Science)

Let’s compare culture

Language

• Discuss the culture question in English, and in the

Core: blood, carbon dioxide, heart, lungs, oxygen, Revised: Present simple; Sports activities; body, breathe, energy, exercise, healthy; How many times …? How often …? How long …? Other: air, beats, better, carries, chest, faster, neck, run on the spot, per (minute), wrist

children’s own language if necessary. What sports do you do? What sports do they do in the UK? Do you know any sports from other countries? Are the same sports popular here?

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Learning about other cultures and being able to compare them to their own encourages the children to appreciate and respect one another’s differences. It also highlights the similarities between people – we all love doing sports and activities that allow us to have fun!

Starting the lesson (optional)

• Play Noughts and crosses to review parts of the body (see •

Ideas bank page 167). Draw a simple human figure on the board and number parts of the body for children to name. Ask around the class What exercise do you do? When do you do it? Why is it important to exercise?

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Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack messaging

• •

about sports? (Lewis) Which website did they talk about at the end of their message? (Why is exercise good for us?) Tell the children they are going to do a quiz from that website. Clarify the meaning of breathing, faster, oxygen, chest, heart and beat before you watch. Watch the slideshow and tell the children to follow any instructions. Pause before the Quick quiz. Put the children into pairs and pause after each Quick quiz question for the children to consider the question and raise their hands and answer. Continue the audio to check.

ANSWERS

1  Oxygen  2  Carbon dioxide   3  About 18 times 4  Our blood   5  To move extra oxygen around our body 6  At least 30 minutes COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Prompting the children to read a text for specific information without understanding every word helps them to become better readers. It also allows them to see new words in context and consider what they might mean.

WEB SEARCH:  Find out other ways to keep your heart and lungs healthy.

• The children use the internet to find other ways we

can keep our heart and lungs healthy. Put the children into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research. Choose childfriendly websites before class.

Transcript

We know our body works hard when we exercise. But what really happens? When we run our legs get tired, and other parts of our body work hard, too. Exercise is good for every part of our body, especially the heart and the lungs. Put your hands just above your stomach and breathe in. Can you feel your lungs getting bigger? The air we breathe in contains a gas called oxygen. The air we breathe out contains a gas called carbon dioxide. Put your hand on your chest. Can you feel your heart beating? Your heart pumps blood around your body. The blood takes oxygen to different parts of your body. It takes carbon dioxide back to the lungs. Quick quiz! Question 1  What happens to your breathing when you exercise? … Your breathing gets faster. Question 2  Why does your body need oxygen? … Oxygen helps our body to get energy from food. Question 3  Is your heart on the left or right of your chest? … It’s on the left. Question 4  What happens to your heart when you exercise? … It beats faster. Count your heartbeats for 1 minute. How many times does your heart beat?

1 Label the diagram. ANSWERS

1  blood  2  lungs  3  carbon dioxide   4  oxygen  5  heart

2 How fast do you breathe when you exercise?

• Tell the children they are going to do an experiment.

•

Read the instructions and ask questions to check understanding What do you need? (A watch) What do you do first / next?, etc. Do the first part of the experiment and record the number of breaths. Then complete the second part of the experiment. Ask the class why we breathe more after exercise (Because our body needs more oxygen.).

3 How fast does your heart beat when you exercise?

Class Book    page 9  2 Read and listen. What parts of our body is exercise good for?  w 1.12

• Play the audio for the children to follow the words in their books.

• Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.

Transcript

• Repeat the experiment recording the number of

heartbeats in one minute. Refer the children to the Remember box to check how we find our pulse and count our heartbeats. The children record before and after exercise in the space provided.

4 Write about your lungs and your heart. Use Activities 2 and 3 to help you.

• The children use the information in Activities 2 and 3 to

See Class Book page 9 for transcript.

complete the text. Check in pairs before feeding back.

ANSWER

Exercise is good for every part of the body, especially the heart and lungs.

3 Read again and answer.

• Read questions 1–6 and check the children understand •

Activity Book    page 9 

the question words and key words in each question. Allow the children time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  children’s own answer   2  minute  3  children’s own answer   4   running  5  children’s own answer  6  children’s own answer   7  sitting down

Extra

• Fast finishers do another form of exercise and record their number of breaths and pulse rate in their notebooks.

Ending the lesson (optional)

• Play Collocations race using vocabulary from the lesson and sports activities (see Ideas bank page 171).

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Further practice

Teacher’s Resource Material: Unit 1 Cross-curricular worksheet.

Lesson 5: Story & Vocabulary Language Core: goal, match, player, stadium, team, wins Revised: Daily routines; favourite, hat, kind, sad, garden, scarf, surprise, train; I haven’t got any (presents), They’ve got (presents), There aren’t any (cards), Are you ok? I’m fine. She doesn’t want to play. What are you doing? I’m (reading). It’s very cold. Other: collect football cards, happy ending, mad about football, signed football shirt, win 5-0 (five-nil); I agree, I disagree.

Starting the lesson (optional)

• Play Lucky dip to review sports activities (see Ideas

bank page 167). Use the present simple I (never) play (badminton). I go (swimming) (once a week).

CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation 1 Watch.

• Tell the children they’re going to watch a story animation

•

with Jack. Pause after Jack’s introduction and ask What’s the story about? (A comic-book story about a girl who loves football). With books closed, watch the story. Ask What happens in the story? (Vicky loves football. It’s her birthday but she thinks her family have forgotten. That evening, they take her to a football match as a surprise. She’s very happy!).

Transcript

Jack  This is a comic-book story about a girl called Vicky who loves football. Let’s find out what happens. • See Class Book pages 10–11 for story transcript.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

ANSWERS

stadium:  frame 6  goal:  frame 3  matches:  frame 1 player:  frame 7  team:  frames 1, 8   wins:  frame 8 ALL ABOUT VALUES:   Say thank you when somebody

does something kind. Remind the children of who does something kind in the story. How does it make Vicky feel? How do the football player and her parents feel? What does saying thank you show? Talk to the children in their own language about saying thank you for kind actions and why it’s important. COMPETENCES FOR 21ST CENTURY LEARNING:   Social and civic competence Encouraging children to be polite and show gratitude in social situations helps them to appreciate other people. It also fosters generosity towards others.

3 Write the sentences in order.

• The children read each sentence then read the story again to order them. They can re-write the sentences in order in their notebooks. Check in pairs before feeding back.

ANSWERS

2, 4, 5, 1, 6, 3

4 Listen to Jack and his friends. What do you think about the story?  w 1.14

• Point to Jack, Lisa and Alfie at the bottom of the page and •

explain that they are giving their opinions about the story. Play the audio for children to listen and repeat. Put the children into pairs to ask and answer the questions. Put them into new pairs and repeat.

WEB SEARCH:  Find out about a sports team. Who are their players? What do they play? about a sports team of their choice.

2 Read and listen. Find the words in the story.  w 1.13

• Point to the photo at the top of the page and ask What’s

•

•

• The children use the internet to find out and write

Class Book    pages 10–11 

•

•

Why is Vicky reading and not playing football? (She’s sad.) What colour is Vicky’s scarf? (Yellow and blue) Who is at the stadium and what have they got? (Her friends. They’ve got cards and presents.) What does Vicky’s favourite player give her? (A signed football shirt.) Who wins the match? (Oxford United) How does Vicky feel? (Very happy.) Ask the children to look at the six words in the word bank on page 10. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

the story about? (Playing football) What type of story is it? (A comic-book story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: How do you know Vicky likes football? (She plays football every day, trains twice a week, plays for a team and she collects football cards.) Who is her favourite team? (Oxford United) Why is Vicky sad on her birthday? (She thinks her family and friends have forgotten. She hasn’t got any cards or presents.)

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Conveyor belt on page 162.

Activity Book    page 10  1 Read and complete Jack and Alfie’s review of the story.

• The children complete the summary of the story using the words in the word bank.

© Copyright Oxford University Press

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ANSWERS

1  comic-book  2  football  3  team  4  player  5  match 6  stadium  7  wins  8  goals

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• Ask the children to think about the story and rate it by

circling an adjective and colouring in the appropriate stars. • They complete the sentences by writing the adjective, the name of their favourite character and their favourite part of the story. Ask the children to tell a partner. Note: The story evaluation activity forms part of the Self Evaluation strand of Learn with Us 5. Asking children to think about their own opinions, explain them and listen to others helps them to become better learners by building selfawareness and thinking skills.

3 Do you always say thank you? Circle Yes or No. Write.

• Ask the children to think about the value the story focuses • •

on and read the sentences. They circle yes or no as it applies to them. Refer the children to the score ratings. Remind the children it’s very important to say thank you and be polite to others. The children write another example of when they say thank you.

Extra

• Fast finishers consider what happens next at Vicky’s

•

Vocabulary review: flashcards (optional)

• Show the flashcards one by one to remind children of the new vocabulary.

Class Book    page 12  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on pages 10–11 again and find the missing words.

ANSWERS

1  why  2  because  3  why  4  because COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Analysing language through a story enables the children to give it meaning. This develops all of their communicative English skills.

2 Beat the clock. How many questions and answers can you make in 3 minutes?

• Ask the class to tell you any questions they can say in

•

birthday. They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

Ending the lesson (optional)

• Play Who is it? (see Ideas bank page 172).  Further practice

•

Lesson 6: Story, Grammar & Communication

•

Teacher’s Resource Material: Unit 1 Story playscript worksheet; Unit 1 Word skills worksheet.

Language Core: Why are you / they (sad)? Why is he / she (tired)? Because … Revised: Adjectives; Sports activities; cold, happy, hot, sad, scared, tired

is she happy at the end of the story? How does she show she is happy? Watch (or listen to) the story again to confirm answers.

English – remind them that they already know how to ask lots of questions (e.g. What’s your name? How often do you play football? Do you like going swimming?, etc.). Explain that today they will learn how to make questions using Why. Look at the All about grammar box as a class. Explain that we often start questions with Why and answer with Because to give a reason. Ask Why is Vicky sad? and elicit the response Because she hasn’t got any presents. Point out to the class the word order in the questions and the difference in when we use are / is. Look at the contractions in the answers. Point out that the questions here use adjectives about how we are feeling. The answers use the present continuous and activities because we are talking about now or a picture. Put the children into pairs. Ask them to take turns asking and answering questions using the grammar box for support. Ask the children to count the number of questions and answers they say in 3 minutes. Set a timer. In a more confident class, encourage the class to use other adjectives and invent answers. Monitor, help and praise throughout. Feed back some of the questions and answers from pairs.

3 Match. Ask and answer.

• Ask the children to read the adjectives and activities and

Starting the lesson (optional)

• Play Simon says to review sports activities and adjectives (see Ideas bank page 168). Mime the sports and adjectives.

CPT, Classroom Resource Pack Story review and grammar presentation  w 1.13

• Ask the children what they remember from the story:

match them.

• Read the example in the speech bubbles as a class. Put

children into pairs. They point to a person in pictures 1–5 and ask Why is he / she (tired)? Why are they …? Their partner answers accordingly using Because …

ANSWERS

1  b  2  d  3  e  4  a  5  c

Who’s in the story? What is Vicky mad about? Why is she sad at the start of the story? How does she celebrate? Why

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4 Draw a picture of a happy memory. Talk about your picture.

• Ask the children to think of a happy memory with family

•

or friends. It could be at home, at school, on holiday, a birthday, a trip somewhere, etc. Brainstorm a few ideas. Ask the class to draw a picture of it in their notebooks. Point to the two children talking at the bottom of the page and read the conversation. Put the children into pairs to ask and answer in the same way. Monitor, help and praise throughout.

Star question (optional)

• Ask children to recall what their partner told them about

their picture of a happy memory. They write a sentence in their notebooks. Ask them to check with their partner if they remembered correctly.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Chase the cheese on page 164.

Activity Book    page 11  1 Listen and number the pictures.  w 1.15

• The children listen to the dialogue from the three story frames and write the numbers 1–3 next to the correct pictures.

All about grammar    page 79  1 Look and write sentences with because.

• Review how and why we use Why and because. Clarify in •

the children’s own language if necessary. The children write sentences, changing the verbs in the prompts.

ANSWERS

1 2 3 4 5

He’s scared because he’s abseiling. They’re tired because they’re playing table tennis. I’m cold because it’s snowing. She’s happy because she’s learning English. We’re thirsty because it’s hot and sunny.

2 Look and write questions and answers.

• The children look at pictures 1–4 and write a question and

answer for each one using the pronoun in brackets and an adjective and activity in the word bank.

ANSWERS

1 Why is he thirsty? Because he’s playing football. 2 Why are they hot? Because they’re playing badminton. 3 Why am I happy? / Why are you happy? Because it’s raining. 4 Why is he cold? Because he’s swimming in the sea.

3 How do you feel now? Are you happy, sad, cold, tired or hot? Why? Write about it.

• The children write a sentence about themselves using Activities 1 and 2 for support.

Transcript

1 Narrator  Vicky’s team wins 5–0. It’s her best birthday ever! Vicky  Thanks, Mum and Dad! 2 Narrator  That evening, Vicky’s parents decide to go for a walk. Dad  Put your hat and scarf on, Vicky. Vicky  Why? Dad  Because it’s very cold! 3 Narrator  Vicky goes to school. She plays football at break and every day at lunchtime. But today she doesn’t want to play football. Boy  Goal! Friend  Vicky, why are you sad? Vicky  Because it’s my birthday and I haven’t got any cards. ANSWERS

a  2  b  1  c  3

2 Write Why or Because. Match the questions and answers.

• The children write Why in the questions and Because

in the answers. They match the correct questions and answers from the story.

Ending the lesson (optional)

• Play Secret word (see Ideas bank page 169). The children

write an adjective and an activity on their piece of paper. The class ask a child Why are you …? If they ask with the correct adjective, the child answers Because I’m …

Further practice

Teacher’s Resource Material: Unit 1 Lesson 6 Reinforcement and Extension worksheets. Unit 1 Word skills worksheet.

Lesson 7: Song & Skills Language Revised: Adverbs of frequency; Sports activities; Time expressions Core sound: /iː/ cream, eats, Milly, Pete, treat /ɪ/ hill, in, mill, Milly, river Other: every now and then, lazy day, nothing, other people, shining, slow, smiling, stay at home

Starting the lesson (optional)

• Play Bingo! (see Ideas bank page 170).

Classroom Presentation Tool (CPT)

ANSWERS

1  c  2  f  3  e  4  a  5  d  6  b

3 How do you feel today? Why? Complete the question and write 2 answers.

• Children read the example and write their own question and answer using the ideas in the word bank. Put the children into pairs to tell their partner, if you have time.

1 Watch.

• Tell the class that Jack and Lisa are going to introduce

another song. Ask What do you think the song is about? Take ideas from the class before you watch, then play the video (It’s about activities).

© Copyright Oxford University Press

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Transcript

Jack and Lisa  Hi, we’re Jack and Lisa. Lisa  I hope you’re enjoying our video channel. Jack  Today’s new song is about activities. I hope you like it.

5 Listen and repeat the tongue twister.  w 1.18

• Play the audio for the children to listen and read the •

Class Book    page 13  2 Read the song. What activities do the people in the song do? Listen and check.  w 1.16

tongue twister silently. Then play it again for the children to repeat. Ask the class to say the words with the highlighted letters again together.

Exam practice    AB pages 91–92 

• Ask the class to read the song silently and write what

Note:   The speaking cards in the Activity Book provide practice of an exam-style pairwork speaking activity.

•

6 Work in pairs. Complete your speaking cards. Play.

activities are mentioned. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick off the activities in their notebooks when they hear them.

• Show the class a cut-out card and tell them to turn to

ANSWERS

go climbing, go abseiling, play hockey, do gymnastics, go swimming, play computer games, go diving, stay at home and watch TV

•

3 Sing. Do you like the song? Use these words.  w 1.16

• Play the song again for the children to listen, read and join •

•

in. Play it again with books closed, if you have time, for the children to see how much they can remember. Ask Do you like the song? Read the adjectives in the word bank and check the children’s understanding. Ask the question to one or two confident children and elicit their answers, e.g. I think it’s (fun). Put the children into pairs to tell their partner their opinion. In a more confident class, encourage the children to tell each other what they liked or didn’t like about it.

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Allowing the children to recycle the language of the unit in a song enables them to express themselves musically. It also provides additional pronunciation practise for the target language.

4 Listen and repeat.  w 1.17

• Refer the children to the pronunciation box. Point to

• •

the two sounds and say them. Write them on the board and drill the sounds with the class. Focus on the change in position of your mouth: /iː/ is a long sound and your lips spread wider. /ɪ/ is a short sound and your lips don’t move. Play the audio for the children to listen to the words. Write the words under the correct sound. Ask the class to tell you which sound is highlighted in blue (/iː/), and which sound in red (/ɪ/). Play the audio again for the children to listen and repeat the words.

•

English at home

• Encourage the children to say the tongue twister to their family.

Classroom Presentation Tool (CPT) Pronunciation: game

• See instructions for Phonics matching on page 164.

Activity Book    page 12  1 Listen. Read and complete to make new verses.  w 1.16

• Play the song for the children to listen and sing. • The children complete the missing information in the song using the words in the word bank to make their own verses. Put the children into pairs to sing or read their verses.

2 Listen to the tongue twister and underline the /iː/ sounds and circle the /ɪ/ sounds.  w 1.18

• Play the audio for the children to listen to the tongue •

OPTION:

Drill the words / sounds in a random order quietly, then loudly, slowly then faster, and vice versa.

pages 91–92 in their Activity Books and cut out the top card for Unit 1 along the dashed lines. Check they don’t cut out the bottom card. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information. A will tell B a story using the pictures. B listens and ticks the correct pictures on their side of the card. B then tells A a story using their pictures, for A to listen and tick. Do an example with a confident child if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.

twister again. They underline the words with the /iː/ sound and circle the words with the /ɪ/ sound. In a less confident class, pause the tongue twister after each line to give the children time to think about the sounds.

ANSWERS

/iː/ sounds:  Pete, eats, treat, cream /ɪ/ sounds:  its, his, in, mill, hill, Milly, in, river

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3 Write more words with the /iː/ and the /ɪ/ sounds.

• Ask children to think of and write more words with these sounds in the correct columns. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

Lisa  Oh, that’s me! I’m really happy because I’ve got a big piece of birthday cake!! Jack  That’s it, I think. When’s your birthday, Lisa? Lisa  It’s next month. I want to have a party at my house. Alfie  Cool! ANSWERS

badminton, gymnastics, trampolining

2 Listen again. Read and choose.  w 1.19

Ending the lesson (optional)

• Play Sound it out to review the pronunciation of the unit vocabulary (see Ideas bank page 172).

• Read the sentences and ask the children to consider the possible answers.

• Play the audio again for the children to listen and choose the correct words and write them in their notebooks. Check in pairs before feeding back.

ASSESSMENT OPPORTUNITIES:  

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Further practice

Karaoke version of song available.

Lesson 8: Language review & Communication Language Core: Would you like to come to my party? Yes, I’d love to. When is it? Where is it? What time does it start? Revised: Adverbs of frequency; Numbers; Present continuous; Present simple; Sports activities; Time expressions; How often do you …? Why are you / they (hot)? Why is he / she (happy)? Because … Other: fan, reporter; My turn.

ANSWERS

1  is  2  is doing   3  trains  4  Why  5  Because COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Recycling language from the unit, in context, through a listening activity helps the children to develop their language awareness and listening skills.

3 Look and say.

• Point to the children in the pictures and ask the class to •

say the activities they can see. Read the example in the speech bubbles. Put the children into pairs to take turns describing what is happening and say the number.

4 Read and say the missing words.

• Explain to the class that this is an interview between a reporter and three football fans.

• Tell the children to read the interview silently. Then read

Starting the lesson (optional)

• Play Anagram game to review the unit vocabulary (see Ideas bank page 169).

the words in the word bank and say the missing words. Ask the class why each word must go there.

ANSWERS

Class Book    page 14 

1  are  2  is  3  are  4  Because  5  Why  6  isn’t

1 Listen to Jack and his friends. Which 3 activities do they mention?  w 1.19

Classroom Presentation Tool (CPT)

• Ask the children to read the activities in the word bank.

Play the audio for them to listen and write the activities they hear mentioned in their notebooks.

Transcript

Jack  Hey, do you want to see some photos from my party? Lisa  Yes, let’s see. You’re playing badminton. Isn’t that Alfie’s party? Jack  Oh, yes, it is. Sorry. Here are the photos of my party. Lisa  Is that your sister? Jack  Yes, she’s doing gymnastics. Lisa  She’s really good. Jack  Yeah, she trains every Saturday. Lisa  Oh, who’s that? I can only see some feet! Jack  That’s Alfie – he’s trampolining. He’s jumping very high in that picture. Alfie  And that’s you Jack. You’re very red! Why are you hot? Jack  Because I’m trampolining – it’s good exercise!

5 Watch. Do the role-play with your friend. Go to page 75.

• The children watch the role-play. Ask What are they talking about? (Lisa’s party). Elicit the questions they ask (Would you like to come to my party? When is it? Where is it? What time does it start?) Then elicit the answers.

Transcript

Lisa  Would you like to come to my party? Jack  Yes, I’d love to. When is it? Lisa  It’s on Sunday. Jack  Great. Where is it? Lisa  It’s at my house. The address is 15 London Road. Jack  What time does it start? Lisa  It starts at 4 pm. Jack  Great. See you then!

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Class Book    page 75 

3 Complete the sentences with Why or Because and the words in the box.

Conversation card 1

• Tell the children to turn to page 75 in their Class Book and

look at Conversation card 1. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: • 1  Put the children into pairs. They take turns making and accepting an invitation, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. • 2  Read the question and ask and answer it around the class. Then read the Language tip as a class and practise saying numbers. • 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time. Note:   The Conversation cards at the back of the Class Book provide pairwork practice of longer functional language dialogues.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class what they do for their birthday. Is it the same or different to Jack and his friends, and children in the UK?

Class Book    page 14  Star question (optional)

• The children write sentences in their notebooks about

how often they do sports using language from the unit.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Three in a row on page 164.

Activity Book    page 13 

ANSWERS

1 Why does he go to the football stadium every weekend? Because he’s a football player. 2 Why are you sad? Because my hockey team didn’t win. 3 Why is she happy? Because her team scored a goal. 4 Why are they tired? Because they’re playing a table tennis match.

4 Listen and draw lines. There is 1 example.  w 1.20

• Read the children’s names before listening and point out

the example answer. The class listen and draw a line from each child to the correct activity in the picture. Note:  This activity provides practice in a listening exam style task.

Transcript

Look! There are lots of children at the sports centre. They’re playing different sports. Look, there’s Daisy. She usually plays basketball, but today she’s playing tennis. Can you see the line? This is an example. Now you listen and draw lines. Fred is playing badminton. He’s wearing a red T-shirt. Vicky sometimes goes swimming, but today she’s climbing. She’s wearing a yellow T-shirt. Can you see John? He’s playing tennis. Look! That’s Mary. She usually plays hockey, but today she’s playing badminton. Jane is wearing a red T-shirt. She’s doing gymnastics.  Paul usually plays tennis, but today he’s climbing. ANSWERS

Daisy – girl playing tennis Mary – girl playing badminton Fred – boy playing badminton Paul – boy climbing Jane – girl doing gymnastics John – boy playing tennis Vicky – girl climbing

Ending the lesson (optional)

1 Complete the sentences with the correct form of the verb.

• The children read and complete the sentences with the correct option a or b.

ANSWERS

1  b do   2  a is playing   3  a aren’t doing   4  b goes 5  b go

• Play Memory chain using I like + verb + –(see Ideas bank page 169).

ASSESSMENT OPPORTUNITIES:

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

2 Write sentences using the present simple or the present continuous.

• The children write sentences, changing the verbs in the

prompts and using the time expressions to decide if they are present simple or continuous.

ANSWERS

1  She’s playing hockey now.   2  He goes diving on Mondays.   3  She goes trampolining every week.  4  We’re doing gymnastics in this picture.

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Lesson 9: Think, do & review: My project Language Revised: Adverbs of frequency; Present continuous; Present simple; Sports activities; Time expressions; How often do you …? Why are you / they (hot)? Why is he / she (happy)? Because … Other: caption, checklist, facts, gymnast, metres tall, punctuation, sportsperson, sports reporter, title, weighs

Starting the lesson (optional)  w 1.16

• Sing the song from Lesson 7 again.

Class Book    page 15  1 Listen to Jack and his friends. Which 4 activities do they mention?  w 1.21

• Explain to the class that today they’re going to look at a • •

project Jack and his friends are doing. Read Jack’s speech bubble at the top of the page. Ask the children to read the activities in the word bank. Play the audio for them to listen and write the four activities they hear mentioned in their notebooks. Feed back answers and ask the class if they know the sports people mentioned in the audio.

that there are three mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

Pau Gasol is a Spanish player in the USA by Jack. Pau is a famous Spanish basketball player. He comes from Madrid. He’s 2.13 metres tall and weighs 114 kilograms. Pau plays in the USA. Pau’s team plays matches during the week and at the weekend. Pau has got a brother, Marc, who also plays basketball in the USA. Both Pau and Marc play basketball for the Spanish team, too. In this photo, Pau is playing for Spain in the Olympics. Spain is winning! Pau usually trains twice a day. He goes to the gym in the morning and he goes to the gym in the afternoon. He likes other sports, too, especially tennis and football. ANSWERS

1 Pau comes from Barcelona, not Madrid. 2 He weighs 115 kg, not 114 kg. 3 He goes running in the afternoon, not to the gym.

3 Ask and answer.

• Put the children into pairs to ask and answers the

questions about Jack’s project. Remind the class of the expressions of opinion they have already used in the unit and encourage them to give their opinion to answer question 3 using I think it’s …

ANSWERS

Transcript

Jack  Hi, Alfie. Are you doing your project? Alfie  Yes, I am. I’m writing about Max Whitlock. Jack  Oh, isn’t he an Olympic gymnast? Alfie  Yes, he is, and he’s a world champion. He trains for 36 hours a week – he goes to the gym six times a week and he goes running once a week! Gymnastics is really good for you because it uses lots of different parts of your body. Alfie  Who are you writing about, Lisa? Lisa  I’m writing about Sasha DiGiulian. Jack  Who’s she? Lisa  She’s a famous young climber from the USA. She wins climbing competitions and climbs mountains. Jack  That’s interesting. How does she train? Lisa  Well, when she isn’t climbing she goes to the gym six times a week. She’s very strong, but she’s only 1.57 metres tall. Jack  I’m writing about Pau Gasol, the famous basketball player. He’s 2.15 metres tall. Lisa  Wow, that is tall! Does he train a lot? Jack  Yes, he often trains twice a day. ANSWERS

1  Pau Gasol: A Spanish player in the USA   2  Pau Gasol 3  Students’ own answer   ​   ​

Learn to learn

• Refer the children to the Learn to learn box. Ask them to

find the expressions used in Jack’s project. Encourage the children to use similar expressions in the project they are going to write.

4 Prepare your project. Then write your project.    AB pages 14–15 

• See Activity Book notes below. English at home

• After the children have completed their project, they may take them home to show and tell to their family.

Activity Book    pages 14–15  1 Complete the diagram.

• Tell the children they will prepare for their project. Point to the Venn diagram and tell the children to think and write as many activities as they can that can be played in teams or individually. If they can be played in both, the children write them in the overlapping Both section.

gymnastics, running, climbing, basketball

2 Read Jack’s article. Listen and find 3 mistakes.  w 1.22

• Ask the class where we find articles (Newspapers, the

•

• Play the audio for children to listen and read. Tell children

internet, magazines). Then ask the children what they know about Pau Gasol. Take ideas in English or the children’s own language. Tell the class to read Jack’s article and see what information about Pau Gasol is in it. Check understanding by asking questions (Where does he come from? Has he got any brothers or sisters? What’s he doing in the picture?, etc.)

2 Read the project checklist and tick f for you. Learn to learn. Read the project checklist Jack used to complete his project. Tell the children they will tick each item as they complete their project.

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3 Read the research questions. Research and write the answers.

• Tell the children to think of a sportsperson they would

• •

like to write about. They use the internet or books and magazines to find out information about that person and answer the questions. Look at Jack’s tip. Remind the class to try and find information that is useful and as interesting as they can. They answer the questions to help them direct their research and find useful and interesting information about the person.

4 Read the tips and write your project.

• Read the tips together as a class. Ask for any other ideas •

the children might have for each category. Refer them to the Class Book for support with spelling and grammar. The children use the information they have found to write their article. They can draw or stick pictures in the three spaces provided to decorate their project.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

• Encourage the children to edit their work. The questions will help them to check and revise their article.

• Put the children into pairs to read and check one another’s work. Remind the children to be respectful of each other’s work and ideas. Monitor and help throughout.

6 Present your project.

• Ask 5–6 children to present their projects to the class. Remember who presented their project this time, so different children can present the next time.

OPTION:

If you have limited time, ask the children to present their projects in groups of 4–5 children. Then ask 2–3 children to present to the whole class. Make a note of who presented to the class so each child has a turn before the end of the school year. COMPETENCES FOR 21ST CENTURY LEARNING:   Sense of initiative and entrepreneurship Using language from the unit to create a personal project gives children an opportunity to be creative, personalise the language and work autonomously.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:   The children are now ready to do the Unit 1 test. See the Teacher’s Resource Material evaluation section.

The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

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Unit 2  At the safari park Lesson 1: Vocabulary

Class Book    page 16  2 Listen and repeat.  w 1.23

Language Core: bear, camel, crocodile, elephant, giraffe, kangaroo, lion, monkey, snake, zebra Revised: Body parts; Colours; big, furry, hot, long, short, stripes, tail, tall; It’s (brown). It’s got (four short legs). It’s good at (jumping). It (climbs). Is it a (camel)? … are my favourite animal. Other: competition, heavy, hump, wildlife; It looks similar to (a horse).

Starting the lesson (optional)

• Play a game to review body parts, adjectives, •

•

colours and animals the children know (See Ideas bank pages 167–172). Talk about wild animals in the children’s own language and English. Ask the children which wild animals they like: Where can you see wild animals from around the world in your country? What’s the difference between a safari park and a zoo? How often do you visit these places? Which do you prefer and why? Point to the Unit aim box on the Class Book page and read the aim together.

CPT, Classroom Resource Pack

• Focus the children on the photo display of the safari

•

park. Ask Who is Jack at the safari park with? (His family) What can Jack send for the competition? (A photo and a description.) Play the audio for the children to listen and repeat.

Transcript

1  an elephant   ​2 a camel  ​3 a zebra  ​4  a giraffe 5  a crocodile   ​6 a kangaroo  ​7 a snake  ​8  a monkey 9 a lion  ​10  a bear OPTION:

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 1.24

• Tell the class they will hear Jack and his family talking

about the animals. The children listen to the descriptions of each animal and say the number of the photo it corresponds to on the class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript

Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: What did Jack get for his birthday? (A camera) What competition is there? (A photography competition) Where is Jack going to take photos? (At the safari park)

Transcript

Jack  Hello! Look, this is my birthday present from Mum and Dad. It’s a new camera. Smile! There’s a photography competition in this magazine. I’m going to the safari park this afternoon to take photos of the animals. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Introducing the unit topic through a video brings the course characters to life and allows the children to give the topic meaning. This will help them to engage in future lessons.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

1 Look at that animal! It’s jumping. It’s a kangaroo. … Six 2 This snake is very long, but it isn’t dangerous. … Seven 3 Look at those horses! Oh, no! They’re black and white. They’re zebras! … Three 4 What are those small animals in the trees? Oh, yes, I know. They’re monkeys. … Eight 5 This animal is very big and strong. It’s an elephant. … One 6 And this is the lion. … Nine 7 Wow! This bear looks very big and furry. … Ten 8 These animals are very tall and have got a long neck. They’re giraffes. … Four 9 Be careful with this green animal! It’s dangerous. It’s a crocodile. … Five 10 This brown animal is very big. It’s a camel. … Two.

4 Read and say the animal.

• Check comprehension of any new or difficult words

(heavy, hump). The children read the descriptions 1–10 and say which animal they describe. Do this as a class or in pairs.

ANSWERS

1  an elephant   2  a crocodile   3  a snake   4  a lion 5  a kangaroo   6  a giraffe   7  a monkey   8  a zebra 9  a bear   10  a camel OPTION:

In a more confident class, do this as a listening task. Ask the children to take turns reading the descriptions to their partner. They listen with books closed and guess the activity. 74

Unit 2

© Copyright Oxford University Press

EXTENSION:

In a more confident class, look at the new words in the word bank. Put the children into pairs to point to a word for their partner to match to an animal. Alternatively, play a game from the Ideas bank using the wordcards.

• See notes on page 60.

3 Choose an animal. Ask and answer. Write about your friend’s animal.

• Read the conversation in the speech bubbles and

5 Ask and answer.

• Read the conversation in the speech bubbles. Put the

•

2 Cover and play Point and spell. Check with your friend.

children into pairs. They take turns describing the animals on pages 16–17 using adjectives. Monitor, help and praise throughout. Remind the class to use It’s … and It’s got …

demonstrate the activity with a confident child.

• Put the children into pairs. They each choose an animal to •

Extra

OPTION:

In a more confident class, ask the children to cover the descriptions in Activity 4 and try and describe the animals without referring to them.

• Fast finishers draw a picture of their favourite animal in

their notebooks and label the body parts using adjectives.

Ending the lesson (optional)

• Play The washing line game (see Ideas bank page 170).

Star question (optional)

• Show a flashcard or picture of a dog, or draw one on the

board. Say It’s got four legs, it’s furry and it’s got big ears. Place animal flashcards from previous levels on the board or elicit some animals from the class and write them on the board. Encourage the children to describe them.

Lesson 2: Grammar & Communication Language Core: Comparative adjectives: better, bigger, cooler, faster, heavier, hotter, lighter, rainier, shorter, slower, smaller, sunnier, taller, worse Revised: Body parts; Numbers; Wild animals; jungle, savannah, Other: African, hold, kilograms, kilometres per hour, stay cool, weigh

CULTURE NOTE:  Safari parks in the UK Longleat Safari Park in Wiltshire, England, was the first safari park to open outside of Africa. It was opened in 1966 in the grounds of the private estate of the Marquis of Bath. Today there are more than 1,000 animals in the park, spread over an area of more than 35 km². Over the years the park has grown and expanded and there are many things to see and do as well as the animals. There are now many safari and wildlife parks across the UK where there are breeding programmes for endangered animals and visitors can get up close and personal with the wildlife.

Starting the lesson (optional)

• Play Describe it to review the animals (See Ideas bank •

Jack’s question

• Point to Jack’s question and read it aloud. Say Lions are my

•

describe, and ask and answer. The children write about their friend’s animal. Ask them to check with their partner if they remembered correctly.

favourite animal because they’re big cats. I love cats. Ask the question around the class encouraging the children to answer using the structure. If you have more time use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form.

Class Book    page 17  1 Read and listen. What are the differences between the 2 kinds of elephant?  w 1.25

• Check the children’s predictions about Jack’s photo and confirm the answer (an elephant).

• Show the class pictures of an African elephant and an

Classroom Presentation Tool (CPT) •

Vocabulary practice: game

• See instructions for Image matching on page 163.

Activity Book    page 16 

page 170). Encourage the class to use adjectives (big, small, tall, short, heavy, light, slow, fast, etc.). Ask the class which animal they think Jack took a photo of for the competition. Accept all answers.

Asian elephant, if you can. Talk about what the children know about the two types of elephant and describe their appearance. Tell the children to read and listen to Jack’s email to the Wildlife magazine. Ask What are the differences between the two kinds of elephant? Play the audio for the children to listen and read. Feed back the answers from the class.

ANSWERS

1 Look and write.

African elephant: bigger ears, lives in savannah (not jungle), taller, heavier, faster, better at holding things

ANSWERS

1  a monkey   2  a zebra   3  a camel   4  a bear   ​ 5  a kangaroo   6  a crocodile   7  a giraffe   ​ 8  a lion   9  an elephant   10  a snake

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2 Read and learn. Say the sentences.

• Refer the children to the All about grammar box. Explain •

• •

that when we want to compare two things we use comparative adjectives. Write the adjectives fast, heavy and hot on the board. Point out how we form regular comparative adjectives: We add –er to the adjective. If it ends in a y we change it to an i. If it ends in consonant / vowel / consonant we double the final letter. Write the comparative adjectives on the board. Point out that some adjectives are irregular (good = better, bad = worse). Finally point out the use of than after the adjective. Put the children into pairs. Ask them to take turns saying sentences about the Asian and African elephants using the grammar box for support. In a less confident class, work through the table making sentences about the elephants together. Use pictures if you have brought any. Monitor, help and praise throughout.

• Point to the table and elicit the names of the animals.

•

sentences.

Transcript

1 Which animal is lighter? A snake is lighter than a camel. A camel is heavier than a snake. 2 Which animal is shorter? A zebra is shorter than a giraffe. A giraffe is taller than a zebra. 3 Which place is rainier? The jungle is rainier than the savannah. The savannah is sunnier than the jungle. ANSWERS

1  snake  2  zebra  3  jungle 1 A snake is lighter than a camel. A camel is heavier than a snake. 2 A zebra is shorter than a giraffe. A giraffe is taller than a zebra. 3 The jungle is rainier than the savannah. The savannah is drier than the jungle.

2 What are the grammar rules? Tick f.

3 Play The wild animal game.

•

• Play the audio for the children to listen and complete the

Then ask the class to tell you the weight of each animal, e.g. A (bear) is … Ask How fast can it run? (48 kilometres per hour) Check the children understand the abbreviations for kilograms and kilometres. Read the conversation in the speech bubbles and remind the class that they are using comparative adjectives + than. Put the children into pairs. They take turns comparing two animals for their partner to guess. Point out that they can compare size, weight and speed using the adjectives at the top of the table. Monitor and help throughout.

OPTION:

Before you play, revise large numbers with the class by playing True or false? (see Ideas bank page 169). Write a number on the board and say either the correct number or another. The children say true or false. COMPETENCES FOR 21ST CENTURY LEARNING:  

Mathematical competence and basic competences in science and technology Reviewing larger numbers and relating them to weight and speed helps develop the children’s mathematical skill. It also helps give meaning to the language of the unit, supporting those children who are more mathematical.

Classroom Presentation Tool (CPT)

• Tell the children to look at the adjectives and comparative •

ANSWERS

tall: Regular –er big: Regular –ger hot: Regular –ter heavy: Regular –ier good: Irregular bad: Irregular slow: Regular –er rainy: Regular –ier

3 Correct the sentences.

• The children read the sentences and correct them using the opposite adjective.

ANSWERS

1 2 3 4 5 6

• Read the example in the speech bubbles. The children take turns comparing and guessing animals using the information in Activity 1.

• See instructions for Cloudburst on page 162.

All about grammar    page 80 

Activity Book    page 17  1 Listen and tick f. Listen again and complete.  w 1.26

• Ask the children to read the questions and predict the

76

answers with a partner before they listen. The children listen and tick the correct picture. Ask them to read the sentences below and think about which words they need to complete them.

Unit 2

A zebra is smaller than an elephant. A crocodile is slower than a lion. A monkey is lighter than a kangaroo. A bear is shorter than a giraffe. The savannah is sunnier than the jungle. A snake jumps worse than a kangaroo.

4 Speak and guess with your friend. Use Activity 1 to help you.

Vocabulary and grammar practice: game

•

adjectives in the table and tick the column that shows how we form comparative adjectives. Feed back answers from the class. In a less confident class, allow children to work in pairs.

1 Look and complete using the correct comparative adjectives.

• Review how we form comparative adjectives and make

•

sentences comparing two things. Clarify in the children’s own language if necessary. Refer the children to the Look box to clarify the spelling rules. The children look at the pictures and complete the sentences using words from the word bank.

© Copyright Oxford University Press

ANSWERS

1  better than   2  rainier than   3  bigger than   4  hotter than   5  lighter than   6  faster than

2 Read and complete using the correct form of the adjectives.

• The children read and complete the sentences about the two types of monkey using the adjectives in brackets in the correct form.

ANSWERS

1  smaller than   2  noisier than   3  stronger than   ​ 4  better at learning things than

3 Compare 2 of your friends or family. Write.

• Ask the children to think of two friends or family

members. They write 2–3 sentences comparing them using comparative adjectives + than.

Ending the lesson (optional)

• Play Dictadraw (See Ideas bank page 170). Describe two people, animals or objects using comparatives for the children to draw.

Teacher’s Resource Material: Unit 2 Lesson 2 Reinforcement and Extension worksheets.

Jack  I like watching TV and playing computer games, but I’ve got other hobbies, too. Now I’ve got my new camera, I’m really interested in photography. Let’s look at some other popular hobbies. Culture film: Reading is a very popular hobby. It’s great because you can read anywhere: inside or outside. This girl is reading an e-book in her living room. This boy is reading a spy book in his garden. The story is very exciting! Comics are fun to read, too. Or maybe you think magazines are better than comics? This boy likes listening to music. This boy likes listening to music, too. He’s listening and drawing. Playing computer games is another great hobby! It’s fun to do activities outdoors, too. Like riding a bike! Horse riding is good fun, too, and lots of people like animals. This boy likes listening to music. Lots of children learn to play musical instruments in their free time. This girl is good at playing the piano, isn’t she? Do you play a musical instrument? reading, listening to music, playing computer games, riding a bike, horse riding, playing the piano

CULTURE NOTE:  Popular hobbies in the UK

Lesson 3: Culture & Communication Language Core: What kind of music do you like? I like (pop music). I prefer (classical music). My favourite band / singer is … Revised: Adverbs of frequency; Comparative adjectives; Present simple; Like + -ing; clarinet, drums, flute, free time, guitar, pet, piano, sing, singer Other: concerts, hobbies, musical instrument, orchestra, photography, pop music

Popular hobbies in the UK include music – many children learn to play an instrument, play in an orchestra or sing at school. The recorder is often the first instrument children learn before moving on to the guitar, piano, flute, violin, drums, cello and many more. Arts and crafts are also very popular and there are many classes and clubs outside of school. Sports such as martial arts, like karate and judo, are also popular, along with gymnastics, ballet and team games. Reading has always been a very popular pastime and continues to be so.

Learn with Us English-speaking countries poster

• Use the Learn with Us English-speaking countries poster to

Starting the lesson (optional)

• Play The wild animal game from Lesson 2 again. • Talk about hobbies as a class in the children’s own

language or English. Ask What hobbies do you like doing? Do you like listening to music? What kind of music do you like? Who’s your favourite singer or band? Do you have a pet? Which pets are popular in this country?

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What hobbies can you see?

• 1st viewing: Watch Jack’s introduction to the culture film

•

Transcript

ANSWERS

Further practice

•

Note:   Use the Culture and Communication worksheet with the video.

and ask the children to tell you what the video is about (Popular hobbies). Make some predictions as a class about the question What hobbies can you see? Watch the culture film, stopping before the comprehension questions, for the children to check their predictions. Ask the class to tell you what they know about the hobbies. 2nd viewing: Watch the video again and answer the comprehension task at the end of the film.

introduce the USA, where Jack’s friend Laura lives.

Class Book    page 18  2 Read and listen. What kind of pet has Laura got? Is Laura’s sister older or younger than Laura? w 1.27

• Tell the children that today Jack is messaging his friend

•

Laura about her hobbies. Ask the class what Jack’s hobby is and what they think Laura’s hobbies are. Accept all answers. Play the audio for the children to listen and read. Check the children’s predictions about Laura’s hobbies and answer the questions.

ANSWERS

Laura has got a pet snake. Laura’s sister is older than Laura.

3 Think about how you enjoy music. Write notes.

• Ask the class how Jack and Laura enjoy music (Jack sings in a band and he plays the guitar. Laura likes listening to music and she plays the flute.).

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• Refer the children to the music vocabulary in the box and

•

check their understanding. Ask them to think about what music they like and what instruments they play. Write I like and I play on the board. Tell the children to write sentences about how they enjoy music in their notebooks. Remind them that they can also use like + verb + –ing as well as the present simple. Feed back answers.

COMPETENCES FOR 21ST CENTURY LEARNING:  

Linguistic competence Opportunities to personalize language enable the children to give it meaning and review their understanding. It also prepares them for the following speaking activity, developing their communicative skills.

2 Choose your 3 favourite animals. Write your animals in the correct order each time.

• The children number the animals in order of their

favourite to least favourite, with 1 being their favourite.

• They then write the animals in order of the pairs of adjectives listed, e.g. bigger to smaller.

3 Complete the text. Use Activity 2 to help you.

• The children refer to their answers in Activity 2 and

complete the first sentence with the animals they chose as numbers 2 and 3. They then complete the rest of the text about their favourite animal. Remind them to use the comparative form of the adjectives in Activity 2.

Extra

• Refer the children to the Language in action! box and how we talk about music. Fast finishers write three sentences about their music preferences using the Language in action! box for support.

CPT / Class Book    page 18  4 Watch. Discuss what music you like.  w 1.28

• Explain to the class that they are going to watch or listen •

to two children talking about music they like. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Ending the lesson (optional)

• Play Memory chain listing hobbies and musical

instruments (see Ideas bank page 169). Use sentences with I play … or I like … music.

Further practice

Transcript

A  What kind of music do you like? B  I like pop music. My favourite singer is Katy Perry. A  I like pop music, too, but I prefer classical music. I play the piano.

Language in action!

• Refer the class to the Language in action! box and read the •

question and answers. When the children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about music using the Language in action! box for support.

Teacher’s Resource Material: Unit 2 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:

The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 4: Cross-curricular (Music) Language Core: brass, percussion, string, woodwind Revised: Musical instruments; orchestra Other: carnival, composer, perform, a piece of music, represents, section

Let’s compare culture

• Discuss the culture question in English and in the

children’s own language if necessary. What hobbies do you do? What hobbies do they do in the UK? Do you like the same hobbies? What hobbies do we do that children in the UK don’t do?

Starting the lesson (optional)

• Find some suitable music before class and play Intros round (See Ideas bank page 170).

Activity Book    page 18 

• Ask around the class What music do you like? What

instruments can you play? What instrument would you like to learn? Do you like classical music? Why or why not?

1 Read and complete the dialogue.

• The children read the text message and complete it using the words in the word bank. Ask them to read it through once first and then read it again and complete. Check in pairs before feeding back.

ANSWERS

1  animals  2  crocodiles  3  giraffes  4  taller   5  kangaroos  6  faster

Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack messaging

TEACHING TIP:

Point out that we can compare one animal with one animal, e.g. A lion is faster than a giraffe, but we can also compare animals in the plural, e.g. Lions are faster than giraffes. They’re shorter, too. 78

Unit 2

•

about hobbies? (Laura) Which website did they talk about at the end of their message? (The carnival of the animals.) Tell the children they are going to do a quick quiz from that website. Clarify the meaning of orchestra and sections before you watch. Watch the slideshow, pausing before the Quick quiz.

© Copyright Oxford University Press

• Put the children into pairs and pause after each Quick quiz

question for the children to consider the question and raise their hands and answer. Continue the audio to check.

Transcript

This is an orchestra. It can play all kinds of music. An orchestra has got four sections. These are: the string section, the woodwind section, the brass section and the percussion section. Each section is like a family of instruments. In the string section, all the instruments have got four strings. The violin and the double bass are in the string section. You blow into an instrument in the woodwind section. The flute and the clarinet are in the woodwind section. You also use your mouth to play instruments in the brass section. The trumpet and the tuba are brass instruments. You hit percussion instruments. Drums and xylophones are in the percussion section. Sometimes there is a piano in an orchestra, too. Quick quiz! Question 1  What are the four sections of the orchestra? … The string section, the woodwind section, the brass section, the percussion section. Question 2  What instrument is playing with the string section here? … A piano. This music represents the swan. Question 3  What section of the orchestra is playing with the piano here? … It’s the string section. Question 4  Which of these animals do you think the music represents? … An elephant. Do you know any other music about animals? COMPETENCES FOR 21ST CENTURY LEARNING:  

Cultural awareness and expression Listening to music and discussing the imagery that it provokes gives the children an opportunity for selfexpression. It also draws on their natural love of music to engage actively in the lesson.

Class Book 

  page 19 

2 Read and listen. How many animals does the text mention?  w 1.29

• Play the audio for the children to follow the words in their •

books. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.

Transcript

The children use the internet to find a piece of classical music they like. Put children into pairs to use the Crosscurricular worksheet to do their research. Check the instructions and language of the worksheet before the children research.

Activity Book    page 19  1 Label the diagram.

• The children label the diagram with the words in the word bank. They listen and number the items in the order they hear them.

ANSWERS

1  percussion section   2  woodwind section   3  brass section  4  string section

2 Listen and tick f the parts of the orchestra you can hear.  w 1.30

• Play the audio and ask the children to tick the parts of the orchestra they can hear.

ANSWERS

Children tick: 2, 3 and 4

3 Look and complete.

• The children look at the poster to find the missing

information and complete 1–6. Check the meaning of the word price.

ANSWERS

1  The Carnival of the Animals   2  The London Philharmonic Orchestra   3  Royal Albert Hall   ​ 4  27th December   5  6 pm   6  ten pounds (£10)

4 Make a concert poster for your favourite band. Include the place, date, time and price. Use Activity 3 to help you.

• The children use the poster in Activity 3 as a model and

create their own poster for their favourite band in their notebooks. Check they include all the information listed in Activity 3.

Extra

• Fast finishers think of a piece of music they like and write the instruments they hear when they listen to it in their notebooks.

See Class Book page 19 for transcript. ANSWER

Ending the lesson (optional)

Four: tortoises, elephant, birds, flamingos

3 Read again and answer.

• Read questions 1–6 and the possible answers. Check •

WEB SEARCH:  Find and listen to a piece of orchestral music. What sections can you hear?

the meaning of the word perform and the instruments mentioned. Allow the children time to read the text again. The children write their answers a, b or c in their notebooks. Ask them to check in pairs before feeding back as a class.

• Play Flashcard sequence (See Ideas bank page 168). Further practice

Teacher’s Resource Material: Unit 2 Cross-curricular worksheet.

ANSWERS

1  a  2  c  3  a  4  b  5  a  6  b

© Copyright Oxford University Press

Unit 2

79

Lesson 5: Story & Vocabulary •

Language Core: Superlative adjectives: best, cleverest, fastest, strongest, tallest, worst Revised: Adjectives; Animals; Times; best friend; Can we …? He doesn’t like … Let’s go and see … I’m / He’s / She’s good at … I’d love to … Other: enclosure, entrance, escape, fantasy, hidden talents, in trouble, let (the animals) out, slide down, visitors; Have a good time! They don’t notice … We’re late. No way!

Starting the lesson (optional)

• Play Kim’s game to review the comparative adjectives (see Ideas bank page 169).

CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation

ANSWERS

best: frame 1  cleverest: frame 7  happiest: frame 1 strongest: frame 6  tallest: frame 6  worst: frame 3 ALL ABOUT VALUES:   We’ve all got hidden talents. Remind the children of who has got a hidden talent in the story. What talents do they have? How do they use them? How does it help others? Talk to the children in their own language about having talents and how they can be useful and shared with others.

3 Read and answer.

• The children read the questions. Check understanding of •

any words they may not know and focus them on the key words that will help them find the answers. The children read the story again and answer the questions in their notebooks. Check in pairs before feeding back.

ANSWERS

1 Watch.

• Tell the children they’re going to watch a story animation •

the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

with Jack. Pause after Jack’s introduction and ask What is the story about? (a fantasy story about animals). With books closed, watch the story. Ask What happens in the story? (Danny and his friends visit a zoo. They are late and the animals come out at closing time. The monkeys talk to them and help them escape.)

Transcript

Jack  This is a fantasy story about animals! Let’s find out what happens. • See Class Book pages 20–21 for story transcript.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

1  His best friends are Emma and Andrew.   2  There are bears, giraffes, snakes, elephants, lions and monkeys at the zoo.   3  It closes at five o’clock.  ​4  They’re very clever - they can draw, play games, read and talk.  ​5  The elephants, monkeys and giraffes help the children.  ​ 6  They think it’s amazing and want to go back again the next day. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Exposure to a variety of story genres develops children’s reading skill and will enable them to read better in subsequent lessons, in tests and outside the classroom.

4 Listen to Jack and his friends. What do you think about the story?  w 1.32

• See notes on page 65.

WEB SEARCH:  What are the fastest animals in the world: on land, in the air and in the sea?

Class Book    pages 20–21  2 Read and listen. Find the words in the story. w 1.31

• The children use the internet to research and find out the answers.

• Point to the photo at the top of the page and ask What • •

• 80

animal is it? (A monkey) What type of story is it? (A fantasy story.) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Who visits the zoo? (Danny, Andrew and Emma.) What time does the zoo close? (At five o’clock.) What happens then? (The animals are let out.) What animals do they go and see? (Lions, giraffes, snakes, monkeys) Does Andrew like snakes? (No, he doesn’t.) How do the children know they’re late? (The monkey draws a clock.) How does Danny’s mum feel? (Scared / worried.) How do Danny, Andrew and Emma feel? (Scared.) What can the monkeys do? (Talk.) Which animals help them escape? (The monkeys, the elephants and the giraffes.) How do they feel in the end? (Happy.) Ask the children to look at the six words in the word bank on page 20. Read them as a class. Tell the children to find

Unit 2

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Snap on page 163.

Activity Book    page 20  1 Read and complete Lisa and Alfie’s review of the story. ANSWERS

1  fantasy  2  best  3  cleverest  4  strongest   5  tallest  6  funniest

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• See notes on page 66.

© Copyright Oxford University Press

3 What’s your hidden talent? Write about you and your friends.

2 Beat the clock. How many sentences can you say in 3 minutes?

complete the sentence. Ask them to stand up and ask four more children what their hidden talent is. Elicit the question and answer from the class and write it on the board for support. (What are you good at? I’m good at riding horses.) The children listen and write their friends’ names and talents in the spaces provided.

them on the board (e.g. big – bigger, funny – funnier, bad – worse, etc.). Review when we use comparatives (to compare two things). Explain that today they will learn how to compare more than two things using superlative adjectives. Look at the All about grammar box as a class. Explain that we use superlative adjectives to show that an animal, person, place or thing is the best / biggest / smallest, etc. of all the others in a group. Point out that we form the superlative with short adjectives by adding –est. If a word ends in a y we change it to an i. If it ends in consonant / vowel / consonant we double the final letter. Point out that the irregular adjectives good and bad change to best and worst). Finally point out the use of the before the adjective. Look at the Review box and point out the comparative and the superlative. Write the superlatives next to the comparative adjectives on the board. Say an example sentence to the class from the grammar box, e.g. I’m the happiest when it’s summer. Ask 2–3 confident children to give you more examples. Put the children into pairs. Ask them to take turns completing the sentences in the grammar box. Ask them to count the number of sentences they say in 3 minutes. Set a timer. Monitor, help and praise throughout. Feed back some of the sentences from pairs.

• The children think about a hidden talent they’ve got and •

•

• Elicit 2–3 comparative adjectives from the class and write

•

Extra

• Fast finishers write about their imaginary zoo in their

notebooks. Encourage them to write sentences about what animals they’ve got and what they look like.

Ending the lesson (optional)

• Play Story guesses (see Ideas bank page 170).  Further practice

Teacher’s Resource Material: Unit 2 Story playscript worksheet.

Lesson 6: Story, Grammar & Communication

• • •

Language Core: Superlative adjectives: best, happiest, heaviest, lightest, oldest, saddest, shortest, tallest, worst, youngest; The (tallest) person in my class is … , (James) is the (funniest) person I know. Revised: Adjectives; Animals; Family members

Starting the lesson (optional)

• Play Alphabet race to review adjectives the children know

3 Read and say True or False. Say why.

• Read the names of the people in the pictures and elicit •

(see Ideas bank page 171).

•

CPT, Classroom Resource Pack Story review and grammar presentation  w 1.31

• Ask the children what they remember from the story:

•

Who’s in the story? What animals are in the story? What animals are the children scared of? What animals help them? How do they help them? How do they feel at the end of the story? Watch (or listen to) the story again to confirm answers.

Vocabulary review: flashcards (optional)

• Show the flashcards one by one to remind children of the new vocabulary.

Class Book    page 22  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on pages 20–21 again and find the missing words.

what information the class can see (age, how happy they are, weight). Put the children into pairs. Tell them to read the sentences 1–8 and decide if they are true or false and explain why. Read the example in the speech bubble together. The children take turns saying a number and if it is true or false and explain why.

ANSWERS

1  False: Peter is the tallest person and Sarah is the happiest person.   2  True: Peter is the heaviest and the tallest person.   3  True: Sarah is the oldest and the happiest person.   4  False: William is the lightest person and Holly is the shortest person.   5  True: William is the lightest and the youngest person.   6  False: Sarah is the happiest person and Peter is the heaviest person.  7  False: Holly is the saddest person and William is the youngest person.   8  True: Holly is the shortest and the saddest person. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Using target language in a controlled speaking activity allows the children to give it meaning and is an opportunity for them to use it in context. This will enable them to recall the language in later lessons, developing their communicative language skills.

ANSWERS

1  best  2  happiest  3  worst  4  cleverest

© Copyright Oxford University Press

Unit 2

81

4 Think about your family and tell your friend. Who’s the oldest, the youngest, the tallest and the shortest?

3 Write about you and your family.

• The children read the questions and answer in full

sentences using superlatives. Put the children into pairs to tell their partner, if you have time.

• Write the superlative adjectives oldest, youngest, tallest,

shortest on the board. Read the example in the speech bubble. Put children into pairs. They talk about their own family using the superlative adjectives. Monitor, help and praise throughout.

Star question (optional)

All about grammar    page 81  1 Order the words and write sentences.

• Review how and why we use superlative adjectives. Go

The children write four sentences about what they remember about their partner’s family using the superlative adjectives. Ask them to check with their partner if they remembered correctly.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Multiple choice on page 165.

Activity Book    page 21  1 Listen and number the pictures.  w 1.33

• The children listen to the dialogue from the three story frames and write the numbers 1–3 next to the correct pictures.

Transcript

1 Monkey 1  We can help you. We need the strongest and tallest animals. Monkey 2  This elephant is the biggest and strongest animal in the zoo. 2 Narrator  Danny is at the zoo with his best friends, Andrew and Emma. Zookeeper  Our zoo has got the happiest animals because when it closes at five o’clock, we let them out of their enclosures. Mum  Make sure you’re back here at five o’clock. Have a good time! Danny OK, Mum. See you later. 3 Narrator  The children slide down the giraffes. Danny  Thank you. You’re the cleverest monkeys in the world! ANSWERS

a  3  b  1  c  2

2 Find and circle the mistakes. Write the correct sentences.

• The children read sentences 1–6 from the story and circle the mistakes in the superlative adjectives. They re-write the sentences correcting the mistake. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5

Danny is at the zoo with his best friends. Our zoo has got the happiest animals. We’re in the worst trouble. We need the strongest and tallest animals. This elephant is the biggest and strongest animal in the zoo. 6 You’re the cleverest monkeys in the world.

82

Unit 2

•

through the adjectives in the Look box and the All about grammar box. Remind the children we usually use the before a superlative. Point out that the superlative can come at the beginning, middle or end of the sentence. Clarify with examples and in the children’s own language if necessary. Children look at the pictures and reorder the words in sentences 1–4.

ANSWERS

1 2 3 4

Paul is the oldest person in his family. My funniest friend is Amy. James is the tallest person I know. The best time of the day is lunchtime.

2 Look and complete the sentences using the correct superlative adjectives.

• Children look at pictures 1–6 and complete the

sentences using adjectives from the word bank in their superlative form.

ANSWERS

1  The youngest   2  My best   3  the shortest   ​ 4  The worst   5  the happiest   6  The saddest

3 Write sentences about yourself. Use Activities 1 and 2 to help you.

• The children write 2–3 superlative sentences about

themselves using the activities on the page for support.

Ending the lesson (optional)

• Play Find your partner with the comparative and

superlative adjectives (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 2 Lesson 6 Reinforcement and Extension worksheets; Unit 2 Word skills worksheet.

Lesson 7: Song & Skills Language Revised: Animals; Comparative and superlative adjectives; Musical instruments; Present continuous; hump; Why questions; How many (giraffes) are there? Core sound: /p/ happy, Peter, plays, practises, trumpet /b/ band, big, brass, hobby Other: everywhere

Starting the lesson (optional)

• Play Sentence, please to review comparative and

superlative adjectives (see Ideas bank page 171).

© Copyright Oxford University Press

Classroom Presentation Tool (CPT) 1 Watch.

• The children watch and listen to Jack introduce another

song. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about animals.).

Transcript

Jack  Hi! It’s just me today – Jack. I’m so happy you like our songs. Today’s song is a song about animals. I love animals. 

•

A will ask B questions using the prompts. B listens and answers. B then asks A questions using their prompts for A to answer. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. They take turns asking a question to find the four differences in the pictures. Monitor, praise and help throughout.

English at home

• Encourage the children to say the tongue twister to their

Class Book    page 23 

family.

2 Read the song. What’s the tallest animal in the song? Listen and check.  w 1.34

Classroom Presentation Tool (CPT)

• Ask the class to read the song silently and write what the

Pronunciation: game

•

Activity Book    page 22 

tallest animal is. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick their answer when they hear it.

ANSWER

A  a giraffe

3 Sing. Do you like the song? Use these words.  w 1.34

• See notes on page 68.

• Refer the children to the pronunciation box. Point to the

sounds and say them. Write them on the board and drill the sounds with the class. Focus on how to produce the two sounds. With both sounds our lips and mouth stay in the same position, but /b/ comes from within your throat while /p/ doesn’t. Ask the class to place a hand to their throat and feel the vibration when they say /b/. Do they feel it when they say /p/? Play the audio for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Teaching sounds in words where the spelling in similar or the sound is similar will help the children to better pronounce these words whilst also focusing the children on the spelling.

5 Listen and repeat the tongue twister.  w 1.36

• See notes on page 68.

• Play the song for the children to listen and sing. • The children read the lines of the song and number them in the correct order. Play the audio again for the children to listen and check.

[2] Why are the tallest animals called giraffes? [1] Why do I really like taking photographs? [3] [6] I don’t know, I don’t know! [5] Why can my sister run faster than I can? [4] Why is a monkey smaller than a man? [8] When I’m playing my guitar and singing a song, [7] But there’s one thing that I know. [9] I’m the happiest boy in the world! [14] Why did my mum decide to call me Jack? [12] [15] I don’t know, I don’t know! [11] Why is an elephant bigger than a bear? [10] Why do kangaroos like jumping everywhere? [13] Why don’t camels have more humps on their backs?

2 Listen to the tongue twister and underline the /b/ sounds and circle the /p/ sounds.  w 1.36

• Play the audio for the children to listen to the tongue twister again. They underline the words with the /b/ sound and circle the words with the /p/ sound.

ANSWERS

Exam practice    AB pages 91–92  6 Work in pairs. Complete your speaking cards. Play.

• Show the class the cut-out card and tell them to turn •

1 Read and order the lines. Listen and check.  w 1.34

ANSWERS

4 Listen and repeat.  w 1.35

•

• See instructions for Phonics matching on page 164.

to pages 91–92 in their Activity Books and cut out the bottom card for Unit 2 along the dashed lines. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card and look at what they can see. Read the question prompts and remind the children of the structures they are using. Explain that they both have different information.

/b/ sounds: big, brass, band, hobby /p/ sounds: Peter, plays, trumpet, practises, happy

3 Write more words with the /b/ and the /p/ sounds.

• Ask the children to think of and write more words with

these sounds in the correct columns. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

© Copyright Oxford University Press

Unit 2

83

Ending the lesson (optional)

• Play Make a rhyme (see Ideas bank page 172). ASSESSMENT OPPORTUNITIES:

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 8: Language review & Communication Language Core: Have you got any information about the (museum)? How do I get there? How much is a return ticket? Thanks for your help. You’re welcome. Revised: Adjectives; Animals; Comparative and Superlative adjectives Other: speedboat

Starting the lesson (optional)

• Play TV quiz show to review the unit vocabulary (see Ideas bank page 168).

Class Book    page 24  • Ask the children to look at the photos and say what

they can see. Play the audio for them to listen and write the numbers 1–4 in their notebooks in the order they hear them. Ask the class, Did Jack win the photo competition? (No) Which photo won? (The photo of the zebras.)

Jack  Alfie, Lisa! The photos from the competition are on the webpage. Do you want to look? Lisa  Oh, yes. Alfie  Let’s see. Jack  There are lots of photos. Look at this brown bear. Lisa  Oh, it’s fat and furry! Jack  Yes, bears eat a lot. They’re heavier than a speedboat! But they can climb and they can run faster than Usain Bolt! Alfie  Really? That’s amazing. Oh, is that a snake? Lisa  No, it’s bigger than a snake. And look, there’s a leg. I think it’s a crocodile’s tail. Alfie  So, Jack, is your elephant photo the winner? Jack  No – here are the winners. The best photo is this photo of zebras. Alfie  Wow, that is good. Look, that’s a young one. It’s smaller than its mum. Jack  The funniest photo is this one of a camel. Lisa  Oh, that’s brilliant. It’s smiling at the camera! ANSWERS

84

Unit 2

the missing words in their notebooks. Check in pairs before feeding back.

3 Look and say.

• Point to the animals in the pictures and ask the class to

•

say what they can see. Read the example in the speech bubble. Model another sentence for the class to call out the answer, e.g. There are two kangaroos. Picture C! Put the children into pairs to take turns describing the animals and say the number.

ANSWERS

Picture a: There are two elephants. There are three giraffes. There are four zebras. There’s a monkey. Picture b: There are four lions. There are two bears. There are three crocodiles. Picture c: There are two kangaroos. There are three camels. There’s a snake.

4 Read and say. Use comparative or superlative adjectives.

• Remind the class we use comparative adjectives + than to

1 Listen to Jack and his friends. Order the photos. w 1.37

3, 2, 4, 1

possible answers.

• Play the audio again for the children to listen and write

1  heavier  2  than  3  best  4  smaller  5  funniest

Karaoke version of song available.

Transcript

• Read the sentences and ask the children to consider the

ANSWERS

Further practice

•

2 Listen again. Read and write the missing words.  w 1.37

• •

compare two animals, objects or people, and we use the + superlative adjectives. The children read the text and decide which form of the adjective should be used. Ask the class why that words must go there. Ask them to tell you what animal it is (an elephant).

ANSWERS

1  shorter  2  faster  3  slower  4  heaviest COMPETENCES FOR 21ST CENTURY LEARNING:   Mathematical competence and basic competences in science and technology Reading and speaking about animals and their size, weight, and height, etc. encourages the children to think about the natural world around them. This develops their basic understanding of natural science.

Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 76.

• The children watch the role-play. Ask Which place does Jack want information for? (The museum.) How can he travel there? (By bus.) How much is a ticket? (£1.40)

Transcript

Jack  Hello. Have you got any information about the museum? Assistant  Yes, I’ve got a leaflet. Here you are. Jack  Thank you. How do I get there? Assistant  You can take the number 76 bus.

© Copyright Oxford University Press

Jack  How much is a return ticket? Assistant  It’s £1.40. Jack  OK. Thanks for your help. Assistant  You’re welcome.

3 Complete the sentences with your opinions. Use comparative or superlative adjectives.

Class Book    page 76 

4 Listen and write. There is 1 example.  w 1.38

ANSWERS

1  The worst   2  The happiest   3  faster  4  better

• The children read the information and consider the

Conversation card 2

• Tell the children to turn to page 76 in their Class Book and

•

• •

look at Conversation card 2. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1  Read the Language tip as a class and practise saying prices. Put the children into pairs. They take turns asking for and giving information at the tourist information office, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. 2  Read the two questions and ask and answer them around the class. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class if they have ever been to a tourist office in their country or any other country. What information did they need? What information did the tourist office have? Is it the same or different to the UK?

Class Book    page 24  Star question (optional) The children write their own animal riddle using Activity 4 for support. They can read it to a partner to guess if you have time.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Sentence spin on page 165.

Activity Book    page 23 

Transcript

A  Hello, Clare. What are you doing? B  I’m looking at some photos of my favourite safari park. A  Where is this safari park? B  Near Oxford.  Narrator  Can you see the answer? Now listen and write. 1 A  How many different kinds of animals are there at the safari park? B  I don’t remember… But two hundred, I think. A  Two hundred different animals! That’s a lot of animals. 2 A  What kind of animals do you like? B  I like lions, giraffes and zebras. A So, you like African animals. 3 A  What are the biggest animals in the park? B  The camels, I think. A  What about the giraffes? B  Oh, yes, that’s right. Sorry, the giraffes are the biggest animals. 4 A  And what is the price for children? B  For adults it’s 15 pounds, but for children it’s only ten pounds. A  Ten pounds. That’s OK. 5 A  And finally, what time does it open? B  It opens at ten o’clock. A  Every day? B  Yes, it opens every day at ten, except Christmas Day. ANSWERS

1  two hundred (200)   2  lions, giraffes, zebras / African animals  3  The giraffes   4  ten pounds (£10) 5  ten o’clock

Ending the lesson (optional)

• Play Word race to review animals (see Ideas bank page 170).

1 Look and complete the sentences with comparative adjectives. ANSWERS

1  taller than   2  heavier than   3  lighter than   4  faster than  5  slower than   6  shorter than

2 Write sentences using superlative adjectives. Use the table in Activity 1 to help you. ANSWERS

1 2 3 4 5 6

type of answer they need for each space. Point out the example answer. The children listen and write the answers.

The elephant is the slowest of these animals. The elephant is the tallest of these animals. The zebra is the lightest of these animals. The zebra is the fastest of these animals. The zebra is the shortest of these animals. The elephant is the heaviest of these animals.

ASSESSMENT OPPORTUNITIES:   The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 9: Think, do & review: My project Language Revised: Adjectives; Animals; Body parts; Comparative and Superlative adjectives; Present simple Other: about (5) metres tall, leaves, reach, run at (50) kilometres per hour, weigh up to (1,250) kilograms

© Copyright Oxford University Press

Unit 2

85

Starting the lesson (optional)  w 1.34

• Sing the song from Lesson 7 again.

•

Class Book    page 25  1 Listen to Jack’s interview. Read and answer.  w 1.39

• Explain to the class that today they’re going to look at

•

Jack’s project. Read Jack’s speech bubble at the top of the page. Explain that before Jack wrote his presentation he interviewed Tina. Ask the children to read the questions and answer options. They listen and write a, b, or c in their notebooks.

Transcript

Jack  Hi, Tina. You work at the safari park, don’t you? Tina  Yes, I do. I love my job! Jack  What’s your favourite animal? Tina  Giraffes are one of my favourite animals. Jack  Oh, wow, me too! I love their faces. Tina  Yes, they’ve got big brown eyes. And they’re amazing animals. They live in the African savannah and they’re the tallest land animals in the world. They’re about five metres tall and they’ve got really long necks and legs. Because they have long legs they can run at fifty kilometres an hour. Jack  That’s really fast. Tina  Yes, it is. But it’s slower than a lion. Lions sometimes eat giraffes, and so do crocodiles. Jack  But crocodiles aren’t fast. Tina  No, the crocodiles hide in water. They’re not fast, but they’re very strong. Jack  And what do giraffes eat? Tina  They eat leaves. Because they are tall they can get leaves that are higher than other animals can reach. They eat about thirty kilograms of leaves a day. Jack  Do they drink water? Tina  Yes, they do. The leaves they eat contain water, so they don’t need to drink very often. They’re mammals, so baby giraffes drink milk from their mothers. Jack  That’s great. Thank you, Tina!

Linguistic competence Listening to a text the first time for simple information allows the children to then go on and predict answers for the more difficult listening task that follows. This develops their listening skill.

2 Read Jack’s presentation. Listen and find 3 mistakes.  w 1.40

• Ask the class when people give presentations. (Teachers

86

and children at school give presentations. Adults tell other adults about new ideas or research findings at work and at university.) Ask the children what they know or can remember about giraffes from Jack’s interview. Take ideas in English or the children’s own language. Tell the class to read Jack’s presentation and see what information he gives about giraffes. Check understanding

Unit 2

All About Giraffes by Jack Giraffes are my favourite animals. They’re the tallest land animals in the world. They’re about 2 metres tall and can weigh up to 1,250 kilograms. Giraffes live in Africa, in the savannah. Kangaroos eat giraffes, but because giraffes are tall they can see other animals far away. They can also run at 50 kilometres per hour. That’s faster than a crocodile, but slower than a lion. Giraffes eat leaves. They can reach higher leaves than other animals. They eat about 40 kilograms of leaves a day. Baby giraffes drink milk from their mothers, but adult giraffes drink water. ANSWERS

1 They’re about 5 m tall, not 2 m. 2 Lions and crocodiles eat giraffes, not kangaroos. 3 They eat about 30 kg of leaves a day, not 40 kg.

3 Ask and answer.

• Put children into pairs to ask and answer the questions about Jack’s presentation.

ANSWERS

1  All about giraffes   2  How big they are, where they live, how fast they can run, what they eat and drink.  3  Children’s own answers.

Learn to learn

• Refer the children to the Learn to learn box. Ask them to

find the measurements in Jack’s project. Encourage the children to use similar information in the project they are going to write.

4 Prepare your project. Then write your project    AB pages 24–25  English at home

COMPETENCES FOR 21ST CENTURY LEARNING:  

•

Transcript

• See Activity Book notes below.

ANSWERS

1  b  2  a  3  c 

•

by asking questions (What are Jack’s favourite animals? Where do giraffes live? Can they run fast? What do they eat?) Play the audio for the children to listen and read. Tell children that there are three mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

• After children have completed their project, they may take them home to show and tell to their family.

Activity Book    pages 24–25  1 Write an animal for each adjective.

• Tell the children they will prepare for their project. Point

to the table and tell the children to think of and write an animal for each adjective. The children may work in pairs or individually.

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 71.

3 Read the research questions. Research and write the answers.

• Tell the children to choose an animal they would

like to write about. They use the internet, books or encyclopaedias to find out information about it. They

© Copyright Oxford University Press

•

answer the questions to help them direct their research and find useful and interesting information about the animal. Look at Jack’s tip. Remind the class to use comparative and superlative adjectives. Including a photo or picture will also make their presentation look interesting.

4 Read the tips and write your project.

• See notes on page 72.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

• See notes on page 72.

6 Present your project.

• See notes on page 72.

Ending the lesson (optional)

• Play a game of the class’s choice (See Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:   The children are now ready to do the Unit 2 test and Term test 1. See the Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit.

The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

© Copyright Oxford University Press

Unit 2

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Review 1  Call the H Team: A problem

in Koumadi!

• Play the story audio again. Check comprehension:

Learning outcomes

Picture 1: Where is Koumadi? (In Africa.) What’s the problem in Koumadi? (There isn’t any water because it’s very hot.) Picture 2: Who calls the H Team? (Nala) Picture 3: What are the H team doing when they get the call? (Discuss the activities of each member.) Picture 5: What do they decide to do to help? (Take a lot of water to Koumadi.) Picture 6: What do they use to help them? (A helicopter) Picture 7: Where do they get the ice from? (Antarctica) How do they move the ice? (With a fridge ship.) Pictures 8 and 9: Where do they report the news of the H Team and the ice? (In the newspaper and on TV.) Picture 10: Do they get the ice to Koumadi? (Yes, but it’s melting.) Picture 11: How do Nala, the villagers and animals feel? (Happy! They need water.) Picture 13: What do the villagers need the water for? (Washing, drinking, cleaning, swimming.)

To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work independently and follow instructions to make a mask for the play

Language Core review language:  Language from Starter and Units 1 and 2 Other: dreaming, fridge, gas, helicopter, ice, liquid, meeting, melting, the news; Three cheers! Hip, hip, hip hooray!

Competences for 21st century learning: Cultural awareness and expression Social and civic competence Note:  It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 1 test.

Starting the lesson (optional)

• Play Lucky dip to review the vocabulary from the Starter unit and Units 1–2 (see Ideas bank page 167).

Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: A Problem in Koumadi!

• Tell the class that they are going to read a story about

a group of friends called the H Team. They are Bonnie, Scott, Camilla and Owen. They are a team of super hero kids who receive a message on their watches when people need their help. They work together to help solve problems. Ask What does Bonnie / Scott / Camilla / Owen look like? Read the title of the story and ask What do you think will happen in the story? Take all ideas. Choose the ‘Listen only’ option in the Review 1 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the characters and the story.

their answers. Tell the children to focus on the content words of each sentence to help them find the answer. The children read the story again and write True or False for their notebooks. The children check their answers in pairs before feeding back as a class.

ANSWERS

1 2 3 4 5 6

True False - Bonnie usually plays badminton on Saturdays. False - They decide to take ice to Koumadi. True False - The H Team arrive in Koumadi on the fridge ship. False - The children of Koumadi decide to go swimming.

3 Prepare your project. Do your project.    AB pages 26–27 

• Tell the class they are going to plan, prepare and practise a play about Call the H Team: A Problem in Koumadi!

• See Activity Book notes below.

4 Rate your project.    AB page 27 

• See Activity Book notes below.

Classroom Presentation Tool (CPT) Review game

• See instructions for Picture race on page 165.

Class Book    page 26–27 

Activity Book    page 26 

1 Read and listen.  w 1.41

Note: The review projects provide an opportunity for the children to work collaboratively to fulfil a task with a communicative outcome, whilst revising language learnt over the term. They also provide the opportunity for the teacher to evaluate the Competences for 21st century learning.

• Tell the children to look at the pictures and say the names •

88

• Ask the children to read the sentences and think about •

Lesson 1

•

2 Read the story again and write True or False. Correct the false sentences.

of the members of the H Team, the activities, animals and the objects they can see. Play the story audio for the children to read and follow in their Class Books.

Review 1

© Copyright Oxford University Press

Plan 1 Plan your play. Decide who’s going to do each part. Some pupils can be the chorus.

• Put the children into groups of 12–15 and seat them •

together so they can communicate. Consider abilities and friendship groups when deciding on the groups. Ask the group to look at the cast list and work together to decide which role each child will play. A confident child with good communication skills should be the director. The children write their names in the cast list.

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Acting out the story allows children to express themselves artistically. The vocabulary and grammar of the previous units is activated more easily in the context of the story, making it fun and memorable.

2 Practise the songs from the Starter Unit, Unit 1 and Unit 2.  w 1.02 1.16 1.34

• Sing the songs from the Starter Unit, Units 1 and 2, with or without the audio.

SUGGESTED ANSWERS

2 a phone, sun hats, badminton racket, watches, warm clothes (hats and scarves), ‘ice’, etc. 3 a phone ringing, a helicopter flying, a sports match on the radio, water splashing, etc.

Ending the lesson (optional)

• Play a game of the children’s choice to review the

language from the Starter Unit and Units 1–2 (see Ideas bank pages 167–172).

Further practice

2 Talk about these things with your group. Make notes.

• Ask the class to give their group a name, and plan the

props they will need and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.

Teacher's Resource Material: Review 1 Story Playscript worksheet.

Lesson 2 Language Core review language: Units 1 and 2 language Material: a piece of A4 card, coloured pens, elastic, a pencil, scissors

Prepare 1 Understand the story. Answer the question.

• Ask the children to think about their lives and refer to the story to answer the question.

Starting the lesson (optional)

SUGGESTED ANSWERS

We need water to drink, to wash, to shower, to wash our hair, to wash our clothes, to wash the dishes, to water plants, for animals to drink, to wash the car, to cook food, etc.

2 Understand your part in the play. Work in groups. Talk about these things.

• Ask the children to refer to the Prepare section and answer the questions about the part they will play in the play.

• The children can complete who plays each part on the worksheet.

• Play Snap! to review the vocabulary from the Starter Unit and Units 1–2 (see Ideas bank page 168).

Classroom Presentation Tool (CPT) Review game

• See instructions for Basketball on page 165. Story review w 1.41

• Ask the children what they remember from the story: •

SUGGESTED ANSWERS

1 Words to describe characters: helpful, friendly, kind, clever, strong, young, old, tall, short, pretty, funny, sporty (and other adjectives). Suggested clothes: shorts, trousers, T-shirt, a dress, sandals, trainers, shoes, a cap, a hat, etc. 2 Nala: worried, The H Team: confident, happy, Koumadi villagers: happy, relieved.

Activity Book    page 27  Make. Follow the instructions to make an animal mask.

• Ask the children to find the animals in the story in

Practise 1 Practise your play. Listen to the director. Try to remember your lines.

• The children use the Class Book as their play script. Ask the •

director to consider each scene (Where the children stand, how do they speak and interact, etc.). Ask the children to think about how they act as their character (How do they feel at that time?, etc.). The children can use the worksheet to say / practise their lines.

Who’s in the story? What problem do they have to solve? How do they solve it? How do the people feel in the end? Watch (or listen to) the story again to confirm answers.

•

•

the Class Book (elephant, monkeys, snakes, kangaroo, penguin). Then ask the children if they can remember what animals are in the Unit 2 song (giraffes, monkeys, kangaroos, elephants, camels). Elicit some other animals you find in Africa. Read the instructions and list of materials the children will need as a class and check understanding. Put the children into smaller groups of 3–4 and hand out the materials they need. The children read the instructions again and follow them to make an animal mask of their choice for the play and to sing the Unit 2 song.

© Copyright Oxford University Press

Review 1

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Perform the play and rate it!

Ending the lesson (optional)

1 Perform your play and sing your songs. Enjoy acting. It’s fun!

• Ask each group to perform their play and sing one of the songs from Units 1 and 2. Tell them to choose people from the chorus to wear the animal masks as and where they appear in the play and when they sing the song. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Ask the children who are watching to respect one another’s performance, listen and clap at the end.

• Play a game of the children’s choice to review the

language from the Starter Unit and Units 1–2 (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:

The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

2 Watch all the plays and write 3 things you like about each play.

• Refer to the table and read the examples listed in the first • •

column. Ask the children to write three things they like about each group’s play. Brainstorm ideas if necessary. Ask the class to tell each group what they liked for positive feedback. Congratulate the class on performing so well and finishing a group project.

COMPETENCES FOR 21ST CENTURY LEARNING:   Social and civic competence Working together to perform a play and giving and receiving positive feedback are all important skills that help children participate effectively inside and outside of the classroom and develop respect for themselves and others.

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Review 1

© Copyright Oxford University Press

Unit 3  Getting around town Lesson 1: Vocabulary Language Core: bus station, hospital, hotel, museum, post office, shopping centre, square, supermarket, theatre, town hall Revised: café, cinema, library, park, police station, shops, sports centre; Prepositions: between, near, next to, opposite; It’s (opposite) the (square). It’s (between) the (hotel) and the (museum). There’s a (hotel). Other: castle, city, east, past, present, town; What places are there in your town?

• Play two-minute race to review places around town the children know (see Ideas bank page 171).

• Talk about what places there are in your town in the

children’s own language and English. Ask the children which places they visit a lot, sometimes and never. Is there a cinema? Are there any shops? Which shops do they like? What do they like doing atm the sports centre? Where’s the bank? What’s opposite the bank? Point to the Unit aim box on the Class Book page and read the aim together.

Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: What are Lisa and Alfie showing Jack? (Around town.) Are there lots of interesting places to see? (Yes)

Transcript

Jack  Hello! Today Lisa and Alfie are showing me around town. Lisa  There are lots of interesting places to see in this town. Alfie  Come on. We’ll show you.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 28  • Focus the children on the scene showing Jack’s new town,

1 2 3 4 5

Eastcastle, and talk about what the children can see. What places can you see? Are the buildings old or new? Is it a big town or a small town? Play the audio for the children to listen and repeat.

It’s the shopping centre. It’s the supermarket. It’s the museum. It’s the theatre. It’s the bus station.

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 2.02

• The children listen to the description of each place in

town and say the number of the photo it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

1 Lots of doctors work here. What is it? … It’s the hospital. Six. 2 You can catch lots of different buses from here. What is it? … It’s the bus station. Five. 3 You can buy clothes, books and toys here. What is it? … It’s the shopping centre. One. 4 You can find out about the past here. What is it? … It’s the museum. Three. 5 You can buy food here. What is it? … It’s the supermarket. Two. 6 You can buy stamps and send letters here. What is it? … It’s the post office. Eight. 7 You can stay here. There are lots of bedrooms. What is it? … It’s the hotel. Ten. 8 You can sit outside here. Sometimes there’s a market. What is it? … It’s the square. Seven. 9 You can see plays and musicals here. What is it? … It’s the theatre. Four. 10 This is a big and important building in the town. What is it? … It’s the town hall. Nine.

4 Read and say True or False.

2 Listen and repeat.  w 2.01

Transcript

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Teaching new vocabulary alongside a known grammatical structure and using pictures will help the children give it meaning and context. This will enable them to remember the language and use it appropriately in future lessons.

Transcript

CPT, Classroom Resource Pack

•

It’s the hospital. It’s the square. It’s the post office. It’s the town hall. It’s the hotel.

OPTION:

Starting the lesson (optional)

•

6 7 8 9 10

• Check the children’s understanding of the prepositions: •

between, near, next to, opposite. The children read the descriptions 1–10, look at the map of Eastcastle and say whether each one is true or false.

ANSWERS

1  False  ​2  True  ​3  False  ​4  True  ​5  True  ​6  False  ​ 7  True  ​8  True  ​9  False  ​10  True OPTION:

In a more confident class, ask the children to correct sentences which are false. © Copyright Oxford University Press

Unit 3

91

EXTENSION:

In a more confident class, look at the new words in the word bank. Put the children into pairs to point to a word for their partner to match to a place around town. Alternatively, play a game from the Ideas bank using the wordcards.

• Read the conversation in the speech bubbles. Put the

children into pairs. They take turns describing and guessing the places on pages 28–29 using the structure. Monitor, help and praise throughout.

Star question (optional)

• Say There’s a square between the hospital and the post

office. Ask the Star question encouraging the children to talk about the picture using vocabulary and structures they have learnt in previous levels. Encourage them to talk about what you can buy at the supermarket, what the emergency services do, types of transport and street furniture.

CULTURE NOTE:  Towns in the UK In the UK, people live in cities, towns, villages and hamlets. Generally, they are distinguishable by size with a city being the biggest and a hamlet the smallest. A village may have quite a few houses, but perhaps only one shop and a pub. A hamlet is a very small settlement with a few houses and very little else. Historically, a city will have a cathedral or an abbey and a large population, whereas a town has no cathedral and a smaller population. However, this is not always the case and these determiners of status are not always clear-cut. In the UK, there are 69 cities. Among the oldest are Canterbury, Colchester, Coventry, London, Bath and York, all Roman towns.

3 Tick f the places in your town or city. Compare with your friend. Write 3 sentences about your town or city. the left.

• Read the conversation in the speech bubbles with the •

class. Put the children into pairs to ask and answer. The children write four sentences about places in their town or city. Ask them to check in pairs once finished.

Extra

• Fast finishers write sentences in their notebooks about the places in their town using prepositions.

Ending the lesson (optional)

• Play The washing line game to review places around town (see Ideas bank page 170).

Lesson 2: Grammar & Communication Language Core: There was / wasn’t (a school). There were some (squares). There weren’t any (shopping centres). Revised: Numbers; Places around town; Prepositions; There is / isn’t, There are / aren’t, It’s bigger than … Other: bridge, exhibition, football stadium, police station, yesterday; Your turn.

Starting the lesson (optional)

• Play Stop! (see Ideas bank page 168). Invite the children to

Jack’s question

• Point to Jack’s question and read it aloud. Say In my town,

there’s a theatre and there are lots of hotels. Ask the question around the class encouraging the children to answer using the structure and places in town.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Conveyor belt on page 162.

Activity Book    page 28 

•

• Look at the map and say a co-ordinate for the children to listen and find the place. The children read the coordinates in 1–10 and write the correct place in town.

ANSWERS

1  town hall   ​2  a bus station   ​3  a post office   ​4  a hotel  ​ 5  a square   ​6  a supermarket   ​7  a museum   ​8  a hospital   ​9  a shopping centre   ​10  a theatre

choose the words. Talk about your town in the children’s own language. What did it look like in the past? What does it look like now? Is it bigger now? What new shops or places to visit are there?

Class Book    page 29  1 Read and listen. Write 3 differences between Jack’s town in the past and now.  w 2.03

• Tell the children to read and listen to Jack’s diary entry •

1 Look and find the places on the map. Use the co-ordinates and write.

Unit 3

• See notes on page 60.

• The children tick the places in their town or city on

5 Ask and answer.

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2 Cover and play Point and spell. Check with your friend.

about his town, Eastcastle, in the past and now. Ask them to listen and find three differences between his town now and in the past. Feed back answers from the class.

ANSWERS

Past 19,000 people / Now 40,000 people; Past a football stadium / Now a shopping centre; Past a police station / Now a theatre. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Presenting grammar in context while recycling language of the previous lesson in a reading text develops the children’s overall language skills and their confidence in reading. The children will be able to give the language meaning and use it appropriately.

© Copyright Oxford University Press

2 Read and learn. Say the sentences.

• Refer the children to the All about grammar box. Review

•

•

how we use There is / isn’t and There are / aren’t when we talk about the present / now. Explain that when we talk about the past we can use There was / wasn’t and There were / weren’t. Point out how we use was and were + noun in affirmative sentences. We use was for singular / uncountable nouns and were for plural nouns. Point out the form in negative sentences using wasn’t / weren’t. Finally, point out the different use of a / some in affirmative sentences and any in negatives. Put the children into pairs. Ask them to take turns saying sentences about Jack’s town in the past using the grammar box for support. Monitor, help and praise throughout.

OPTION:

In a less confident class, do this activity as a class referring to the diary entry on the IWB, using a projector or the Class Book page.

3 Play The 1964 game.

• Remind the class what year in the past Jack was

• •

comparing his town to (1964). Point to the table and elicit the names of the two towns (Greenville and Avonbridge). Then elicit what each icon represents. Read the conversation in the speech bubbles and identify the examples of there was / there were. Model another example with the class if necessary. Put the children into pairs. They take turns describing one of the towns by saying what there was / wasn’t / were / weren’t, for their partner to guess. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Gap-fill on page 165.

2 What are the grammar rules? Tick f.

• Tell the children to read the information in the table and think about the grammar they have just learnt.

• Ask them to think about what each sentence stem means,

•

e.g. There was we use for singular nouns in affirmative sentences. Clarify the meaning of singular, plural, affirmative and negative if necessary. The children read and tick the correct options. Feed back answers from the class. In a less confident class, allow the children to work in pairs.

ANSWERS

There was: Singular / Affirmative There wasn’t: Singular / Negative There were: Plural / Affirmative There weren’t: Plural / Negative

3 Look and write 3 sentences about Georgetown and Oldbridge in 1984.

• The children look at the pictures of Georgetown and

Oldbridge in 1984 and write three sentences about each town. Ask the children to write singular and plural examples.

4 Speak and guess with your friend. Use Activity 3 to help you.

• Refer the children to the conversation in the speech

bubbles. They take turns describing and guessing the towns in Activity 3. Monitor and help throughout.

All about grammar    page 82  1 Look and complete with There was, There were, There wasn’t or There weren’t.

• Review with the class how we use There was / were. Clarify •

in the children’s own language if necessary. Point out the contractions in the Look box. The children look at the pictures and complete the sentences in the negative or affirmative using the ticks and crosses.

ANSWERS

Activity Book    page 29 

1  There were   ​2  There weren’t   ​3  There was   ​ 4  There were   ​5  There wasn’t   ​6  There weren’t 

1 Listen and write T (true) or F (false). Correct the false sentences.  w 2.04

2 Look and complete using the correct words.

• Ask the children to read the sentences and guess the • •

answers before they listen. The children listen and write T or F next to each sentence. Check answers in pairs before feeding back. Play the audio again for the children to listen and write the correct sentences for those they marked false. Check in pairs before feeding back.

Transcript

1 There weren’t any hotels, but there was a post office. 2 There wasn’t a bridge, but there were two squares. 3 There was a museum, but there weren’t any sports centres. 4 There were two supermarkets and there was a school. 5 There was a library and a bus station. ANSWERS

1  True  ​2  False  ​3  True  ​4  False  ​5  True

• The children read and complete the text using the words in the word bank.

ANSWERS

1  There was   ​2  There were   ​3  there weren’t   ​4  any  ​ 5  some  ​6  there was   ​7  there wasn’t 

3 Write about your town or city now and in the past.

• Ask the children to think about their own town. They write 2–3 sentences comparing it today and in the past using There was / wasn’t and There were / weren’t + noun.

Ending the lesson (optional)

• Play What’s missing? using There was / wasn’t (see Ideas bank page 169).

Further practice

Teacher’s Resource Material: Unit 3 Lesson 2 Reinforcement and Extension worksheets. Unit 3

© Copyright Oxford University Press

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Lesson 3: Culture & Communication

fruit and vegetable market here fifty years ago, but now it’s a shopping district. ANSWERS

Language Core: Excuse me, can you tell me the way to …? Go past the (museum). Go straight on, Turn left, Turn right, The (school) is on your left / right. Revised: Places around town; bedroom, map, room; There was / wasn’t, There were / weren’t Other: buildings, flag, historical, impressive, palace, queen

Starting the lesson (optional)

• Play The 1964 game from Lesson 2 again. • Talk about famous buildings in your country or around the world in the children’s own language or English. Ask What famous buildings do you know? What famous buildings are there in our town? Where are they? Have you visited them? Do you like them? What famous buildings are there in the UK?

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What buildings can you see?

• 1st viewing: Watch Jack’s introduction to the culture film

and ask the children to tell you what the video is about (Places to see in London) Make some predictions as a class about the question What buildings can you see? • Watch the culture film, stopping before the comprehension questions, for the children to check their predictions. Ask the class what they know about the places they saw. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note: Use the Culture and Communication worksheet with the video.

Transcript

Unit 3

CULTURE NOTE:  Famous buildings in London London has a huge variety of beautiful and historically interesting buildings. St Paul’s Cathedral was designed by the famous architect Sir Christopher Wren and was completed in 1710. It was the tallest building in London until 1962. Across the river is the current tallest building in London, The Shard. It is made of glass and steel and is 310 metres high! Tower Bridge is the most recognisable bridge on the River Thames and is often mistakenly referred to as ‘London Bridge’. It was built in 1894. There are over 40 theatres in London’s West End, some of which date back to the 17th century! Covent Garden’s building is one of the grandest markets and was built in the 1830s. The market was modernised in 1974 and stopped selling fruit and vegetables.

Class Book    page 30  2 Read and listen. Which places are Jack and Emma messaging about? Why wasn’t Jack at school last week?  w 2.05

• Point to the text message and tell the class that Jack is • •

messaging his friend Emma today. Ask them where they think Emma is from (The Netherlands). Ask the children to look at the photos and say any words they know to describe them (A river, a palace, there are horses, red uniforms, lights, a square, etc.). Play the audio for the children to listen and read. Then answer the two questions.

ANSWERS

Jack  Hi! I was in London last week. It was a school holiday. This is my train ticket. I often go to London in the holidays with my family. It’s amazing! There are so many great places to see. Have a look at some of them. Culture film: There are lots of famous buildings in London. This is Buckingham Palace where the Queen lives when she’s in London. Look, there isn’t a flag flying. This means she isn’t at home at the moment. Many important buildings are near to the River Thames. These are the famous Houses of Parliament. The tower on the right is ‘Big Ben’ – that’s the name of the bell inside the tower. But its real name is Elizabeth Tower. There are lots of things to do in London. You can visit a museum. This is the British Museum. You can find out a lot about history here. Or you can go to the Natural History Museum to see the dinosaurs! Do you like going to watch plays? There are more than 150 theatres in London, so you can probably find something you want to watch! There are lots of hotels in London, too. The Ritz Hotel is very expensive. It’s got 135 bedrooms and three restaurants. Careful! London is always changing, and the buildings change, too. This is Covent Garden. There was a

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Buckingham Palace, The Houses of Parliament, Big Ben, The British Museum, The Natural History Museum, a theatre, The Ritz Hotel, Covent Garden

Jack and Emma are messaging about Buckingham Palace and a palace in Amsterdam. Jack wasn’t at school last week because there was a school holiday. OPTION:

Write the numbers 200, 300 and 775 on the board and ask the children to read the message again and tell you what those numbers refer to. COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Learning about the history of another place and the different buildings in other countries enables the children to learn about similarities and differences to their own culture. It improves their awareness of history and helps them to understand and respect other cultures.

3 Think about how to get to places in your town or city from your school. Write notes.

• Refer the children to the language in the box for giving

directions. Ask them to find the directions Emma gives Jack in her message (Go straight on and then turn left. Go past the museum and the palace is on the right). Check the children’s understanding. Draw the directions on the board to clarify if necessary.

© Copyright Oxford University Press

• Ask the children to think about places in their town and •

how to get there. Place a town map on the board for support. The children write directions from their home to another place in town. Monitor and help throughout.

Ending the lesson (optional)

• Play High five using Excuse me, can you tell me the way to …? (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 3 Culture & Communication worksheet.

CPT / Class Book    page 30  4 Watch. Discuss how to get somewhere.  w 2.06

• Explain to the class that they are going to watch or listen •

to two children asking for directions in London. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Transcript

A  E xcuse me, can you tell me the way to Buckingham Palace? B  Y  es, of course! Turn right. Go straight on. Go past the hotel and turn left. The palace is on your left. A  Thank you.

ASSESSMENT OPPORTUNITIES:   The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 4: Cross-curricular (Social Science) Language Core: palace, tower, train station, TV studio Revised: Places around town; band, football team, future, history, library, north, old, new, past; There was / wasn’t, There were / weren’t Other: build, buildings, cotton industry, in the 1800s, top team, travel; Do you know anything about (Manchester)?

Language in action!

• Refer the class to the Language in action! box and read •

through the dialogue. When the children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about different activities using the Language in action! box for support.

Let’s compare culture

Starting the lesson (optional)

• Play Sticky note reveal (see Ideas bank page 168). Use a •

• Discuss the culture question in English and in the

children’s own language if necessary. What historical buildings are there in your region? When were they built? Are they big or small? What are they made of? Are there big palaces in our country? Where are they? What are they like?

Activity Book 

  page 30 

picture of a famous Manchester United footballer. Ask around the class Which country does this football team come from? Which city does it come from? What do you know about Manchester? Is it big or small? Is it an old city? What places can you visit?

Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack

1 Read and complete the dialogue.

• The children read the text message and complete it using the words in the word bank. Ask them to read it through once first and then read it again and complete. Check in pairs before feeding back.

ANSWERS

1  palace  ​2  theatres  ​3  museum  ​4  turn  ​5  straight  ​ 6  right

2 Write 6 places that are in your town or city.

• Brainstorm ideas as a class first for support.

3 Write directions from your home to 2 places in your town or city. Use Activities 1 and 2 to help you.

• The children choose two of the places they wrote in

Activity 2 and write directions to get there from their home. Refer them to Activity 1 and the Language in action! box for support.

Extra

• Fast finishers write directions to two more places they

• •

messaging? (Emma.) Where was Jack? (In London.) Where does Emma live? (In the Netherlands.) Which website did they talk about at the end of their message? (Buildings that tell stories.) Tell the children they are going to do a quick quiz from that website. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for the children to raise their hands and answer. Continue the audio to check.

Transcript

There are many different buildings in our towns and cities. Some buildings are old and others are new. Do you prefer old buildings or new buildings? Here’s an exciting new building. This tower is very tall! It’s a hotel. This is a TV studio. You can watch television programmes being made. It’s important to build new buildings, but we must also look after historical buildings because they teach us about our past. This building looks important, doesn’t it? It looks like a palace, but it’s now a theatre. What do you think this building is? Is it a hotel? Is it a school? It isn’t a hotel or a

listed in Activity 2. Ask them to check their ideas in pairs if you have time. © Copyright Oxford University Press

Unit 3

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school. It was a train station. It was one of the first train stations in the world. Now it’s a museum. Quick quiz! Question 1  Do you remember what this building is? … It’s a tower and a hotel. Question 2  Can you remember what this building was? … It was a train station. Question 3  What is this building today? … It’s a museum. Question 4  These buildings are all in a city in the north of the UK, called Manchester. Do you know anything about Manchester?

Activity Book   page 31  CULTURE NOTE:  World Heritage Sites UNESCO (or the United Nations Educational, Scientific and Cultural Organization), adopted the World Heritage Convention in 1972, part of which was the designation of World Heritage Sites. This list was created to protect and preserve buildings, landmarks and sites of particular cultural, historical or scientific significance. There are over 1,000 sites listed around the world.

1 Read the text and label the photos.

Class Book    page 31 

• Look at the photos and see if the children recognize any

2 Read and listen. Where’s Manchester?  w 2.07

• Play the audio for the children to follow the words in •

their books. Ask the children to read the text again and write the answer in their notebooks. Check in pairs before feeding back.

Transcript

•

of the buildings or know where they are. Ask which are old and which are new. The children read the text and label each photo with the correct words. Check in pairs before feeding back.

ANSWER

1  Mumbai train station   ​2  Beijing Summer Palace   ​ 3  Warner Brothers Studios   ​4  Jeddah Tower

2 Complete the information. Read the text in Activity 1 again and check.

See Class Book page 31 for transcript. ANSWER

Manchester is in the north of England.

• Read the headings for each column using the example

3 Read again and answer.

• The children complete the answers for each building,

answers to clarify meaning.

• Read questions 1–6 and check the meaning of any

•

words the class don’t know. Ask the children to consider the possible answers then allow them time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  great bands, two top football teams   2​   TV studios, a modern tower / hotel   ​3  Because they teach us about our past   ​4  the cotton industry   ​5  Because the people think learning is important   ​6  a library, a theatre, a train station

WEB SEARCH:  Find out about a historical building where you live. What kind of building is it? How old is it? Can you visit it?

• The children use the internet to find out about a

building in their town or city. Put the children into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before the children research.

COMPETENCES FOR 21ST CENTURY LEARNING:  

Sense of initiative and entrepreneurship and Digital competence Encouraging children to find out information independently about aspects of their own culture helps them to develop research skills and autonomy. Providing time on the internet also helps the children to decide which information is accurate and which is not, improving their ICT competence.

•

without referring to the text if they can first. They read the text again to check their ideas and change any information that is incorrect. In a less confident class, ask the children to work in pairs.

ANSWERS

Mumbai Train Station / India / yes / historical Warner Brothers Studios / UK / no / modern Beijing Summer Palace / China / yes / historical Jeddah Tower / Saudi Arabia / no / modern

3 Choose 3 important buildings in your country or region and complete the information.

• The children complete the table about three important buildings in their country. They may use the internet or resource books for support.

4 Write about 1 building in your country or region. Use Activity 3 to help you.

• The children use the information about one building they wrote in Activity 3 to write a short paragraph. Refer them to Activity 1 for support.

Extra

• Fast finishers write sentences describing their town or city centre.

Ending the lesson (optional)

• Play Dictadraw to review the unit language (see Ideas bank page 170). Describe an imaginary town and the places in it.

Further practice

Teacher’s Resource Material: Unit 3 Cross-curricular worksheet.

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Unit 3

© Copyright Oxford University Press

Lesson 5: Story & Vocabulary

• Ask the children to look at the six words in the word bank

Language Core: bored, excited, friendly, happy, scared, worried Revised: Animals; Directions; Places around town; bridge, dark, sad; There was (a Roman town), There were (20,000 people) Other: 79 AD, destroyed, destruction, drama, historical, lost, market, safe, smoke, volcano; Let’s follow him! He knows the way to escape.

Starting the lesson (optional)

• Play Over-under to review places around town (see Ideas bank page 167).

CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation

•

ANSWERS

happy:  frames 1, 2, 4, 7   scared:  frames 3, 5, 8   bored: frame 2  friendly: frame 1  excited: frame 7 worried:  frames 4, 8 ALL ABOUT VALUES:   Animals can help us. We can help animals, too. Remind the class of who helps the children in the story. How does Max help them? How do they help Max? How do the children feel when Max helps them? Talk to the children in their own language about helping animals and animals helping them and why it's important.

3 Write True or False. Correct the false sentences.

• The children read the questions. Check any words they

1 Watch.

• Tell the children they’re going to watch another story

•

animation with Jack. Pause after Jack’s introduction and ask What’s the story about? (A historical story based on facts about the destruction of Pompeii.) With books closed, watch the story. Ask What happens in the story? (The story is set in Pompeii, a Roman town in 79 AD. Two friends, Lucius and Olivia escape the volcano with the help of their dog, Max. They are safe but the town of Pompeii was destroyed.)

Transcript

Jack  This is the story of the destruction of Pompeii, a town near Rome in Italy. It’s a historical story based on facts. Let’s find out what happens. • See Class Book pages 32–33 for story transcript.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    pages 32–33  2 Read and listen. Find the adjectives in the story.  w 2.08

on page 32. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

•

may not know and focus them on the question words and key words that will help them find the answers. The children read the story again and answer the questions in their notebooks. They correct the false sentences. Check in pairs before feeding back.

ANSWERS

1  False: There were 20,000 people in Pompeii.   ​2  True  ​ 3  False: Lucius was eleven years old.   ​4  False: Max was Lucius’s dog. / Olivia was Lucius’s friend.   ​5  True  ​ 6  False: The family were worried.

4 Listen to Jack and his friends. What do you think about the story?  w 2.09

• See notes on page 65.

WEB SEARCH:  Where’s Pompeii? Can you visit it today?

• Put the children into pairs to find the answers. Choose a child-friendly website before class for the children to use.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Pelmanism on page 163.

• Point to the photo at the top of the page and ask What

Activity Book    page 32 

•

1 Read and complete Alfie and Jack’s review of the story.

•

can you see? (A volcano.) What type of story is it? (A historical story based on facts). Play the story audio for the children to read and follow in their Class Books. Check comprehension: What year is the story from? (79 AD) How many people lived in Pompeii? (20,000) What were they like? (Happy and friendly.) How old was Lucius? (11) Who is his best friend? (Olivia) Where do they go? (To the market.) Why can’t they see the sun? (The sky is dark with smoke from the volcano.) How did the people feel? (Scared and worried.) Can they cross the bridge? (No) Why not? (There isn’t a bridge.) How do they escape? (They follow Max, the dog.) How do they feel when they follow Max? (Happy and excited to escape.) Was the town safe? (No. It was destroyed.)

ANSWERS

1  Pompeii  ​2  volcano  ​3  happy  ​4  worried  ​5  scared  ​ 6  bored  ​7  excited  ​8  friendly

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• See notes on page 66.

3 Do you help animals? Circle Yes or No. Write.

• The children think about how they help animals and read the sentences and circle Yes or No. Invite them to read their score rating.

© Copyright Oxford University Press

Unit 3

97

• They complete the sentence about what they do to be nice to animals.

Extra

• Fast finishers consider what happens next in the story

using the questions as prompts. They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

ANSWERS

1  was  ​2  was  ​3  were  ​4  weren’t

2 Beat the clock. How many sentences can you say in 3 minutes?

• Ask the class to tell you some negative sentences in

Ending the lesson (optional)

• Play Mime it (see Ideas bank page 169). COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Acting out the story enables the children to express themselves in an artistic and kinaesthetic way. This helps them understand the feelings of the characters in the story.

•

Further practice

•

Teacher’s Resource Material: Unit 3 Story playscript worksheet; Unit 3 Word skills worksheet.

•

•

Lesson 6: Story, Grammar & Communication

OPTION:

Language Core: Past simple: to be I / He / She was / wasn’t (scared). We / You / They were / weren’t (happy). Revised: Adjectives; Places around town; bored, excited, friendly, happy, scared, worried Other: last week(end), on (Saturday), yesterday

Starting the lesson (optional)

• Play Anagram game to review the adjectives and places around town (see Ideas bank page 169).

CPT, Classroom Resource Pack Story review and grammar presentation  w 2.08

• Ask the children what they remember from the story:

•

Who’s in the story? When and where is the story set? What animal is in the story? Where are the children when the volcano erupts? How do the children feel? How does Max help them? How do they feel at the end of the story? Watch (or listen to) the story again to confirm answers.

Brainstorm some past simple time expressions for the children to add to their sentences, e.g. this morning, yesterday, last week / month / year, in 2016 etc. This will challenge more confident children with longer sentences and supports less confident children with added meaning. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Speaking in a controlled activity allows the children to use the language in a safe and supported way. This gives them the confidence to speak and will help them develop accuracy.

3 Look, read and say sentences about yesterday using was, wasn’t, were or weren't.

• Ask the children to look at the pictures and say what they can see. Read the adjectives below each picture.

• Read the example in the speech bubble and tell the •

Vocabulary review: flashcards (optional)

• Show the flashcards one by one to remind children of the new vocabulary.

Class Book    page 34  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story.

•

98

There is a word missing in each. Ask the children to read the story on pages 32–33 again and find the missing words. Ask the children to tell you who says each line. Elicit what verb the missing words are (to be) and then ask if the sentences are about the past or the present (The past).

Unit 3

English. Remind them that they already know how to make lots of negative sentences (e.g. I can’t sing. We haven’t got a football. It isn’t cold. etc.) Review how we change affirmative sentences to negative sentences using the examples they gave (by adding not or the contraction n’t). Explain that today they will learn how to make negative sentences in the past using the verb to be and adjectives. Look at the All about grammar box as a class. Explain that the sentences talk about states and feelings in the past. Point out how we use was / wasn’t with I / He / She and were / weren’t with They / We / You. Say an example sentence from the grammar box to talk about yesterday. Ask 2–3 confident children to give you more examples. Put the children into pairs. Ask them to take turns saying sentences using the grammar box for support. Ask them to count the number of sentences they say in 3 minutes. Set a timer. Monitor, help and praise throughout.

children to point to the correct picture. Put the children into pairs. They take turns pointing to a picture for their partner to say a sentence using the past simple in the affirmative or the negative. Remind children to use the correct form of the verb to be.

ANSWERS

1  They weren’t friendly.   ​2  She was scared.   ​3  He was bored.  ​4  They were happy.   ​5  She wasn’t worried.   ​ 6  He wasn’t excited.

4 Think of a time when you were happy, bored, scared, excited or worried. Tell a friend where you were.

• Point to the girl at the bottom of the page and read the •

speech bubble. Tell the class she’s talking about how she felt last week (in the past). Ask the children to think about something they did last week and how they felt when they did it. Brainstorm some

© Copyright Oxford University Press

ideas first if necessary. Put the children into pairs to tell their partner. Monitor, help and praise throughout.

Star question (optional)

• Ask the children to recall what their partner told them

about last week. They write 2–3 sentences in their notebooks. Ask them to check with their partner if they remembered correctly.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Cloudburst on page 162.

Activity Book    page 33  1 Listen and number the pictures.  w 2.10

• The children listen to the dialogue from the three story frames and write the numbers 1–3 next to the correct pictures.

Transcript

1 Narrator  The children were excited. They were very happy to see Max. Lucius  Max is a good dog. He knows the way to escape. Olivia  Look! He’s crossing the road. Let’s go! 2 Lucius’ father  Here they are! Oh, Lucius and Olivia, you’re safe! We were very worried. Olivia  Max, you’re a fantastic dog! We love you! Max  Woof! Woof! Narrator  The children weren’t scared anymore. They were safe. But Pompeii was destroyed. 3 Narrator  Lucius was eleven years old. He was from Pompeii. Max was his dog. His best friend was Olivia. Olivia  Hi, Lucius! I was bored at home. Lucius  Hi, Olivia! I’m happy you’re here! Let’s go to the market. ANSWERS

a  2  ​b  1  ​c  3

2 Complete the sentences with was, wasn’t, were or weren’t.

• The children read and complete the sentences with the correct form of the verb to be.

ANSWERS

1  was, were   ​2  was, was   ​3  weren’t, were   ​4  were, wasn’t  ​5  were  ​6  weren’t, was

3 Write sentences with was, wasn’t, were or weren’t.

• The children use the prompts to write two sentences using was / wasn’t / were / weren’t.

All about grammar    page 83  1 Look and complete using the correct form of to be and an adjective.

• Review how we use the past simple of to be and

•

adjectives. Remind the children how we use was and were for different pronouns. Clarify in the children’s own language if necessary. The children look at the pictures and complete the sentences using an adjective from the word bank.

ANSWERS

1  were worried   ​2  was happy   ​3  weren’t friendly   ​ 4  was bored   ​5  were excited   ​6  wasn’t scared

2 Order the words and write sentences using the correct form of to be.

• The children write sentences, changing the verbs in the prompts according to the pronoun.

ANSWERS

1 2 3 4 5 6

I was cold yesterday. My friends were worried last weekend. I wasn’t hungry this morning. My sister was scared last night. We weren’t happy on Monday. They were tired this morning.

3 Write true sentences for you. Use Activity 2 to help you.

• The children write 2–3 sentences about themselves using the activities on the page for support.

Ending the lesson (optional)

• Play Who was it? (see Ideas bank page 172). Further practice

Teacher’s Resource Material: Unit 3 Lesson 6 Reinforcement and Extension worksheets. Unit 3 Word skills worksheet.

Lesson 7: Song & Skills Language Revised: Adjectives; Places around town; Past simple: to be I / He / She was / wasn’t (excited). We / You / They were / weren’t (happy). There was (lots to do). There were (museums). Core sound: /θ/ thirsty, thirty, three, Thursday /ð/ father, mother, there Other: all aboard, day trip

Starting the lesson (optional)

ANSWERS

1 Carla was at the supermarket last weekend. She was bored. 2 Paul and Susan were at the museum yesterday. They were excited. 3 Adrian was at the hospital last week. He wasn’t worried. 4 Anna and Tom were at the shopping centre on Saturday. They weren’t happy. 5 My parents were at the theatre last weekend. They were scared. 6 We were at the town hall yesterday. We were friendly.

• Play Error correction to review the unit vocabulary (see Ideas bank page 171).

Classroom Presentation Tool (CPT) 1 Watch.

• The children watch and listen to Jack, Lisa and Alfie

introduce their next song. Ask What’s the song about? Take ideas from the class before you watch (It’s about London).

© Copyright Oxford University Press

Unit 3

99

Transcript

Alfie  Hi. How are you? Are you enjoying listening to our songs? Lisa  Today’s song is a really good one! Jack  It’s about London. You might know some of the places.

Class Book    page 35  2 Read the song. How do they feel about visiting London? Listen and check.  w 2.11

• Ask the class to read the song silently and write how Alfie, •

Lisa and Jack feel about visiting London. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick their answers when they hear them.

ANSWERS

COMPETENCES FOR 21ST CENTURY LEARNING:   Learning to Learn Practising functional language in class using an exam practice activity helps to prepare children for this type of test context and reminds them of the importance of using the target language.

English at home

• Encourage the children to say the tongue twister to their family.

Classroom Presentation Tool (CPT) Pronunciation: game

• See instructions for Phonics matching on page 164.

happy, excited / They loved every minute of it.

Activity Book    page 34 

3 Sing. Do you like the song? Use these words.  w 2.11

1 Listen. Read and complete to make new verses.  w 2.11

• See notes on page 68.

• Play the song for the children to listen and sing. • The children complete the missing information in the

4 Listen and repeat.  w 2.12

song using the words in the word bank to make their own invented verses. Remind them to think about if they need to use an adjective or a noun. Put the children into pairs to sing or read their verses.

• Refer the children to the pronunciation box. Point to

•

the two sounds and say them. Write them on the board. Tell the children these are two ways of pronouncing the letters th. Focus on the difference between the sounds. Ask the children to place a hand to their throat to feel the difference. /θ/ is soft and unvoiced so they shouldn’t feel anything on their throat. /ð/ is harder and voiced so they should feel a hum or a vibration. Play the audio for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.

5 Listen and repeat the tongue twister.  w 2.13

• See notes on page 68.

• Show the class the cut-out card and tell them to turn to

100

pages 93–94 in their Activity Books and cut out the top card for Unit 3 along the dashed lines. Check they don’t cut out the bottom card. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card and look at what they can see. Explain that they both have different information. A will tell B what they did on a particular day and how they felt. B listens and writes the day of the week and circles the feeling. They then reverse roles. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. They take turns asking a question to find the 4 differences in the pictures. Monitor, praise and help throughout.

Unit 3

•

twister again. They underline the words with the /θ/ sound and circle the words with the /ð/ sound. In a less confident class, pause the tongue twister after each line to give the children time to think about the sounds.

ANSWERS

6 Work in pairs. Complete your speaking cards. Play.

•

• Play the audio for the children to listen to the tongue

/θ/ sounds: thirty, thirsty, three thirty, Thursday /ð/ sounds: father, mother, there

Exam practice    AB pages 93–94 

•

2 Listen to the tongue twister and underline the /θ/ sounds and circle the /ð/ sounds.  w 2.12

3 Write more words with the /θ/ and the /ð/ sounds.

• Ask the children to think of and write more words with

these sounds in the correct columns. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

Ending the lesson (optional)

• Play First sounds (see Ideas bank page 172). ASSESSMENT OPPORTUNITIES:

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Further practice

Karaoke version of song available.

© Copyright Oxford University Press

Lesson 8: Language review & Communication Language Core: Can I have two tickets for Spiderman, please? Yes, of course. When do you want to go? Revised: Adjectives; Places around town; last week(end), yesterday; Past simple: to be I / He / She was / wasn’t (excited). We / You / They were / weren’t (at the cinema). Other: Prices; Times; late

Starting the lesson (optional)

3 Look at the pictures for 1 minute. Cover and say.

• Tell the children they have 1 minute to look at the five •

pictures and think about the places and feelings they can see. Set a timer. Ask the children to close their books or cover the pictures with their notebooks. Put the children into pairs to take turns saying a place they can remember for their partner to say the correct adjective. Monitor and praise throughout.

ANSWERS

• Play Toss a word to review the unit vocabulary (see Ideas bank page 171).

Class Book    page 36  1 Listen to Jack and his friends. Which 5 places do they mention?  w 2.14

• Ask the children to read the words in the word bank. Play

the audio for them to listen and write the five places they hear mentioned in their notebooks.

Transcript

Lisa  Hello, Jack! How are you? So, do you like living in this new town? Jack  Yes, I do. It’s great! There are so many places to see and so many things to do. I think my favourite place is the museum. Alfie  Really? Why do you like it? Jack  Because it’s so interesting. Yesterday I was bored at home so I went to the museum. How about you? How was your weekend? Alfie  It was really good, thanks. I was at the shopping centre on Saturday – I’ve got a new tennis racket! What about you, Lisa? Lisa  My weekend was amazing! It was my birthday so there was a special trip for me to the theatre. We were nearly late for the play though because there were so many cars in the square. Jack  Oh, no! Why? Lisa  Oh, there was a concert at the town hall. Jack  Were you worried? Lisa  Yes, we were worried, but I was really excited about going to the theatre, too. Jack  How was the play? Lisa  It was fantastic! I want to go and see it again! ANSWERS

a museum, a shopping centre, a theatre, a square, a town hall

2 Listen again. Read and answer.  w 2.14

• Read the questions and ask the children to consider the •

lots of cars in the square.   ​5  No, she was worried and excited.  ​6  Yes, it was. It was fantastic!

possible answers. Play the audio again for the children to listen and write the missing words in their notebooks. Check in pairs before feeding back.

museum – happy, theatre – scared, post office – bored, square – worried, town hall – excited COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Using images to review and recycle language helps children give it context and provides the children with a memorable activity.

4 Look at the pictures in Activity 3 again. Read and say.

• Remind the class which pronouns we use was / were with

•

and what the negative forms are. Read the first sentence and elicit the answer. Explain that we can use the verb to be in the past to talk about where we were, as well as how we felt (She was at the museum). Point out how we use at + the + place. Put the children into pairs. They look at the pictures in Activity 3 and take turns saying the completed sentences for each picture using the correct form of the verb to be.

ANSWERS

1 2 3 4 5

She was at the museum. She wasn’t at the library. They were scared. They weren’t happy. He was at the post office. He wasn’t friendly. He was worried. He wasn’t with a friend. They weren’t bored. They were excited.

Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 77.

• The children watch the role-play. Ask What are they talking about? (Buying tickets for a film). Elicit the questions they ask: Can I have two tickets for Spiderman, please? When do you want to go? Then elicit the answers and the price of the tickets.

Transcript

Lisa  Can I have two tickets for Spiderman, please? Assistant  Of course. When do you want to go? Lisa  On Friday at six thirty, please. Assistant  OK. That’s £14.20. Lisa  Here you are. Assistant  Thank you. Here are your tickets. Lisa  Thanks.

ANSWERS

1  He was at the museum.   ​2  He was at the shopping centre.  ​3  It was her birthday.   ​4  Because there were

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Class Book    page 77  Conversation card 3

• Tell the children to turn to page 77 in their Class Book and

•

• •

look at Conversation card 3. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1  Read the Language tip as a class and practise saying the times. Put the children into pairs. They take turns buying tickets at the cinema / theatre, choosing the missing information from the words in the coloured word banks. Remind the children how we say prices and times. Monitor, help and praise throughout. 2  Read the question and ask and answer it around the class. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class what they call the place where they buy tickets in their language. How do they buy tickets for the cinema or the theatre? Do they go to a box office, do they buy them from a machine or can they be bought online?

Class Book    page 36  Star question (optional)

• The children use language from the unit to write about a

town they visited in the past. They consider which places there were and weren’t and how they felt there.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Three in a row on page 164.

Activity Book    page 35 

• Look at the different places Vicky visited last week with

the class and point out the example answer. Children listen and draw a line from the day of the week to the correct place. They will not hear the days of the week in sequential order.

Transcript

Adult  Hello, Vicky. Where were you on Monday? Vicky  I was at the theatre. Adult  That sounds good. Vicky  Yes, it was. I was very excited. Narrator  Can you see the line? This is an example. Now you listen and draw lines. Adult  Were you at the theatre on Thursday, too? Vicky  No, I wasn’t. I was at the town hall on Thursday. My mum works at the town hall. Adult  Was it fun? Vicky  Yes. People in the town hall are very friendly. Adult  And where were you on Tuesday? Vicky  On Tuesday I was at the shopping centre. Adult  Were you there with your friends? Vicky  No, I was with my parents and I was bored. Adult  Now tell me something about your weekend. Vicky  On Saturday I was at the museum. Adult  Great! Vicky  Yes! There was an exhibition about old cars.  Adult  And what about Sunday? Vicky  On Sunday I was at the sports centre. Adult  I love sports centres. Vicky  Me, too. I was very happy there. I love playing badminton. It’s so exciting.  Adult  Where were you on Wednesday? Vicky  On Wednesday I was at the library. Adult  Alone? Vicky  No, I was with my friend, Harry. ANSWERS

Picture 1 – Thursday, Picture 2 – Sunday, Picture 3 – Saturday, Picture 4 – Tuesday, Picture 5 – Monday, Picture 6 - Wednesday

1 Order the words to make sentences. ANSWERS

1 2 3 4

3 Where was Vicky last week? Listen and draw a line from the day to the correct picture. There is 1 example.  w 2.15

There was a dinosaur in the museum. There weren’t any trains at the train station. There were lots of books in the hospital. There wasn’t a hotel next to the post office.

2 Look at Activity 1 again. Read and write the number. Write the sentences in the past.

• The children match the sentences in the present simple

Ending the lesson (optional)

• Play True or false? (see Ideas bank page 169). ASSESSMENT OPPORTUNITIES:

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

to the situations in Activity 1 and write the number in the box. Then they write the sentences again changing them to the past simple.

ANSWERS

a She wasn’t at the hotel. She was at the post office. She was worried. 4 b They were at the museum. They weren’t scared. 1 c He was at the hospital. He wasn’t bored. He was happy. 3 d They were at the train station. They weren’t excited. They were bored. 2

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Lesson 9: Think, do & review: My project Language Revised: Adjectives; Places around town; Time expressions; Past simple to be: There was / wasn’t (a hotel). There were / weren’t any (shopping centre). I / He / She was / wasn’t (excited). We / You / They were / weren’t (at the cinema). Other: author, label, report

Starting the lesson (optional)  w 2.11

• Sing the song from Lesson 7 again.

Class Book    page 37  1 Listen to Jack’s interview. Which 7 places do you hear?  w 2.16

• Explain to the class that today they’re going to look at

•

Jack’s project. Read Jack’s speech bubble at the top of the page. Explain that before Jack wrote his presentation he interviewed Rob. Ask the children to read the words in the word bank. Play the audio for them to listen and write the seven places they hear mentioned in their notebooks.

• •

from his interview with Rob. Tell the class to read Jack’s report and see if the information they remembered was correct. Play the audio for the children to listen and read. Tell children that there are three mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

My town: past and present by Jack My town is called Eastcastle. It’s a small town in the south of the UK. There are old and new buildings in Eastcastle. There’s a new theatre on George Road, near the square. It’s a beautiful modern building. It’s only ten years old. There was a hotel there before. Twenty years ago there was a school in George Street. My grandpa was a teacher there when he was young. Now it’s a post office. My dad works in Bella Vita restaurant on London Road. Before it was a restaurant, it was a library. It’s my favourite building in Eastcastle because I love the food! ANSWERS

The new theatre is on Castle Road, not George Road. The new theatre is only six years old, not ten. Jack’s uncle works in the restaurant, not his dad.

3 Ask and answer.

Transcript

Jack  Today, I’m interviewing Rob Jenkins. He works at the town museum. Hello, Rob. Thanks for talking to me today. Rob  Hello, Jack! It’s a pleasure. Jack  I’ve got lots of questions for you about our town for my History report. Firstly, was there always a theatre in the town? Rob  No, there wasn’t. The theatre is quite modern. It’s only six years old. Before that, there was a hotel there. Jack  Oh, really? And what about a library? Was there always a library here? Rob  Well, yes there was a library but it wasn’t where it is now. It was in a different place. Do you know the Bella Vita restaurant on London Road? Jack  Oh, yes! My uncle works there! Rob  Really? Well, that was the old library before it was a restaurant. Jack  How interesting! Now I’ve got a question about schools. I go to a school in a different town because there isn’t a school here. But my grandpa says he was a teacher in a school in our town when he was young. Can you tell me where the school was in the past? Rob  Yes, there was a school here twenty years ago. It was in George Street, but it’s now the post office. Jack  How fascinating! Well, it was really interesting talking to you, Rob. I think I’ve got lots of information for my History report now. Thank you! ANSWERS

a museum, a theatre, a hotel, a library, a restaurant, a school, a post office

2 Read Jack’s report. Listen and find 3 mistakes.  w 2.17

• Ask the children what they remember about Jack’s town

• Put the children into pairs to ask and answer the questions about Jack’s report. Remind the class of the expressions of opinion they know and encourage them to give their opinion to answer question 3 using I think it’s …

ANSWERS

1  My town: past and present   ​2  There was a hotel on Castle Road. There was a school in George Street. His grandpa was a teacher there. The Bella Vita restaurant was a library    ​3  Children’s own answers COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Prompting the children to think about the context for different text types and what information they might contain helps the children to prepare for their own project, by developing their ability to organise a text, and research and put together a coherent project.

Learn to learn

• Refer the children to the Learn to learn box. Ask them to

find the time expressions used in Jack’s report. Encourage the children to use similar information in their project.

4 Prepare your project. Then write your project    AB pages 36–37 

• See Activity Book notes below. English at home

• After the children have completed their project, they may take them home to show and tell to their family.

• Ask the class where we find reports (In newspapers, magazines, and on websites.).

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Activity Book    pages 36–37  1 Think of the places in your town or city now and in the past. Complete the mind map.

• Tell the children they will prepare for their project. Point

to the mind map and tell the children to think and write places that were in their town or city in the past and what is in their town or city in the present. The children may work in pairs or individually. Feed back ideas from the class.

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 71.

3 Complete the research questions. Research and write the answers.

• Look at Jack’s tip and ask the class to think about how

•

they will research their project. Encourage the children to think about what information they can find on the internet and what questions they might want to ask their family and friends to find interesting information about their town or city’s past. Remind them about the questions Jack asked in his interview, e.g. Was there always a … here? The children use the internet or talk to friends and family to find out information about their town. They answer the questions to help them direct their research and find useful and interesting information about their town.

4 Read the tips and write your project.

• See notes on page 72. 5 Check and revise your work. Check and revise with your friend. Learn to learn.

• See notes on page 72.

6 Present your project.

• See notes on page 72.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:  

The children are now ready to do the Unit 3 test. See the Teacher’s Resource Material evaluation section. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

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Unit 3

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© Copyright Oxford University Press

Unit 3

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Unit 4  At the job fair Lesson 1: Vocabulary

Transcript

Language Core: artist, computer programmer, cook, engineer, firefighter, gardener, journalist, musician, police officer, scientist Revised: Past simple to be (was) This was the person with …, Was he / she with …? Yes, he / she was. No, he / she wasn’t. She’s got (short, brown) hair Other: goggles, inside, jobs, lab, microphone, outside, plant

• Play Ladders in teams to review jobs the children know

•

(see Ideas bank page 171). Talk about what jobs the children’s family and friends do, in the children’s own language and English. Ask the children What’s my job? (A teacher.) What does your mum / dad / friend’s mum do? Would you like to be a (doctor)? Why / Why not? Do you think it’s important to have a job you love or that you earn a lot of money from? Point to the Unit aim box on the Class Book page and read the aim together.

CPT, Classroom Resource Pack Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: What’s happening at Jack’s school today? (A job fair.) What is a job fair? (People come and talk about their jobs.) Is Jack excited to go? (Yes, he is.)

Transcript

Mum  Jack! Are you ready for school? Jack  Yes, Mum. Here I am. Mum  Wow! That was quick. Jack  There’s a job fair at school today. Lots of people are coming to talk to us about their jobs. I can’t wait! Mum  OK. Off you go. Have a good day! Jack  Bye!

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 38  2 Listen and repeat.  w 2.18

• Focus the children on the photo display of the job fair. Talk

•

106

about what the children can see Where’s Jack? Can you see Alfie and Lisa? What food can you see? What instruments can you see? Play the audio for the children to listen and repeat.

Unit 4

OPTION:

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 2.19

Starting the lesson (optional)

•

1  a musician   ​2  a computer programmer   ​3  a journalist 4 a gardener  ​5 an engineer  ​6 a scientist  ​7 a cook  ​ 8 an artist  ​9  a police officer   ​10  a firefighter

• The children listen to the description of each job and say

the number of the photo it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript

1 She plays the guitar. She’s a musician. … One 2 She works with plants. She’s a gardener.  … Four 3 You can see her on television. She’s a journalist. … Three 4 She works with paints and pencils. She’s an artist… Eight 5 He writes computer programmes. He’s a computer programmer. … Two 6 She wears a black and yellow uniform. She’s a police officer. … Nine 7 He works in a lab. He’s a scientist. … Six 8 He wears a red helmet. He’s a firefighter. … Ten 9 He works in a kitchen. He’s a cook. … Seven 10 She works outside and inside. She’s an engineer. … Five COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Presenting the language of the lesson through a listening activity enables the children to hear the language pronounced naturally in a meaningful sentence. This develops their listening and speaking skills.

4 Read and say the job.

• Tell the class they are going to try and remember the •

people and jobs from the job fair. Check comprehension of any new or difficult words in sentences 1–10. Ask the class to cover the picture on pages 38–39, read the descriptions 1–10 and say which job it is. Do this as a class or put the children into pairs.

ANSWERS

1  4  6  9 

the musician   2  the engineer   3  the firefighter the computer programmer   5  the artist   the journalist   7  the police officer   8  the gardener the cook   10  the scientist OPTION:

In a less confident class, do this activity with the pictures uncovered, rather than from memory.

© Copyright Oxford University Press

ANSWERS

EXTENSION:

In a more confident class, look at the new words in the word bank. Put children into pairs to point to a word for their partner to match to a job. Alternatively, play a game from the Ideas bank using the wordcards.

5 Ask and answer.

• Read the conversation in the speech bubbles. Put the

•

children into pairs to take turns describing a person and guessing the job of the person they were with. Monitor, help and praise throughout. Remind the class to use He’s / She’s got and the order of adjectives when we talk about appearance and point out that here we are talking about the past so we use was.

OPTION:

Review words to describe people (e.g glasses, fair hair, long hair, etc.) before the children ask and answer.

1  gardener  2  artist  3  musician  4  engineer 5  journalist  6  police officer   7  cook  8  firefighter 9  scientist  10  programmer

2 Cover and play Point and spell. Check with your friend.

• See notes on page 60.

3 Choose and mime 3 jobs. Ask and answer. Write sentences about what your friend was.

• Read the conversation in the speech bubbles and remind the children to use the past simple with was.

• Put the children into pairs and ask them to each choose •

three jobs to act out for their partner to guess. The children write sentences about the three jobs their partner mimed. Ask the children to check their work in pairs.

Extra

• Fast finishers write about their family member’s jobs using

Star question (optional)

the past and present tenses in their notebooks.

• Say My brother is (a cook) and my mother is (an artist).

Ask the Star question encouraging the children to use the structure. In a more confident class, encourage the children to say more about what they do in that job, if they can e.g. She paints pictures.

Ending the lesson (optional)

• Play Memory chain (see Ideas bank page 169). Make

sentences about jobs with the past simple of to be, e.g. I was a doctor. I was a doctor and an engineer, etc.

CULTURE NOTE:  Jobs in the UK

Further practice

Jobs in the UK have changed a lot over the years with the developments in technology. In the UK, there are large aerospace technology companies and in school children can learn how to send people into space and design rockets. Music and cultural jobs, such as artists, potters, designers, actors and writers are popular. Some people are lucky enough to work in a job they enjoy over one which pays them a lot of money and young people often take on voluntary roles or do internships to gain work experience. There are some rather unusual jobs in the UK, too. The Tower of London employs a Ravenmaster who looks after the birds and ensures they don’t fly away. And how about becoming the Queen’s personal piper – if you know how to play the bagpipes!

Teacher’s Resource Material: Unit 4 Word skills worksheet.

Lesson 2: Grammar & Communication Language Core: Past simple regular verbs: Affirmative and negative; I talked to an engineer. He listened to the gardener. We didn’t play the guitar. Revised: Jobs; dangerous, safe Other: design, news channel

Starting the lesson (optional)

• Play Mime it to review jobs (see Ideas bank page 169). Play

Jack’s question

• Point to Jack’s question and read it aloud. Say I want to

be (a teacher) when I’m older. Ask the question around the class encouraging the children to answer using the structure and jobs. Help with job words they don’t know in English.

•

in teams or in pairs. Talk about the jobs from Lesson 1 in the children’s own language. What does a fire fighter do? What does an engineer do? Would you like to play on stage with a band? Is that job dangerous or safe? Why is that job important?

Classroom Presentation Tool (CPT)

Class Book    page 39 

Vocabulary practice: game

1 Read and listen. Who did Jack talk to first?  w 2.20

• See instructions for Image matching on page 163.

Activity Book    page 38  1 Look and find. Write the 10 jobs.

•

• The children find the jobs in the word search and write them below pictures 1–10.

• Tell the children to read and listen to Jack’s article about

the job fair yesterday. Ask them to listen and find out who Jack talked to first. Play the audio for the children to listen and read. Feed back the answer from the class.

ANSWER

He talked to an engineer first.

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2 Read and learn. Say the sentences.

ANSWERS

• Ask the class What was Jack’s article about? (The job fair.) •

• •

Was his article about the past or the present? (The past. The job fair was yesterday.) Refer the children to the All about grammar box. Look at the verbs and explain that these are actions in the past using the past simple. Point out the form of regular past simple verbs in the affirmative with –ed. Point out the form of regular past simple verbs in the negative and the use of didn’t + infinitive. Point out that the form of the verb is the same for all pronouns. Remind the class that they already know the past simple form of the verb to be. To be is an irregular verb: am / is / are become was / were. Put the children into pairs. Ask them to take turns saying sentences about what Jack did or didn’t do yesterday in the using the grammar box for support. Monitor, help and praise throughout.

OPTION:

Ask fast finishers to find other examples of regular verbs in the past simple in Jack’s article.

3 Play Who was it?

• Point to the table and read the actions and character’s

•

names. Read the conversation in the speech bubbles and tell the class the children are using past simple regular verbs to describe a person in the table. Put the children into pairs to play What was it? They take turns describing a person by saying what they did or didn’t do for their partner to guess. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Practising the language in a semi-controlled speaking activity allows the children to use the grammar in a fun and supportive context. This develops their ability to communicate effectively in English.

Jack:  visited a museum, listened to music, played basketball Alfie:  played the guitar, phoned his friends, watched TV 1  visited, didn’t watch   2  listened to music, played, didn’t phone  3  didn’t play, played   4  phoned, didn’t visit

2 What are the grammar rules? Complete the chart.

• Tell the children to look at the chart and think about the grammar they have just learnt.

• Refer them to the column headings and ask them to •

ANSWERS

watch: watched /didn’t watch like: liked / didn’t like play: played / didn’t play phone: phoned / didn’t phone listen: listened / didn’t listen visit: visited / didn’t visit

3 Complete the sentences with affirmative verbs in the past. Write the negative sentences.

• Ask the children to complete the affirmative sentences •

• See instructions for Sentence spin on page 165.

• Read the conversation in the speech bubbles at the

bottom of the page. The children take turns describing an action from Activity 1 for their partner to guess if it was Jack or Alfie.

• The children listen and tick the activities that Jack and

All about grammar    page 84 

•

1 Read and complete using the correct form of the verb.

Alfie did. Play the audio again for them to complete the sentences using a verb in the past simple affirmative or negative.

• Review with the class how we form the past simple with

Transcript

Last Saturday Jack visited a museum. He didn’t watch TV. Last Sunday Jack listened to music and he played basketball. He didn’t phone his friends. Last Saturday Alfie didn’t play basketball. He played the guitar. Last Sunday Alfie phoned his friends and he watched TV. He didn’t visit a museum. 108

liked / I didn’t like my breakfast this morning. watched / We didn’t watch a film on Saturday. played / They didn’t play football on Sunday. phoned / He didn’t phone his cousin last night. visited / You didn’t visit an art gallery last week. listened / She didn’t listen to a famous musician yesterday.

4 Speak and guess with your friend. Use Activity 1 to help you.

Activity Book    page 39  1 Listen and tick f the activities. Listen again and complete.  w 2.21

with the correct form of the verb. Check in pairs before feeding back. Ask the children to write the negative sentences using the affirmative sentences for support. Feed back answers from the class.

ANSWERS

1 2 3 4 5 6

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

complete them for each of the verbs. The children may work individually or in pairs to complete the chart. The children check their answers in pairs before feedback. Check they understand when we add –ed to a verb and when we add only –d (When the verb ends in e, e.g. liked).

Unit 4

•

regular verbs and when we use it. Clarify in the children’s own language if necessary. Refer the children to the Look box to clarify the form. Remind them we add –d to verbs that already end in e.

© Copyright Oxford University Press

• The children look at the picture and complete the diary entry using the correct past simple form of the verb in brackets.

ANSWERS

1  visited  2  watched  3  painted  4  talked  5  listened 6  didn’t ask   7  played  8  didn’t like

2 Look and complete using the past simple affirmative and negative.

• The children use the pictures and question prompts to complete the sentences.

ANSWERS

1  didn’t play, played   2  didn’t design, designed   3  didn’t talk, talked   4  didn’t listen, listened

3 Write about last weekend. Use the past simple of the verbs in Activities 1 and 2 to help you.

• Ask the children to think about what they did last

weekend and write 2–3 sentences using the verbs on the page in the past simple. Encourage them to write both affirmative and negative sentences.

Ending the lesson (optional)

• Play Teacher’s mistake to review the grammar and the vocabulary (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 4 Lesson 2 Reinforcement and Extension worksheets.

Lesson 3: Culture & Communication Language Core: He was (French) / an engineer / very intelligent. He’s famous for … Revised: Jobs; Nationalities; Past simple regular verbs: Affirmative and negative; Past simple: to be; bridge, design Other: balloons, discover, fireworks display, intelligent, train line

Starting the lesson (optional)

• Play Who was it? from Lesson 2 again. • Talk about famous bridges as a class in the children’s own

language or English. What famous bridges do you know around the world? What famous bridges are there in Europe? And in our country? Do we have a famous bridge in our city / town? What jobs help to build bridges? (Engineers, scientists, builders.)

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What bridges can you see?

• 1 viewing: Watch Jack’s introduction to the culture film

predictions. Ask the class to tell you what they know about the bridges. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note:  Use the Culture and Communication worksheet with the video.

Transcript

Jack  The engineer at the job fair was really interesting. He talked about how people design and build things, and we designed a bridge. Now let’s find out about other landmarks. Culture film: This is one of Britain’s oldest landmarks. It’s called Stonehenge. It’s about five thousand years old. It’s very big – look how small the people are! Some of the stones come from Wales, more than 200 kilometres away. We don’t know how people carried the stones. Maybe they used boats. Two thousand years ago, the Romans ruled Britain. The Romans were great engineers. They constructed Hadrian’s Wall in the north of England, which is more than a hundred kilometres long. The Romans also constructed roads and bridges, including the first London Bridge. It was made of wood. Later, there were houses on London Bridge. Imagine living on the bridge! This is what London Bridge looks like today. The modern bridge opened in 1973. The most famous bridge in London is Tower Bridge. It opened in 1894. There was a competition to design it. The bridge can open so that boats can pass. It’s very heavy, so it’s got big machines to open it. The newest bridge over the River Thames is the Millennium Bridge. It’s a very modern design. You can walk over the bridge, but you can’t drive a car or ride a bike. The Millennium Bridge opened in 2000, but when people walked on it, it moved from side to side. The engineers stopped it moving, and it opened again in 2002. ANSWER

London Bridge, Tower bridge and Millennium bridge.

CULTURE NOTE:  Bristol Balloon Fiesta Bristol is a large city in the South West of England. Every year in August the Bristol International Balloon Fiesta is held at Ashton Court Estate. Having started in 1979, it is now the largest meeting of hot air balloons in Europe. More than 150 hot air balloons from around the world congregate for four days of fun. You can ride in a hot air balloon, see the balloons light up during the Night Glow, or simply enjoy the views from the ground, eat, listen to music and watch the fireworks display.

Class Book    page 40  2 Read and listen. What’s the name of the bridge that Jack visited? Who designed it?  w 2.22

• Point to the text message and tell the class that Jack is

st

•

and ask the children to tell you what the video is about (Landmarks designed by engineers) Make some predictions as a class about the question What bridges can you see? Watch the culture film, stopping before the comprehension questions, for the children to check their

• •

messaging his friend Helena. Ask them where they think Helena is from (Portugal). Ask the children to look at the photos and say any words they know to describe them (a big bridge, hot air balloons, the Eiffel tower is in Paris, etc.). Play the audio for the children to listen and read. Then answer the two questions.

© Copyright Oxford University Press

Unit 4

109

ANSWERS

ANSWERS

The Clifton Suspension Bridge. Brunel.

3 Think about someone famous from your region. Make notes.

• Refer the children to the words in the box and check

•

their understanding of the jobs, verbs and adjectives. Ask them to think about someone famous from the past who discovered or designed something. Brainstorm ideas as a class and write them on the board. Tell the children to write notes about this person in their notebooks using the vocabulary and the past simple using the verb to be and regular verbs. Monitor and help throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:  

Sense of initiative and entrepreneurship Thinking and writing about their own culture in English enables the children to expand their knowledge about that subject while learning to work independently – an important study skill for the children as they grow.

CPT / Class Book    page 40 

1  artist  2  engineer  3  musicians  4  visited   5  famous  6  gardeners

2 Complete the information about a famous bridge or building in your country or region.

• Research a famous bridge or building as a class on the

•

3 Complete the text. Use Activities 1 and 2 to help you.

• Refer the children to the Language in action! box and how •

• Fast finishers write two sentences about another famous building or bridge in their country. Ask the children to check their ideas in pairs, if you have time.

• Explain to the class that they are going to watch or listen to two children talking about a famous person. Watch or listen. Watch or listen again and pause for the children to listen and repeat the conversation. Repeat as necessary.

Ending the lesson (optional)

• Play Roll the dice using pictures of famous buildings

and bridges, or use the unit flashcards (see Ideas bank page 168).

Transcript

A This is Alexander Graham Bell. He was a scientist and lived in the 19th century. B Why is he famous? A He’s famous for designing the first telephone.

Language in action!

• Refer the class to the Language in action! box and read through the examples.

• When the children are using the language confidently, put

them into pairs or small groups. They take turns to ask and answer about different famous people from the past using the Language in action! box for support.

Further practice

Teacher’s Resource Material: Unit 4 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:   The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 4: Cross-curricular (Art) Language

Let’s compare culture

Core: abstract, cubist, impressionist, pointillist Revised: Affirmative and negative; Past simple: to be; Past simple regular verbs; artist Other: died, dots, Japanese, lines, outdoors, painter, painting, portrait, shapes, styles, water lilies, style, represent; (Juan Gris) was born in …

• Discuss the culture question in English and in the

children’s own language if necessary. Is there a famous bridge in your region? Who designed it? Where was he / she from? When did he / she design it? Have you visited it? What can you do there? Was it similar or different to the bridges in Jack and Helena’s messages?

Starting the lesson (optional)

Activity Book    page 40  1 Reorder the letters and make words to complete the dialogue.

• The children read the text message and complete it by

solving the anagrams. Ask them to read it through once first and then read it again and complete. Check in pairs before feeding back.

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we write sentences about famous people from the past and what they did. The children use their ideas from Activities 1 and 2 to complete the text about a bridge or building using the past simple of regular verbs and to be.

Extra

4 Watch. Discuss what people are famous for.  w 2.23

•

IWB, or allow the children time to search the internet on a suitable website. Alternatively, bring a picture of some famous bridges and buildings and brainstorm ideas for each. The children complete the table using the information they have found.

• Play Slow reveal (see Ideas bank page 167). Use 2–3

•

pictures of famous paintings the children may know, e.g. Picasso’s Guernica, Da Vinci’s Mona Lisa, Van Gogh’s Sunflowers. Ask around the class Which famous artists come from our region / country? Do you like their paintings? Why or why not? Which picture on the board do you like the most? Do you like portraits (pictures of a person) or landscapes (pictures of nature)? Would you like to be an artist? Why or why not?

© Copyright Oxford University Press

Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

3 Read again and answer.

• Read questions 1–6 and check the children understand

• Talk about Lesson 3. Ask the class Who was Jack messaging

•

• •

1 2 3 4 5 6

about bridges? (Helena) Which website did they talk about at the end of their message? (Styles of Art) Tell the children they are going to do a quiz from that website. Watch the slideshow, pausing before the Quick quiz. Put the children into pairs and pause after each Quick quiz question for the children to raise their hands and answer. Continue the audio to check.

Transcript

Artists use different styles of art. Here are some famous artists from the 19th and 20th centuries. Claude Monet. Georges Seurat. Juan Gris. Wassily Kandinsky. Impressionist art:  These paintings contain people and places. Impressionist artists often painted nature. This painting is by Claude Monet. Pointillist art:  These paintings contain small dots of colours. When you stand near the painting, you can see the dots very clearly. But when you stand far from the painting you can’t see them. This painting is by Georges Seurat. Cubist art:  These paintings contain shapes that represent people and objects. This painting shows the artist Pablo Picasso. This painting is by Juan Gris. Abstract art:  These paintings contain shapes, lines and colours. This painting is by Wassily Kandinsky. Quick quiz! Question 1  a  What style of art is this?  b  What can you see in the painting?  c  Do you remember who painted it?  a  impressionist art  b  a bridge, water, trees, plants and flowers  c  Claude Monet Question 2  a  What style of art is this?  b  What can you see in the painting?  c  Do you remember who painted it? a  pointillist art  b  Eiffel Tower, Paris  c  Georges Seurat Question 3  a  What style of art is this?  b  What can you see in the painting?  c  Do you remember who painted it? a  cubist art  b  a man, Picasso, an artist  c  Juan Gris Question 4  a  What style of art is this?  b  What can you see in the painting?  c  Do you remember who painted it? a  abstract art  b  shapes, lines and colours  c Wassily Kandinsky Question 5  Which painting is your favourite? Why?

Class Book    page 41 

the key words in the questions. Allow the children time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

Impressionist painters like working outdoors. Georges Seurat developed pointillist art. Juan Gris painted Portrait of Picasso. Picasso created cubist art. Abstract art doesn’t show people, places or things. Abstract artists paint shapes, lines and colours.

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Learning about painters and the history of styles of art expands the children’s cultural awareness. The opportunity to do their own research and find out about other artists consolidates that knowledge while allowing the children to express themselves creatively.

WEB SEARCH:  Choose one of the styles of art. Find another painting in this style. Who painted it?

• The children use the internet to find out about another artist that paints in these styles. Put the children into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before the children research.

Activity Book    page 41  1 Read and complete the definitions.

• The children read the definitions and choose the correct style of art for each one.

ANSWERS

1  abstract  2  cubist  3  pointillist  4  impressionist

2 Look at the paintings and write the painting style. Use Activity 1 to help you.

• The children look at paintings 1–3 and write the correct •

style from Activity 1 below each title. Ask why they chose each style (e.g. Because it has cubes / has different colours / is outdoors, etc).

ANSWERS

2 Read and listen. What countries were the artists from?  w 2.24

• Play the audio for the children to follow the words in their books.

• Ask the children to read the text again and write their answers in their notebooks. Check in pairs before feeding back.

Transcript

1  cubist  2  impressionist  3  abstract

3 Choose 1 painting from Activity 2 and write about it.

• Ask the children to complete the paragraph about a

painting of their choice from Activity 2. Encourage them to explain why they like the painting.

4 Make a cubist portrait. Complete the information about your portrait.

• Ensure the class have got the materials they need and

See Class Book page 41 for transcript. ANSWERS

Monet and Seurat were from France. Juan Gris was from Spain. Kandinsky was from Russia.

•

read instructions 1–3. Show the children a completed portrait to demonstrate. The children make their own portrait on a piece of paper or work in small groups to create a portrait. They choose

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a title and complete the information about the artist, year and style in their Activity Book or on their piece of art.

Extra

• Play the story audio for the children to read and follow in •

• Fast finishers create another portrait using a different art style.

Ending the lesson (optional)

• Play I spy to review colours and jobs (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 4 Cross-curricular worksheet.

•

Lesson 5: Story & Vocabulary Language Core: daughter, husband, prize, professor, university, war Revised: Jobs; Past simple regular verbs: Affirmative and negative; Past simple: to be; School subjects; Superlative adjectives; moustache Other: biography, brave, chemicals, fiction, inspired, laboratory, Nobel Prize, Poland, professor, the Red Cross, woman, women, X-rays

Starting the lesson (optional)

• Play two-minute race (see Ideas bank page 171). Start with the topic Science.

CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation 1 Watch.

• Tell the children they’re going to watch a story animation

•

with Jack. Pause after Jack’s introduction and ask What’s the story about? (A biography about famous Scientist, Marie Curie.) With books closed, watch the story. Ask What happens in the story? (The story is about Marie Curie’s life. She was very intelligent and wanted to be a scientist. The men of the time thought women weren’t intelligent. She became the first female professor at the University of Paris and won two Nobel Prizes for her work.)

Transcript

Jack  I’m reading a biography about a famous scientist called Marie Curie. She was an interesting woman. Let’s find out about her. • See Class Book pages 42–43 for story transcript.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    pages 42–43  2 Read and listen. Find the words in the biography.  w 2.25

• Point to the photo at the top of the page and ask What type

•

their Class Books. Check comprehension: Where was Marie Curie born? (Warsaw in Poland.) When? (In 1867) What did she want to be? (A scientist.) Did she go to university in Poland? (No. Women weren’t allowed to study there.) Where did she go to university? (In Paris.) What did she and her husband discover? (Radium, polonium and X-rays.) When did she win her Nobel prizes? (1903 and 1911) Were men happy she was a professor? (No) What other jobs did Marie have? (She was a nurse and a teacher.) Were her children successful, too? (Yes, they were. Her daughter won a Nobel prize, too.) Ask the children to look at the six words in the word bank on page 42. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

ANSWERS

university / universities:  frame 2, 5, 8 prize / prizes:  frames 5, 6, 8   professor:  frames 5, 8 daughter / daughters:  frames 1, 4, 7, 8   husband:  frame 4,   war:  frame 7 OPTION:

Review plurals with the children, e.g. university – universities, woman – women, prize – prizes. ALL ABOUT VALUES:   Work hard to make your dreams come true. Remind the children of who works hard in the story. How does she work hard? What was her dream? What does she achieve? How do her achievements help others? Talk to the children in their own language about working hard to achieve your dreams and why it’s important.

3 Correct the sentences.

• Check any words the children may not know. They

read the story again and correct the sentences in their notebooks. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5

Marie Curie was a good student. She worked as a teacher for five years. She worked very hard at university. Marie and her husband discovered two chemicals. Marie Curie won two Nobel Prizes. / Pierre Curie won one Nobel Prize. 6 Marie and Pierre’s granddaughter is a Science professor. COMPETENCES FOR 21ST CENTURY LEARNING:   Social and civic competence Learning about women who have helped to change the world is an important part of the children’s social and civic education. Understanding the history of and changes in equal rights helps boys and girls see how important it is to strive for what they believe in and that they can achieve whatever they put their minds to.

4 Listen to Jack and his friends. What did you think about the story?  w 2.26

• See notes on page 65. Remind the class they can use It was … to talk about their opinion.

of story is it? (A biography.) What’s her job? (She’s a scientist.)

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© Copyright Oxford University Press

WEB SEARCH:  Find out about another Nobel Prize winner. Write 5 facts.

• Put the children into pairs to research a Nobel Prize

winner on the internet. Choose a child friendly website before class for children to use.

CPT, Classroom Resource Pack Story review and grammar presentation  w 1.25

• Ask the children what they remember from the story: Who

Classroom Presentation Tool (CPT) Vocabulary practice: game

•

• See instructions for Snap on page 163.

was in the story? When and where is the story set? Did Marie Curie go to university? What did she study? What Jobs did Marie Curie do? What did she discover? What prize did she win? What did she do during the war? How did she inspire her children? How does she inspire you? Watch (or listen to) the story again to confirm answers.

Vocabulary review: flashcards (optional)

Activity Book    page 42 

• Show the flashcards one by one to remind the children of

1 Read and complete Lisa and Jack’s review of the story.

Class Book    page 44 

ANSWERS

1  biography  2  husband  3  professor  4  Prizes 5  daughter  6  war  7  university

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

the new vocabulary.

1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on page 42–43 again and find the missing words.

ANSWERS

• See notes on page 66.

1  went  2  met  3  won  4  became

3 Do you work hard to make your dreams come true? Circle Yes or No. Write.

2 Beat the clock. How many sentences can you say in 3 minutes?

• The children think about what it means to work hard to

•

make your dreams come true and when they do this in their lives. They read the sentences and circle Yes or No. Invite them to read their score rating. The children complete the sentence about how they work hard to follow their dreams.

• Look at the Review box. Remind the class that they

•

Extra

• Fast finishers consider what happens next in the story

using the questions as prompts. They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

Ending the lesson (optional)

• Play Freeze frame (see Ideas bank page 172).  Further practice

•

Teacher’s Resource Material: Unit 4 Story playscript worksheet.

Lesson 6: Story, Grammar & Communication Language Core: Past simple irregular verbs: Affirmative and negative; I went / didn’t go to (Paris), You had / didn’t have (two daughters), She won / didn’t win a prize, He met / didn’t meet (an artist), We became / didn’t become (professors), They made / didn’t make (a cake). Revised: Jobs; Past simple: to be; School subjects; Verbs; daughter, husband, prize, professor, university, war

Starting the lesson (optional) bank page 170).

OPTION:

Ask children to look at the past simple irregular verbs and say what they are in the present tense to check understanding.

3 Read and say in the past.

• Look at the painting and ask Who is it? (Louis Pasteur) Who • •

• Play Bingo! to review regular past simple verbs (see Ideas

already know how to make past simple sentences with an irregular verb (to be). Elicit 2–3 affirmative and negative sentences with to be (e.g. She was a teacher. She was born in Poland. They were scientists., etc.) Explain that today they will learn how to make sentences in the past using other irregular verbs. Look at the All about grammar box as a class. Read the affirmative and negative sentences and explain that with irregular verbs in the past simple we don’t add –ed to the verb in affirmative sentences. The form of the verb changes. To form negative sentences we use didn’t + verb as we do with regular verbs. Remind the class that the form of the verb stays the same for all pronouns. Put the children into pairs. Ask them to take turns saying sentences using the grammar box for support. Ask them to count the number of sentences they say in 3 minutes. Set a timer. Monitor, help and praise throughout. Feed back some of the sentences from pairs.

painted it? (Albert Edelfelt) Ask the class what they know about these two people from the past. Read the information in the two timelines. Point out that the verbs that are highlighted are in the present. Read the example in the speech bubbles as a class. Do another example if necessary. Put the children into pairs. They take turns saying a sentence in the past simple about Louis Pasteur or Albert Edelfelt for their partner to

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guess the correct person. Remind the children to change the verbs to the past simple and to use both affirmatives and negatives. Remind the class that we say, e.g. in 1822 for dates. Monitor, help and praise throughout.

4 Tell a friend about your family.

• Point to the girl at the bottom of the page and read the •

speech bubble. Tell the class she’s talking about her family and what they did in the past. Ask the children to think about their family members, their jobs and school life, their travel and their achievements. Write the irregular verbs on the board as additional support. Put the children into pairs to tell their partner. Monitor, help and praise throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:  

Linguistic competence Allowing children to personalise the language of the unit will help give it meaning and context. This will enable them to recall the language in later lessons and develops their ability to speak more fluently.

ANSWERS

a  5 won   b  1 didn’t have   c  7 won   d  3 met   e  6 became   f  2 went   g  8 didn’t win   h  4 had The correct order is: b, f, d, h, a, e, c, g

3 Write sentences about what you and your family did last week.

• The children use the prompts to write sentences about

what they and their family did last week. Encourage them to write affirmative and negative sentences. Put the children into pairs to check and correct the verb forms and sentence structure.

All about grammar    page 85  1 Look and complete using the correct form of the verb.

• Review how we form the past simple with irregular verbs.

•

Star question (optional)

• Ask the children to recall what their partner told them

about their family. They write 2–3 sentences about their partner in their notebooks. Ask them to check with their partner if they remembered correctly.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Multiple choice on page 165.

Remind the class that we need to learn the form of each irregular verb. Clarify in the children’s own language if necessary. The children look at the pictures and complete the sentences using a verb from the word bank in the correct form of the past simple affirmative.

ANSWERS

1  went  2  became  3  won  4  had  5  met

2 Complete the sentences using the past simple negative.

• Ask the children to read the sentences and identify the

verb in the affirmative and then complete the sentence with the verb in the negative.

ANSWERS

Activity Book    page 43  1 Listen and number the pictures.  w 1.27

• The children listen to the dialogue from the three story frames and write the numbers 1–3 next to the correct pictures.

1  didn’t have   2  didn’t win   3  didn’t make   4  didn’t meet   5  didn’t go

3 Write sentences using the past simple affirmative or negative.

• The children use the prompts to write sentences in the past simple affirmative or negative.

Transcript

1 Narrator  In 1914, World War One started. Marie wanted to help, so she worked for the Red Cross. She and her daughter, Irène learned to use X-rays. After the war, Marie continued to teach and work as a scientist. Marie I think I prefer the laboratory. 2 Narrator  In 1903, Marie and Pierre Curie won a Nobel Prize. Marie was the first woman to win. In 1906, she became the first female professor at the University of Paris. Man  She can’t be a real professor. She hasn’t got a moustache! 3 Narrator  In 1891, she went to Paris to study Science and Maths. She worked very hard and was the best student in her class. ANSWERS

ANSWERS

1  I didn’t become a scientist.   2  They made a delicious cake.  3  We went to the job fair.   4  She didn’t meet a gardener.  5  He won a big prize.

4 Write about a good day in the past with your friends or family.

• The children write 1–2 sentences about a good day. Ask the children to read their description to a partner and work together to correct any errors in their sentence structure.

Ending the lesson (optional)

• Play Who was it? using facts about a famous person from Lessons 4, 5 or 6 (see Ideas bank page 172).

a  2  b  1  c  3

2 Complete the sentences with the verb in the past. Order the sentences.

• The children read and complete the sentences with the

Further practice

Teacher’s Resource Material: Unit 4 Lesson 6 Reinforcement and Extension worksheets. Unit 4 Word skills worksheet.

correct past simple form of the verb in brackets. They number them in the correct order from the story.

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© Copyright Oxford University Press

Lesson 7: Song & Skills Language Revised: Affirmative and negative; Comparative and superlative adjectives; Jobs; Past simple regular / irregular verbs; daughter, husband, prize, professor, university, war Core sound: /ə/ actor, theatre, sister, professor, letters /ɜː/ works, her, worst, Shirley Other: humanity

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Making children aware of the phonetic symbols and sounds of English helps them to identify and record different sounds. Identifying and practising the weak schwa sound (/ə/) that is so prevalent in English will help the children to improve their fluency and pronunciation.

5 Listen and repeat the tongue twister.  w 2.30

• See notes on page 68.

Starting the lesson (optional)

• Play Word race to review the unit vocabulary (see Ideas bank page 170).

Classroom Presentation Tool (CPT) 1 Watch.

• The children watch and listen to Jack and Lisa introduce

another song. Ask What’s the song about? Take ideas from the class before you watch (Famous people from history.)

Exam practice    AB pages 93–94  6 Work in pairs. Complete your speaking cards. Play.

• Show the class a cut-out card and tell them to turn to •

Transcript

Lisa  Hi, it’s Lisa here. Did you like our last song?  Jack  This song is even better than the last one! It’s about famous people from history. Lisa  We’re so happy you’re watching our video channel. 

Class Book    page 45 

•

2 Read the song. What do Jack and Lisa want to do? Listen and check.  w 2.28

• Ask the class to read the song silently and write what Jack • • •

and Lisa want to do. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick their answers when they hear them. The children read the song and write the jobs they hear Lisa and Jack say they want to do in their notebooks. Check in pairs. Play the song for the children to listen and check their ideas. They tick their answers when they hear them.

ANSWERS

Jack wants to be an artist. Lisa wants to be a scientist.

3 Sing. Do you like the song? Use these words.  w 2.28

English at home

• Encourage the children to say the tongue twister to their family.

Classroom Presentation Tool (CPT) Pronunciation: game

• See instructions for Phonics matching on page 164.

Activity Book    page 44  1 Read and circle the correct word. Listen and check.  w 2.28

• Play the song for the children to listen and sing. • The children circle the correct option in the song.

• See notes on page 68.

ANSWERS

4 Listen and repeat.  w 2.29

• Refer the children to the pronunciation box. Point to the

•

pages 93–94 in their Activity Books and cut out the bottom card for Unit 4 along the dashed lines. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information. A will say a grid reference and what they did using the past simple. B listens and write the name of the job on their side of the card. B then tells A what they did. Do an example with a confident child, if necessary. After they have both spoken, they tell each other the odd ones out in their rows. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.

two sounds and say them. Write them on the board and drill the sounds with the class. Write a word under each as an example of the sound, e.g. sister and her. Focus on the differentiation of the sounds. /ə/ is a weak vowel sound while /ɜː/ is a longer vowel sound. Write the words under each sound. Play the audio for the children to listen to the words. Play it again for them to repeat. Point to the words on the board in a random order for the children to read and say.

1  best  2  milk  3  artist  4  scientist  5  won  6  husband  7  scientist

2 Listen to the tongue twister and underline the /ə/ sounds and circle the /ɜː/ sounds.  w 2.30

• Play the audio for the children to listen to the tongue

twister again. They underline the words with the /ə/ sound and circle the words with the /ɜː/ sound.

ANSWERS

/ə/ sounds:  actor, theatre, sister, professor, letters /ɜː/ sounds:  Shirley, works, her

© Copyright Oxford University Press

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115

3 Write more words with the /ə/ and the /ɜː/ sounds.

• Ask the children to think of and write more words with

these sounds in the correct columns. They may use their Class Book for ideas.

Extra

Jack’s mum  Do you still want to be a journalist? Jack  Yes, I do! Jack’s mum  What does Alfie want to do? Jack  He wants to be a cook. Jack’s mum  And was there a cook at the job fair? Jack  Yes, there was. He made pizzas for our lunch! ANSWERS

• Challenge fast finishers to say the tongue twister as fast

a gardener, a computer programmer, an engineer, a journalist, a cook

Ending the lesson (optional)

2 Listen again. Read and write the missing words.  w 2.31

and as accurately as they can, in pairs.

• Play Find someone who … (see Ideas bank page 171). Use Find someone who wants to be …

• Ask the children to read the sentences and consider the

ASSESSMENT OPPORTUNITIES:  

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

•

ANSWERS

Further practice

1  go  2  talked  3  met  4  went  5  made

Karaoke version of song available.

Lesson 8: Language review & Communication Language Core: Could I borrow your (notebook), please? Yes, of course. I need it back (tomorrow). Help yourself. Revised: Jobs; Past simple regular / irregular verbs: Affirmative and negative; daughter, husband, prize, professor, university, war

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Asking children to consider the missing words before they answer is a useful study skill. It also develops the children’s ability to listen for specific information.

3 Lisa talked to 2 people at the job fair and made notes. Look and say.

• Ask the children to look at the notes Lisa made in the

•

Starting the lesson (optional)

• Play Jumping the line to review the unit language (see

Ideas bank page 167). Tell the class to listen for errors in both the vocabulary and the grammar.

Class Book    page 46 

• Remind the class we use the past simple to talk about

• Ask the children to read the words in the word bank. Play the audio for them to listen and write the five jobs they hear mentioned in their notebooks.

Jack’s mum  Hello, Jack! How was your day? Jack  It was great. I didn’t go to lessons because there was a job fair at school. Jack’s mum  Oh, that sounds good. Jack  It was. There were lots of different people – a gardener, a computer programmer, an engineer – and we talked to them about their jobs. Jack’s mum  How interesting! Did you talk to the engineer? Jack  Yes, I did. I also met a journalist! She talked to me about studying to be a journalist and working for the TV news channel. Jack’s mum  How exciting! Jack  She went to university and studied English. After university, she worked for a newspaper. Then she became a TV journalist. 116

Unit 4

table. Ask Who did she talk to? (A journalist and a musician.) What did she ask them about? (School, university, after university.) Read the example in the speech bubbles. Put the children into pairs. They take turns giving information from Lisa’s table for their partner to guess the job. Monitor and praise throughout.

4 Read the article and say the verbs in the past simple.

1 Listen to Jack and his mum. Which 5 jobs do they mention?  w 2.31

Transcript

possible answers. What type of words are they? Play the audio again for the children to listen and write the missing words in their notebooks. Check in pairs before feeding back.

•

actions which started and finished in the past. Verbs may be regular or irregular. Check understanding of how we form past simple regular and irregular verbs in the affirmative and negative. Ask the children to read the article to themselves and say the verbs in the past simple. Put the children into pairs to read together and check their ideas.

ANSWERS

1  painted  2  made  3  studied  4  worked  5  painted  6  won

Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 78.

• The children watch the role-play. Ask What are they talking

about? (Jack’s notebook.) Has Lisa got a notebook? (No) Has Jack? (Yes) Can Lisa borrow Jack’s notebook? (Yes) Check the children understand the meaning of borrow.

© Copyright Oxford University Press

Transcript

Lisa  Could I borrow your notebook, please? I’m writing about the job fair. Jack  Yes, of course. I need it back after lunch. Jack  OK. Have you got it? Lisa  Have I got what? Jack  My notebook. You borrowed it. Lisa  It’s in my bag. Help yourself. Jack  Thanks!

• Tell the children to turn to page 78 in their Class Book and

•

negative past simple sentences using the verbs in the word bank.

ANSWERS

1  went  2  met  3  didn’t win   4  didn’t go  5  had  6  won

• Look at the pictures about what Jim did last weekend and

Conversation card 4

•

• The children use the pictures to write affirmative or

3 Listen and tick f the box. There is 1 example.  w 2.32

Class Book    page 78 

•

2 Complete the sentences using affirmative or negative verbs in the past.

look at Conversation card 4. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1  Put the children into pairs. They take turns asking to borrow something and responding, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. Read the Language tip and check the children’s understanding. 2  Read the question and ask and answer it around the class. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class how they ask to borrow something in their language. Is it polite to state why you need to borrow something? Is it polite to say please and thank you?

Class Book    page 46  Star question (optional)

• The children write about a person and their job history using the unit language and referring to the table in Activity 3.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Gap-fill on page 165.

point out the example answer. The children listen and tick picture A, B or C.

Transcript

Narrator  L ook at the pictures. Listen and look. There is one example. Adult  Hello, Jim. Talk about your weekend. Jim  I went out with my friends. Adult  Did you go to the cinema? Jim  No. I went to the beach. Narrator  Can you see the tick? Now you listen and tick the box. 1 Adult  How did you go to the beach? Jim We went by bus. It’s cheaper than the train. Adult So you went by bus. Jim Yes. 2 Adult  And what did you do on the beach? Jim John wanted to play football, but Linda wanted to play volleyball. Adult And what about you? Jim I also wanted to play volleyball. So we played volleyball. 3 Adult  And what did you have for lunch? Jim I usually like salads, but I had a burger for lunch. Adult Why? Jim Because it’s easier to eat a burger sitting on the beach. ANSWERS

1  B (bus)   2  B (volleyball)   3  C (burger)

Ending the lesson (optional)

• Play Noughts and crosses to review the unit language (see Ideas bank page 167).

ASSESSMENT OPPORTUNITIES:

Activity Book    page 45  1 Write the name of the job. Rewrite the sentences in the negative.

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

• The children read the sentences, look at the picture and

write the correct jobs. They then rewrite the sentences in the negative past simple.

ANSWERS

1 2 3 4 5 6

engineer / He didn’t design a bridge. firefighter / She didn’t work in a fire station. scientist / She didn’t win a Nobel Prize. musician / She didn’t play the guitar. artist / He didn’t paint a cubist painting. cook / She didn’t make delicious cakes.

© Copyright Oxford University Press

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Lesson 9: Think, do & review: My project Language Revised: Jobs; Past simple regular / irregular verbs; Affirmative and negative; daughter, husband, prize, professor, university, war Other: astronaut, flight, space

Starting the lesson (optional)  w 2.28

• Sing the song from Lesson 7 again.

Class Book    page 47  1 Listen to Jack talking to his dad. Which 4 jobs do they mention?  w 2.33

• Explain to the class that today they’re going to look at

•

Jack’s project. Read Jack’s speech bubble at the top of the page. Explain that before Jack wrote his presentation he talked to his dad. Ask the children to read the words in the word bank. Play the audio for the children to listen and write the 4 jobs they hear mentioned in their notebooks.

Transcript

Jack’s dad  What are you working on, Jack? Jack  A biography of someone with an unusual job. I’m thinking of a musician or an artist. Jack’s dad  Hmm, how about an astronaut? Someone famous, like Michael López-Alegría. Jack  Oh, thanks Dad. That’s a great idea. Isn’t he from Spain? Jack’s dad  I think he was born in Spain, but he went to school in California. Why don’t you check online? Jack  Here he is. He was born in Spain in 1958, but he moved to the USA when he was young. He studied to be an engineer before he became an astronaut. Jack’s dad  When did he first go to space? Jack  Er, in 1995. He went three more times, in 2000, 2002 and 2006. He made history with the longest space flight and he completed ten space walks. He lives in Washington DC now with his family. Jack’s dad  OK. Do you think you’ve got enough information for your project? Jack  Definitely! ANSWERS

2 Read Jack’s biography. Listen and find 3 mistakes.  w 2.34

• Ask the class what biographies are and where we find

•

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them (They give factual information about a person’s life. They are written as books or articles online and in magazines.). Ask the children what they remember or know about Michael López-Alegría from Jack’s conversation with his dad. Tell the class to read the biography and see if the information they remembered was correct. Check understanding by asking questions (Was he born in the USA? Where did he go to school? What’s his job? Why is he famous?)

Unit 4

children that there are three mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

Michael López-Alegría:  The Spanish-American astronaut. Michael López-Alegría was born in Spain in 1958, but he moved to the USA when he was very young. He went to school in Spain. Before he became an astronaut, he studied to be a scientist. He started working for NASA in 1992 and first went into space in 1995. He completed three more space flights and eight space walks. He was in space for 215 days! Michael made his last space flight in 2006. He now lives in Washington DC with his family. ANSWERS

1  He went to school in California, not in Spain. 2  He studied to be an engineer, not a scientist. 3  He did ten space walks, not eight.​

3 Ask and answer.

• Put the children into pairs to ask and answer the questions about Jack’s biography.

ANSWERS

1  The title tells us the name of the person, his nationality and his job.   2  b  3  Paragraph 1

Learn to learn

• Refer children to the Learn to learn box. Ask them to find

the past simple verbs used in Jack’s biography. Encourage children to use these, and other past tense verbs in their project.

COMPETENCES FOR 21ST CENTURY LEARNING:   Learning to learn Learner training is an essential part of developing the language skills of all children. It encourages learner autonomy and builds children’s confidence to work independently. All these skills are transferable to other curriculum subjects.

4 Prepare your project. Then write your project.    AB pages 46–47 

• See Activity Book notes below. English at home

musician, artist, astronaut, engineer

•

• Play the audio for the children to listen and read. Tell the

• After the children have completed their project, they may take them home to show and tell to their family.

Activity Book    pages 46–47  1 Write a job for each place.

• Tell the children they will prepare for their project. Point to the table and tell the children to read the places around town and write an appropriate job next to each place. The children may work in pairs or individually. Feed back ideas from the class. Answers may differ.

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 71.

© Copyright Oxford University Press

3 Complete the research questions. Research and write the answers.

• Read Jack’s tip and ask the class to think about what •

information is useful to include in their biography and remind them to write events in chronological order. The children use the internet, newspaper articles or magazines to find out about a famous person with an interesting job. They answer the questions to help them direct their research and find useful and interesting information about the person.

4 Read the tips and write your project.

• See notes on page 72.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

• See notes on page 72.

6 Present your project.

• See notes on page 72.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:

The children are now ready to do the Unit 4 test and Term test 2. See the Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

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Review 2  Call the H Team: Catch that thief! are older? (Bonnie: a sportsperson, Owen: a firefighter, Scott: a scientist, Camilla: a computer programmer.) Picture 4: What do they decide to do? (Interview people at the shopping centre.) Picture 5: Who do they interview? (A cook, a gardener and two musicians.) Picture 6: How do they find the case? (It has a GPS tracking system inside it. They follow the directions.) Picture 7: Where is the thief now? (He’s near the post office.) Picture 8: Where is the thief now? (In the hotel.) Picture 9: Which room is he in? (Room 247) Picture 10: Did the police arrive slowly? (No, they arrived quickly.) Picture 11: How did the engineer feel? (Happy!) Picture 12: What’s the new children’s hospital like? (It’s amazing.) Picture 13: What happened to the H team yesterday? (They became heroes!)

Learning outcomes To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work together and follow instructions to make a poster for the play

Language Core review language:  Language from Units 3 and 4 Other: case, GPS tracking, inside, outside, plans, thief, top (engineer)

Competences for 21st century learning: Sense of initiative and entrepreneurship Cultural awareness and expression

2 Read the story again and answer the questions.

• Ask the children to read the questions and think about

Note:  It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 2 test.

Lesson 1

ANSWERS

Starting the lesson (optional)

• Play Racing lists to review the vocabulary from the Starter unit and Units 1–4 (see Ideas bank page 169).

Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: Catch that thief!

• Tell the class that they are going to read another story

•

about the H Team. Ask the class who the members of the H Team are and what they do (Bonnie, Scott, Camilla and Owen. They work together to help solve problems.) Say Read the title of the story. What do you think will happen in this story? Take all ideas. Choose the ‘Listen only’ option in the Review 2 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the story.

Class Book    pages 48–49  • Tell the children to look at the pictures and name the

•

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members of the H Team, say the activities, jobs, places around town and objects they can see. Play the story audio for the children to read and follow in their Class Books. Play the story audio again. Check comprehension: Picture 1: Where is the engineer? (In the shopping centre.) What has he designed? (A new Children’s hospital.) Picture 2: What happens at the shopping centre? (A thief steals his case.) Picture 3: What are the H team doing when they get the call? (Children say what each character is doing.) What jobs do you think the H team want to do when they

Review 2

1 No, it wasn’t. 2 She wants to be a computer programmer. 3 Bonnie and Owen interviewed people at the shopping centre. 4 It’s made of a new material and you can see exactly where it is all the time. 5 He was in a hotel. 6 He designed a new children’s hospital.

3 Prepare your project. Do your project.    AB pages 48–49 

• Tell the class they are going to plan, prepare and practise a •

play about Call the H Team: Catch that thief! See Activity Book notes below.

4 Rate your project.    AB page 49 

• See Activity Book notes below.

Classroom Presentation Tool (CPT) Review game

• See instructions for Picture race on page 165.

1 Read and listen.  w 2.35

•

•

their answers. Tell them to focus on the content words of each sentence to help them find the answer. The children read the story again and write the answers in their notebooks. The children check their answers in pairs before feeding back as a class.

Activity Book    page 48  Plan 1 Plan your play. Decide who is going to do each part. Some pupils can have 2 parts.

• Put the children into groups of 12–15 and seat them •

together so they can communicate. Consider abilities and friendship groups when deciding on the groups. Ask the group to look at the cast list and work together to decide which role each child will play. A confident child with good communication skills should be the director. The children write their names in the cast list.

© Copyright Oxford University Press

SUGGESTED ANSWERS

2 a cook’s hat, a case, some papers (plans), musical instruments, etc. 3 somebody running, police whistle, phone ringing, music, etc.

Ending the lesson (optional)

• Play a game of the children’s choice to review the

language from Units 3–4 (see Ideas bank pages 167–172).

Further practice

Teacher's Resource Material: Review 2 Story Playscript worksheet.

COMPETENCES FOR 21ST CENTURY LEARNING:  

Sense of initiative and entrepreneurship The planning stage of a project is a key stage for children to develop when working together on a project. Negotiating and organizing roles for the play encourages them to cooperate, problem solve and use their decisionmaking skills.

2 Talk about these things with your group. Make notes.

• Ask the class to give their group a name, and plan the

props they will need and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.

Lesson 2 Language Core review language: Units 3 and 4 language Material: coloured pencils, large piece of paper for poster, notebooks

Starting the lesson (optional)

• Play Flashcard sequence to review the vocabulary from Units 3–4 (see Ideas bank page 168).

Classroom Presentation Tool (CPT) Review game

Prepare 1 Understand the story. Answer the question.

• Ask the children to think about their lives and refer to the story to answer the question.

• See instructions for Basketball on page 165. Story review (optional)  w 2.35

• Ask the children what they remember from the story:

SUGGESTED ANSWERS

Most important buildings: hospital (because people go there to get well), school (because children go there to learn), shopping centre (because people go there to buy food and other things), library (because people can borrow books there), post office (because you can send a letter there), bank (because you can get money there), etc.

2 Understand your part in the play. Work in groups. Talk about these things.

• Ask the children to refer to the Prepare section and answer

•

Who’s in the story? What problem do they have to solve? How do they solve it? How do the people feel in the end? Watch (or listen to) the story again to confirm answers.

Activity Book    page 49  Make. Follow the instructions to make a poster. 1 Plan your poster in pairs. Complete the mind map.

• Tell the children they are going to make a poster for their play.

the questions about the part they will play in the play.

• Put children into pairs and ask them to look at the mind

worksheet.

•

• The children can complete who plays each part on the SUGGESTED ANSWERS

1 Words to describe characters: helpful, friendly, kind, clever, strong, dangerous, naughty, bad, good (and other adjectives). 2 Happy, unhappy, sad, angry, scared, worried, bored, etc.

Practise 1 Practise your play. Listen to the director. Try to remember your lines.

map to help them plan their poster. Ask them to think about each point and complete the mind map with the information they need to include for their poster.

2 Design the poster in your notebook.

• The children write and draw to design a poster in their

notebooks. Each child in each pair can design their own poster and then they choose ideas from both for the final poster. Help and praise throughout.

3 Check your spelling.

• The children use the Class Book as their play script. Ask the

• Remind the children to check their work and their

•

4 Make your poster.

•

director to consider each scene (Where the children stand, how do they speak and interact, etc.) Ask the children to think about how they act as their character (How do they feel at that time?, etc.) The children can use the worksheet to say / practise their lines.

spelling. They can use their Class Book for support. Pairs can check each other’s work.

• Hand out paper for the poster to pairs. The children create their final poster for display.

2 Practise the songs from Unit 3 and Unit 4. w 2.11 2.28

• Sing the songs from Units 3 and 4, with or without the audio.

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5 Put the posters on the walls around your school.

• If you are able to, decide on a time and place before you

•

design your posters, when you can perform your play to the rest of the school. Invite other classes to come and watch. Display the posters around the school to advertise the performance. Alternatively, display the posters around the classroom.

Perform the play and rate it! 1 Perform your play and sing your songs. Enjoy acting. It’s fun!

• Ask each group to perform their play and sing one of the

songs from Units 3 and 4. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Ask the children who are watching to respect one another’s performance, listen and clap at the end.

2 Watch all the plays. Tick f or cross g.

• Ask the children to read points 1–5 in the table and check • •

understanding. The children tick the areas they liked for each group. Ask the class to feed back to each group what they liked. Congratulate the class on performing so well and finishing a group project.

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Acting out the story allows the children to express themselves artistically. The vocabulary and grammar of the previous units is activated more easily in the context of the story, making it fun and memorable.

Ending the lesson (optional)

• Play a game of the children’s choice to review the

language from Units 3–4 (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:  

The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

122

Review 2

© Copyright Oxford University Press

Unit 5  At the department store Lesson 1: Vocabulary

Transcript

Language Core: a cotton T-shirt, a glass bottle, a leather belt, a metal bracelet, a paper plane, a plastic car, rubber boots, a silk scarf, a wooden train, a wool jumper Revised: Colours; Past simple regular and irregular: affirmative and negative; Prepositions of place: this, these; It’s made of (paper). They’re made of (plastic). I’m wearing … My friend is wearing … Other: department store, (water) glasses; What’s it made of? What are they made of?

• Write the word department store on the board. Play

•

Ladders to review items you can buy there (see Ideas bank page 171). Talk about what material each object on the board is made of in the children’s own language and English. Ask the children What’s a hat made of? What are toy cars made of? What’s your desk made of? Have you got a lot of wood, plastic or glass at home? Are you wearing any leather? Do you like wearing wool? Point to the Unit aim box on the Class Book page and read the aim together.

CPT, Classroom Resource Pack Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: Where are they shopping? (At the department store.) What department are they going to? (The toy department.) Who are they buying a present for? (Their cousin, Lewis.)

Transcript

Dad  OK. Let’s go to the toy department and find a present for your cousin Lewis. Jack  Where’s the toy department? Dad  It’s on the second floor. Sally  Let’s go to the clothes department. That’s on the first floor. Dad  OK. But let’s get Lewis’s present first.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 50  2 Listen and repeat.  w 3.01

• Focus the children on the photo display of the department

•

OPTION:

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 3.02

• The children listen to the description of each item of

Starting the lesson (optional)

•

1  a cotton T-shirt   2  a wool jumper   3  a metal bracelet  4  a plastic car   5  a silk scarf   6  a leather belt  7  a wooden train   8 rubber boots   9  a paper plane   10  a glass bottle

clothing and say the number it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript

1 A  Can you see the train? Is it plastic? B No, it’s wooden. … Seven 2 A  Can you see the bracelet? Is it metal? B Yes, it’s metal. … Three 3 A  Can you see the bottle? Is it plastic? B No, it’s glass. … Ten 4 A  Can you see the belt? Is it leather? B Yes, it’s leather. … Six 5 A  Can you see the scarf? Is it wool? B No, it’s silk. … Five 6 A  Can you see the jumper? Is it wool? B Yes, it’s wool. … Two 7 A  Can you see the plane? Is it metal? B No, it’s paper. … Seven 8 A  Can you see the boots? Are they leather? B No, they’re rubber. … Eight 9 A  Can you see the car? Is it plastic? B Yes, it’s plastic. … Four 10 A  Can you see the T-shirt? Is it cotton? B Yes, it’s cotton. … One

4 Read and say the object.

• The children read the sentences and say which object is being described.

ANSWERS

1  a plastic car   2  a paper plane   3  a leather belt / a silk scarf   4  a wooden train   5  a wool jumper  6  rubber boots   7  a metal bracelet   8  a cotton T-shirt   9  a silk scarf / a leather belt   10  a glass bottle OPTION:   In a less confident class, the children take turns in pairs, one child answering odd sentences the other even sentences. Ask them to repeat the activity doing the other numbers.

store and talk about what children can see. Ask What department is Jack in? (The toy department.) What department is Sally in? (The clothes department.) Play the audio for the children to listen and repeat.

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EXTENSION:   In a more confident class, look at the new

words in the word bank. Put the children into pairs to point to a word for their partner to match to an item of clothing and material. Alternatively, play a game from the Ideas bank using the wordcards. COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Matching pictures to written descriptions will help the children consolidate the new language. It also raises awareness of sentence structure, developing their reading, grammar and vocabulary skills.

2 Cover and play Point and spell. Check with your friend.

• See notes on page 60.

3 Complete the table. Ask and answer. Write 4 sentences about your friend.

• The children list six items of clothing they are wearing and what they are made of.

• Read the conversation in the speech bubbles. Put the

•

5 Play The I can see … game.

• Read the conversation in the speech bubbles. Put the

children into pairs. They take turns describing the clothes on pages 50–51 using the letter it begins with and It’s made of / They’re made of … . Monitor, help and praise throughout.

children into pairs to ask and answer about their clothes. They write their friend’s clothes and materials they are made of in the table. The children write four sentences about their friend. Check in pairs.

Extra

• Fast finishers write about the objects in their pencil case thinking about the materials they are made of.

Ending the lesson (optional)

• Play Find the card (see Ideas bank page 168).

Star question (optional)

• Say There’s a cotton shirt. It’s checked. There are rubber

balls on the floor. etc. Ask the Star question encouraging the children to use the structure with objects and prepositions learnt in this lesson and previous levels.

CULTURE NOTE:  Department stores in the UK In the UK, department stores came into being during the industrial revolution in the late 19th century as products were manufactured in Britain but also imported from around the world. Silk and china from China, wood from Indonesia, gold and silver from India. You could buy all of these in the UK. Manchester, Liverpool, Birmingham and London have some of the largest and oldest department stores. Selfridges in London and House of Fraser in Manchester are two of the most well-known and popular. Selfridges opened in 1909 offering 100 different departments. Today its buildings are modern, light and filled with clothes, toys, home furnishings and gadgets from around the world. They also have cafes and restaurants to relax in while you shop.

Lesson 2: Grammar & Communication Language Core: Obligation: have to / don’t have to, has to / doesn’t have to Revised: Clothes; Materials; Places around town Other: camping trip, cool, juggle, post, shopping centre, to do list

Starting the lesson (optional)

• Play Teacher’s mistake (see Ideas bank page 168). • Talk about things the children have to do at school in the

children’s own language. Do you have to wear a uniform to school? Can you wear any clothes you like? What do you have to do in class? Do you have to eat lunch at school? Do you have to do homework? Can you stay inside at playtime?

Class Book    page 51 

Jack’s question.

• Point to Jack’s question and read it aloud. Say I’m wearing (a cotton T-shirt), (cotton trousers), (leather shoes) and (a leather watch). Ask the question around the class encouraging the children to describe the materials their clothes are made of.

Classroom Presentation Tool (CPT) Vocabulary practice: game

1 Read and listen. Where does Jack have to go with his mum?  w 3.03

• Point to the letter and ask the class why Jack is writing to Lewis (It’s his birthday).

• Tell the children to read and listen to the letter. Ask them Where does Jack have to go with his mum? Feed back the answer from the class.

ANSWER

• See instructions for Pelmanism on page 163.

He has to go to the post office.

Activity Book    page 50  1 Look at the code and complete the words.

• The children use the code grid to find the material each object is made of.

ANSWERS

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence This short reading text allows the children to see the target language in context before they go on to focus on its form and use. This will help children to apply the language and use it appropriately.

1  cotton  2  wool  3  silk  4  leather  5  metal   6  plastic  7  glass  8  wooden  9  paper  10  rubber 124

Unit 5

© Copyright Oxford University Press

2 Read and learn. Say the sentences.

ANSWERS

• Ask the class Why can’t Jack go to Lewis’s birthday party? (There’s a school camping trip.)

• Refer the children to the All about grammar box. Explain

•

that when we talk about obligation we use have to and has to. Ask the class to look and say which pronouns use which form. Explain that when there is no obligation we use don’t have to and doesn’t have to. Point out the form of the verb that follows have to / has to / don’t have to / doesn’t have to (the infinitive). Put the children into pairs. Ask the children to take turns saying sentences about what Jack’s obligations using the table. Tell them to find the examples in the letter in Activity 1. Then ask them to talk about their own obligations using the grammar box for support. Write some ideas on the board to support the children, e.g. At school, I have to … At home, I have to … Today, I have to … Monitor, help and praise throughout.

OPTION:   Do this activity as a class and elicit examples using a range of pronouns.

3 Play The things to do game.

• Point to the To do list and explain that these are Helen

•

and Emma’s obligations. Elicit the items in the pictures and then read the conversation in the speech bubbles. Remind the children that they should use She has to / doesn’t have to. Put the children into pairs. They take turns describing an obligation for their partner to guess which person it is. Refer them to the grammar box for support. Monitor and help throughout.

Jack:  a  f  b  f  c  g  d  f  e  g 1  shopping centre   2  wool jumper   3  play football   4  have to   5  wear Lisa:  a  g  b  f  c  g  d  f  e  f 1  don’t have to   2  have to   3  park  4  rubber boots   5  cotton T-shirt   ​   ​    ​   ​   ​    ​   ​   ​    ​   ​   ​    ​   ​   ​    ​   ​

2 What are the grammar rules? Tick f.

• Tell the children to look at the chart and think about the grammar they have just learnt.

• Refer them to the column headings and ask them to •

ANSWERS

have to:  I / You / We / They Affirmative don’t have to:  I / You / We / They Negative has to:  He / She Affirmative doesn’t have to:  He / She Negative

3 Write about things you and your friend have to and don’t have to do today.

• Put the children into pairs to decide on one thing they

•

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Three in a row on page 164.

both have to do and one thing they both don’t have to do. Then they tell each other one other thing they have to do and one thing they don’t have to do individually. They write affirmative and negative sentences about the obligations for both of them, their friend alone and themselves. Put pairs together to form a group of four to read their descriptions.

4 Speak and guess with your friend. Use Activity 1 to help you.

• Pairs take turns to say a sentence about Jack or Lisa in

Activity 1 for their partner to guess. Refer the children to the speech bubbles at the bottom of the page. Monitor and help throughout.

Activity Book    page 51  1 Listen and tick f or cross g. Complete the list of things that Jack and Lisa have to do.  w 3.04

look and tick the columns that show how we talk about obligation. The children may work individually or in pairs to complete the chart. The children check their answers in pairs before feeding back.

• Elicit the places in the pictures on Jack and Lisa’s To

All about grammar    page 86 

•

1 Look and complete using the correct form of have to or don’t have to.

•

do lists. Play the audio for the children to listen, and tick the activities each person has to do and cross the activities they don’t have to do. Check answers in pairs before feeding back. Ask the children to complete the sentences with the structure or a place. Play the audio again for the children to check.

Transcript

Adult  Hello, Jack! Do you have to do many things today? Jack  Yes! I have to go to the shopping centre. I have to buy a wool jumper. I don’t have to play football. I have to play hockey. I don’t have to wear a cotton T-shirt. Adult  And what about you, Lisa? What do you have to do today? Lisa  I don’t have to go to school. I have to learn to juggle. I don’t have to go to the park. I have to buy some rubber boots. And I have to wear a cotton T-shirt.

• Review with the class how we use and form sentences

• •

using have to and don’t have to. Point out how the form changes with different pronouns and that we use an infinitive after have to / don’t have to. Clarify in the children’s own language if necessary. Point out the contractions in the Look box and clarify the contraction of not in the negative forms. The children look at the pictures and complete the sentences with the correct form of have to or don’t have to. Check in pairs before feeding back.

ANSWERS

1  has to   2  has to   3  don’t have to   4  doesn’t have to  5  have to

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2 Complete the text using the correct form of have to or don’t have to and the verb.

• The children read the text about Paul and his family

and complete it with the correct form of the verb in the brackets. Tell them to think about which pronoun or person is being talked about and if it is an affirmative or negative.

ANSWERS

1  have to go   2  doesn’t have to learn   3  have to wear  4  doesn’t have to wear   5  has to take   6  don’t have to study   7  has to work

3 Write about you, your friends, your family and your school. Use have to and don’t have to. Use Activities 1 and 2 to help you.

• Ask the children to think about themselves, their friends

and family and their different obligations. They write 2–3 sentences using the correct form of have to (affirmative and negative). Refer then to Activities 1 and 2 for support. Monitor and help throughout.

Ending the lesson (optional)

• Play Missing letters to review the language from the lesson (see Ideas bank page 169).

Further practice

Teacher’s Resource Material: Unit 5 Lesson 2 Reinforcement and Extension worksheets.

Lesson 3: Culture & Communication Language Core: kilt, kimono, sari; Can for permission: I can wear (bracelets) at the weekend, but I can’t wear them to school. I can wear a (swim hat) but I don’t have to. Revised: Clothes; Materials; checked, colourful, flowery, spotty, stripy; have to / don’t have to, has to / doesn’t have to, What’s it made of? What are they made of? Other: bright patterns, celebration, traditional

Starting the lesson (optional)

• Play The things to do game from Lesson 2 again. • Talk about traditional clothes in your country as a class in

the children’s own language or English: What traditional clothes do people wear in our region / country? What are they made of? When do people wear them? Do you know any other traditional clothes from around the world? Do you wear them?

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What kinds of material does the shop sell?

• 1st viewing: Watch Jack’s introduction to the culture film

and ask the children to tell you what the video is about (Different clothes from different places in the UK). Make some predictions as a class about the question What kinds of material does the shop sell?

126

Unit 5

• Watch the culture film, stopping before the

comprehension questions, for children to children check their predictions. Ask the class to tell you what they know about the clothes. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note:  Use the Culture and Communication worksheet with the video.

Transcript

Jack  I like wearing jeans and a T-shirt, but sometimes I have to wear special clothes, for a party or a celebration. In the UK you can see lots of different clothes from different places. Let’s watch. Culture film: How do you choose what to wear? Do you think about the weather? Where you’re going? What you’re going to do? Some people have to wear special clothes for work. Can you spot the police in their uniforms? Look – there on the left. The Queen’s Guard at Buckingham Palace wear a very special uniform. The furry hat is called a busby – do you think it’s hot? Some people wear special clothes for sports, like this skier. In a cricket match, people usually wear white T-shirts and long white trousers. These clothes are called ‘whites’. This festival in Scotland is called the Highland Games. The sportsmen wear a traditional wool skirt called a kilt. The dancers wear kilts, too, and so do the musicians. These are traditional Welsh clothes – well, maybe not the sunglasses! People from many different cultures live in the UK, so you can see lots of different kinds of clothes. These people are going shopping. This shop sells traditional Indian material – silk and cotton. You can see traditional Indian costumes at this festival. The dancers are wearing colourful dresses … but the people in the audience are wearing hats and scarves because it’s autumn, and it’s cold! ANSWER

silk and cotton COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression The visual nature of the video brings the culture topic to life, allowing the children to really engage in the topic and think about their own culture in the context of the wider world.

CULTURE NOTE:  Traditional clothes in the UK Kilts are made from wool and the ‘tartan’ is the different patterned design on them. The pattern of tartan you wear shows which family you come from. Tartan isn’t traditional only in Scotland, but is also worn in Wales and Northern Ireland. Busby hats are part of the traditional military uniform of the Queen’s Guards. They are now purely a ceremonial uniform, but they were originally worn in active service on the battlefield up until the end of the 9th century. The hats are made from bear skins. Many women in the UK of Indian, Bangladeshi, Sri Lankan and Pakistani origin wear saris. They consist of one strip of cloth and can be worn in different styles. They are often worn to weddings or other celebratory occasions.

© Copyright Oxford University Press

Class Book    page 52  2 Read and listen. Does Alfie have to wear a skirt to school every day? What did Lisa wear?  w 3.05

• Point to the text message and tell the class that Jack is •

•

messaging his friend, Haruki. Ask them where they think Haruki is from (Japan). Ask the children to look at the photos and say any words they know to describe them (It’s a kilt, a sari, a Japanese boy, a boy and girl are wearing Japanese clothes, kimonos, They’re red and blue, red, spotty boots, etc.). Play the audio for the children to listen and read. Then answer the two questions.

ANSWERS

When do you wear them? Are they the same as the UK? Or Japan? Or India? What’s different?

Activity Book    page 52  1 Reorder the letters and make words to complete the dialogue. ANSWERS

1  kimono  2  has  3  wool  4  cotton  5  scarf   6  silk  7  leather

2 Think of the clothes you wear for celebrations. Complete the mind map.

• Read the headings in the mind map as a class and check

understanding. Brainstorm ideas or ask the children to work in pairs. They think about the clothes they wear for a celebration and write words in each category.

No, he doesn’t. Lisa wore a sari.

3 Think about the clothes you can wear. Write notes.

• Refer the children to the words in the box and check

•

their understanding. Ask the children to think about what clothes they wear and when. What they are made of and what colours or patterns they have? Brainstorm ideas as a class and write them on the board. Tell the children to write notes about the clothes they can wear and when they wear them in their notebooks using the vocabulary. Monitor and help throughout. Feed back answers.

• The children complete the sentences about clothes they •

wear for celebrations referring to Activities 1 and 2 for support. Refer the children to the Language in action! box and review the difference between can / can’t, have to / don’t have to if necessary.

Extra

• Fast finishers write about the clothes they are wearing

CPT / Class Book    page 52  4 Watch. Discuss what clothes you can wear for different things.  w 3.06

• Explain to the class that they are going to watch or listen •

3 Write a description of the clothes you wear for celebrations. Use Activities 1 and 2 to help you.

to two children talking about clothes people can wear for different occasions. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Transcript

A I can wear bracelets at the weekend, but I can’t wear them to school. B I can wear a swim hat for swimming, but I don’t have to.

Language in action!

today, thinking about materials, colours and patterns. Ask the children to check their ideas in pairs if you have time.

Ending the lesson (optional)

• Play Lucky dip (see Ideas bank page 167). Use the

flashcards or talk about the clothes the children are wearing.

Further practice

Teacher’s Resource Material: Unit 5 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:

The Language in action! activity is an opportunity to assess the children's speaking development. Assessment grid and notes in the Teacher’s Resource Material.

• Refer the class to the Language in action! box and read

•

through the statements. Explain to the class their own language or English that we use can when we talk about things we have permission to do and can’t for things we don’t have permission to do. Remind them that in the example here we use don’t have to when there is no obligation. When the children are using the language confidently, put them into pairs or small groups. They take turns to make statements about what they can and can’t do using the Language in action! box for support.

Let’s compare culture

• Discuss the culture question in English and in the

children’s own language if necessary, Are there any traditional clothes for your region? What are they? What colours or patterns do they have? What are they made of?

Lesson 4: Cross-curricular (Natural Science) Language Core: absorbent, flexible, man-made, natural, rigid, waterproof; What’s this (chair) made of? It’s made of (plastic). It’s (rigid). Revised: Clothes; Materials; pot, table, umbrella Other: cheap, the environment, jars, keep their shape, light, properties, recycled, stay dry, through, waste

Starting the lesson (optional)

• Play I spy (see Ideas bank page 168). • Bring items to class to illustrate the new language of the

lesson if you can. Allow the children to look at, touch and

© Copyright Oxford University Press

Unit 5

127

pick up the objects. Ask around the class What’s this made of? What colour is it? What do you use it for?

Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack messaging

• •

about traditional clothes? (Haruki) Which website did they talk about at the end of their message? (Properties of materials.) Tell the children they are going to do a quiz from that website. Watch the slideshow, pausing before the Quick quiz. Put the children into pairs and pause after each Quick quiz question for the children to raise their hands and answer. Continue the audio to check.

Transcript

Look around and you can see things made of different materials. We make objects from different materials because some materials are better for making objects than other materials. This is because all materials have got different properties.  Waterproof:  Waterproof materials stop water passing through. Absorbent:  Absorbent materials take water in. Natural:  Many materials are natural materials, which means they come from nature. Wood comes from trees. Man-made:  Other materials are man-made materials, which means people make them. Glass is a man-made material. Rigid:  Rigid materials don’t bend easily, so they are good for objects that need to keep their shape. Flexible:  Flexible materials bend easily, so they are good for objects that don’t need to keep their shape. Quick quiz! Question 1  Are these boots waterproof or absorbent?  … Waterproof. Question 2  Is this table made from a natural or a man-made material? … Natural. Question 3  Is this pot rigid or flexible? … Rigid. Question 4  Is this cloth waterproof or absorbent? … Absorbent. Question 5  Are these jars made from a natural or a man-made material? … Man-made. Question 6  Is this bag rigid or flexible? … Flexible. Question 7  What objects can you see in your classroom? What properties have they got?

See Class Book page 53 for transcript. ANSWER

Rubber is waterproof.

3 Read again and answer.

• Read questions 1–6 and check the children understand •

the key words in the questions. Allow the children time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  Waterproof  2  Cotton and paper   3  Paper and glass  4  Children’s own answers   5  Children’s own answers  6  Plastic, because it’s waterproof. COMPETENCES FOR 21ST CENTURY LEARNING:   Mathematical competence and basic competences in science and technology Considering the materials and properties of everyday objects not only develops the range of language the children learn, it also improves their understanding of the physical world around them and engages them in discussion about this. This motivates children who enjoy Science in the English language classroom.

WEB SEARCH:  Can you find out how glass is made?

• The children use the internet to find out how glass

is made. Put the children into pairs to use the Crosscurricular worksheet to do their research. Check the instructions and language of the worksheet before children research.

Activity Book    page 53  1 Write the properties of the materials and their opposites.

• The children write the properties in the word bank in opposite pairs.

ANSWERS

1  absorbent, waterproof   2  flexible, rigid   3  man-made, natural

2 Which materials are waterproof? Do the experiment and record your results.

Class Book    page 53 

• Ensure you have the materials needed for the experiment

2 Read and listen. Is rubber waterproof or absorbent?  w 3.07

•

• Ask the class which objects they can name that are made of rubber.

• Point to the photos on the website and elicit the items

•

•

•

•

128

Transcript

(rubber boots, a cotton towel, a wooden table, glass jars, metal pots, a cotton bag). Play the audio for the children to follow the words in their books. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.

Unit 5

before the class. Read through what you need with the class and then read the instructions. Put the children into small groups and ask them to predict which materials they think will be waterproof. Note their predictions on the board. Either do the experiment in groups of 4–5 and hand out materials to each group, or work through the experiment together as a class. The children write the answers to questions 1–4 from the results of the experiment. Feed back answers from the class.

© Copyright Oxford University Press

3 Complete the table with the properties of the materials.

• The children use the information from the experiment and their own knowledge to complete the table.

ANSWERS

cotton:  absorbent, natural, flexible leather:  waterproof, natural, flexible metal:  waterproof, natural, man-made, rigid, flexible plastic:  waterproof, man-made, rigid, flexible silk:  absorbent, natural, flexible paper:  absorbent, man-made, flexible

4 Choose and write about the properties of objects in your home.

• Ask the children to think of 2–3 objects in their own

home. They write sentences about the properties of the objects in their notebooks. Ask the children to read their ideas to a partner, if you have time.

Extra

• Fast finishers choose another object in the classroom and

Transcript

Jack  This is an adventure story about a family holiday. It looks exciting! Let’s find out what happens. • See Class Book pages 54–55 for story transcript.

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    pages 54–55  2 Read and listen. Find the words in the story.  w 3.08

• Point to the photo at the top of the page and ask What is • •

describe its properties in their notebooks.

Ending the lesson (optional)

• Play Describe it (see Ideas bank page 170). Play in teams using words to describe properties and materials.

Further practice

Teacher’s Resource Material: Unit 5 Cross-curricular worksheet.

Lesson 5: Story & Vocabulary Language Core: blanket, fire, map, rucksack, torch, whistle Revised: Activities; Adjectives of feeling; Ailments; Clothes; Food; Materials; Past simple regular and irregular verbs; Properties of materials; have to / doesn’t have to, can / can’t Other: adventurer, boil (water), creative, emergency signal, (5 minutes) ago, get sick, mountain rescue, a noise, sailing boat, sails

Starting the lesson (optional)

• Play Lucky dip to review a selection of language from the course (see Ideas bank page 167).

CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation

•

•

ANSWERS

rucksack: frame 4  map: frame 4  fire: frames 6, 7 whistle: frame 3  blanket: frame 4  torch: frame 3 ALL ABOUT VALUES:   Be creative to solve problems. Remind the children of the problems that get solved in the story and who creatively solves them. What did they do? How did these ideas help the family? What would have happened if they had done nothing? Talk to the children in their own language about being creative to solve problems and why it’s important in all areas of life.

3 Read and answer.

• Read questions 1–6 and check understanding of any

1 Watch.

• Tell the children they’re going to watch a story animation

•

with Jack. Pause after Jack’s introduction and ask What’s the story about? (An adventure story about a family holiday.) With books closed, watch the story. Ask What happens in the story? (A family have an adventure on holiday. They sail on a boat and climb a mountain. But the dad gets sick. The family have to find ways of surviving until they get rescued.)

it? (A mountain) What type of story is it? (An adventure story). Do you like adventure stories? Play the story audio for the children to read and follow in their Class Books. Check comprehension: Who are the people in the story? (Lucy, her brother Ben, Mum and Dad) When did the story happen? (Last year) What is their boat called? (Adventurer) What did they do on the sixth day? (They climbed a mountain.) What is the matter with Dad? (He can’t walk. He has a temperature.) What does Ben make? (An emergency signal.) What do Lucy and Ben have to find? (Water and wood for a fire.) How do they clean the water? (They use a sock.) Why was Ben scared? (Because he heard a noise.) Who was it? (Mountain rescue) How does Dad feel at the end of the story? (He’s much better.) How did Ben, Lucy and Mum feel? (Happy) Ask the children to look at the six words in the word bank on page 54. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

•

unknown words. Check the children understand the verb take and its past form took. Then allow the children time to read the questions and text again. The children write their answers in their notebooks. Remind them to answer in the past simple if they can. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  Lucy’s rucksack is blue.   2  The sixth day.   3  Mum had chocolate biscuits and nuts.   4  Mum made the fire with her glasses.   5  Ben has got the torch in picture 7.   6  Mountain Rescue took Dad to hospital. Unit 5

129

COMPETENCES FOR 21ST CENTURY LEARNING:   Sense of initiative and entrepreneurship Encouraging children to think creatively to solve problems is helpful in many aspects of their lives. It can help them problem solve in class, with friends and at home. This develops their ability to think and act independently for the benefit of themselves and others.

Lesson 6: Story, Grammar & Communication Language Core: Past simple questions and short answers Revised: Affirmative and negative; Clothes; Materials; Past simple regular and irregular verbs; Properties of materials; Short answers; blanket, fire, map, rucksack, torch, whistle,

4 Listen to Jack and his friends. What did you think about the story?  w 3.09

• See notes on page 65. Remind the class they can use the past simple I liked / enjoyed … to talk about their opinion.

WEB SEARCH:  Find out what emergency equipment to put in your rucksack when you climb a mountain.

• Put the children into pairs to find the answers to the Web search. Choose a child friendly website before class for children to use.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Conveyor belt on page 162.

Activity Book    page 54  1 Read and complete Lisa and Alfie’s review of the story. ANSWERS

1  adventure  2  sailed  3  blanket  4  rucksack   5  torch  6  whistle  7  fire  8  map

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• See notes on page 66.

3 Can you be creative to solve problems? Circle Yes or No. Write.

• The children think about solving problems creatively and •

when they do this in their lives. They read the sentences and circle Yes or No. Invite them to read their score rating. The children complete the sentence about how they can be creative to solve problems.

Extra

• Fast finishers consider what happens next in the story

using the questions as prompts. They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

Ending the lesson (optional)

• Play Who was it? (see Ideas bank page 172).  Further practice

Teacher’s Resource Material: Unit 5 Story playscript worksheet; Unit 5 Word skills worksheet.

130

Unit 5

Starting the lesson (optional)

• Play the Alphabet race to review verbs (see Ideas bank page 171).

CPT, Classroom Resource Pack Story review and grammar presentation  w 3.08

• Ask the children what they remember from the story:

•

Who’s in the story? Where did Dad get sick? How did Mum help the family? How did Ben help? How did Lucy help? Who found the family? How did they feel in hospital? Watch (or listen to) the story again to confirm answers.

Vocabulary review: flashcards (optional)

• Show the flashcards one by one to remind the children of the new vocabulary.

Class Book    page 56  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on page 54–55 again and find the missing words. Ask the children to tell you who says each line.

ANSWERS

1  Did  2  get  3  you  4  have COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence This structured activity allows the children to identify key aspects of the target structure using the story context. This breaks down the language formal context that is already familiar, enabling the children to understand the language clearly, recall it and use it appropriately. OPTION:   Ask the children to look at the story and find and tell you the answers to the questions in Activity 1.

2 Beat the clock. How many questions and answers can you say in 3 minutes?

• Look at the All about grammar box as a class and explain

•

that this is how we make questions in the past simple. Point out how we use Did to start the question, and the word order Did + pronoun + verb. Point out that the verb is in the infinitive and it is the same for all pronouns. Tell the class they already know how to make short answers for questions. Ask 2–3 questions and elicit the affirmative and negative short answers (e.g. Do you like  …? Yes, I do. No, I don’t. Are you …? Yes, I am. No, I’m not. Have you got …? Yes, I have. No, I haven’t, etc.)

•

Explain that in the past simple we make short answers using did or didn’t. Put the children into pairs. Ask them to take turns asking and answering past simple questions using the grammar box for support. Ask the children to count the number of questions and answers they ask / answer in 3 minutes. Set a timer. Monitor, help and praise throughout. Feed back some of the questions and answers from pairs.

3 Ask and answer.

• Ask the children to look at the pictures of the children and

•

read their names. Elicit what they can see in the pictures (a rucksack, a map, some sheep, a river, a mountain, a jacket, etc.). Read the sample in the speech bubbles as a class. Put the children into pairs. They take turns describing a child for their partner to guess who it is. Remind them to use Did with the correct pronoun and to answer with short answers using did or didn’t.  Monitor, help and praise throughout.

OPTION:  

Ask the class questions about the characters in the story using the prompts in the word bank in Activity 3, e.g. Did she / Lucy take a rucksack? Did she look at a map? and elicit the short answers.

4 Ask a friend what they did on their last holiday.

• Ask the children to think about their last holiday and what •

they did / saw / ate / had, where they went, etc. Elicit and write some verbs on the board for support. Point to the two children talking at the bottom of the page and read the conversation. Put children into pairs to ask and answer in the same way. Monitor, help and praise throughout.

Star question (optional)

• Ask the children to recall what their partner told them

about their holiday. They write 2–3 sentence in their notebooks. Ask them to check with their partner if they remembered correctly.

Mum  Go and get some water. Ben and I have to get some wood. 3 Lucy  But it wasn’t an animal. It was Mountain Rescue! They helped us and took Dad to hospital. The next day, he didn’t remember our mountain adventure! Mum  Did you have a good sleep? Dad  Yes, thanks. I feel much better! ANSWERS

a  3  b  2  c  1

2 Answer the questions about the story. ANSWERS

1  Yes, she did.   2  Yes, she did.   3  No, they didn’t.  4  Yes, he did.   5  Yes, they did.   6  No, he didn’t.

3 Order the questions and write answers.

• The children reorder the words to write the questions.

•

ANSWERS

1 Did you go to the museum? 2 Did you go to the sports centre? 3 Did you play basketball? 4 Did you go to the supermarket? 5 Did you wear a waterproof jacket? 6 Did you watch TV? Children’s own answers

All about grammar    page 87  1 Order the words and write questions. Write the short answers.

• Review with the class how we form past simple questions •

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions Chase the cheese on page 164.

Then they write short answers for themselves. Give them a time reference to answer about, e.g. last weekend. If the answer is negative they write a correct statement for themselves. The children check verb forms and sentence structure in pairs.

and short answers. Clarify in the children’s own language if necessary. The children order the words to form past simple questions using Did. They write a negative or affirmative short answer referring to the pictures above. Check answers in pairs before feeding back.

ANSWERS

1 Listen and number the pictures.  w 3.10

1 2 3 4 5

Transcript

2 Read the sentences and write the questions.

Activity Book    page 55 

1 Lucy  We used a sock to clean the water! Mum  Now we have to boil it. Lucy  Did you get any wood? Mum  Yes, we did. 2 Lucy  Mum had chocolate biscuits and nuts in her rucksack. She had a blanket for Dad, too. We looked at the map. Mum  Lucy, we walked past a river five minutes ago. Did you see it? Lucy  Yes, I did.

Did you hear a noise? Yes, we did. Did he wear a waterproof jacket? Yes, he did. Did they have a good sleep? No, they didn’t. Did she get the wood? No, she didn’t. Did they see the river? Yes, they did.

• The children read the sentences and identify the verb and pronoun in each to write a question with Did. Remind the children of the rules with regular and irregular verbs.

ANSWERS

1  Did you hear a noise?   2  Did they climb a mountain?  3  Did he make a fire?   4  Did she go to the beach?  5  Did you win a prize?

Unit 5

131

3 Write 3 past simple questions to ask your friend about last weekend.

• The children write three questions about last weekend

using Did + you + verb. Put the children into pairs to ask and answer using short answers.

Ending the lesson (optional)

• Play Find someone who … to review past simple questions

OPTION:  

Ask the children to draw a picture of the singer and his clothes.

4 Listen and repeat.  w 3.12

• Refer the children to the pronunciation box. Point to the

(see Ideas bank page 171).

Further practice

Teacher’s Resource Material: Unit 5 Lesson 6 Reinforcement and Extension worksheets. Unit 5 Word skills worksheet.

Lesson 7: Song & Skills Language Revised: Body parts; Clothes; Colours; Materials; Past simple questions and short answers / regular verbs; blanket, fire, map, rucksack, torch, whistle; Core sound: /d/ climbed, lived /t/ helped, worked /ɪd/ started, visited Other: concert, dance floor, dressed, string

Starting the lesson (optional)

• Play Flashcard story guess before you listen to the song (see Ideas bank page 172).

Classroom Presentation Tool (CPT) 1 Watch.

• Tell the class that Jack, Lisa and Alfie are going to

introduce another song. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about a singer who wears very funny clothes.).

Transcript

• •

5 Listen and repeat the tongue twister.  w 3.13

• See notes on page 68.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Saying a fun tongue twister will engage the class and help them focus on the differentiation of the target sounds. This improves their listening and speaking skills.

Exam practice    AB pages 95–96  6 Work in pairs. Complete your speaking cards. Play.

• Show the class a cut-out card and tell them to turn to

•

Jack  Hello. Welcome to our video channel. Alfie  This is the best song you’re going to hear! Lisa  I love it! Jack  You’re going to love it! It’s about a singer.  Alfie  Who wears very funny clothes! We hope you enjoy it!

Class Book    page 57  2 Read the song. What was the singer wearing around his head? Listen and check.  w 3.11

• Ask the class to read the song silently and write what •

the singer was wearing around his head. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick the answer off in their notebooks when they hear it.

ANSWERS

A white, silk scarf.

3 Sing. Do you like the song? Use these words.  w 3.11

• See notes on page 68.

three sounds and say them. Write the sounds on the board next to each other. Tell the class these are three different ways we pronounce –ed endings in past simple regular verbs. Write a word under each as an example and drill the sounds with the class. Write the words under the correct sound. Then play the audio for the children to listen. Play the audio again for the children to listen and repeat the words. Point to the words on the board in a random order for the children to read and say.

•

pages 95–96 in their Activity Books and cut out the top card for Unit 5 along the dashed lines. Check they don’t cut out the bottom card. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they should read the sentences about last weekend and tick them if they are true for them or cross if they aren’t. A then asks B a past simple question using Did about each statement. B answers using a short answer. They swap roles. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubbles. Remind the children of the structure they are using. Monitor, praise and help throughout.

English at home

• Encourage the children to say the tongue twister to their family.

Classroom Presentation Tool (CPT) Pronunciation: game

• See instructions for Phonics matching on page 164.

Activity Book    page 56  1 Listen. Read and complete to make the new verses.  w 3.11

• Play the song for the children to listen and sing. 132

Unit 5

• The children complete the missing information in the

song using the words in the word bank to make their own invented verses. Put the children into pairs to sing or read their verses.

2 Listen to the tongue twister and underline the /d/ sounds, circle the /t/ sounds and draw a box around the /ɪd/ sounds.  w 3.13

• Play the audio for the children to listen to the tongue

twister again. They underline the /d/ sounds, circle the /t/ sounds and draw a box around the /ɪd/ sounds.

ANSWERS

/d/ sounds: lived, climbed /t/ sounds: helped /ɪd/ sounds: visited

3 Write more words with the /d/, /t/ and /ɪd/ sounds.

• Ask the children to think of and write more words with

these sounds in the correct columns. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

Ending the lesson (optional)

• Play Post boxes to review the pronunciation of the unit sound (see Ideas bank page 172). Use a range of -ed ending verbs to post into /d/, /t/ or /ɪd/ envelopes.

ASSESSMENT OPPORTUNITIES:

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Further practice

Karaoke version of song available.

Lesson 8: Language review & Communication

• Play the audio for them to listen and write the presents Lewis got in their notebooks.

Transcript

Jack  Hello? Lewis  Hello, Jack. It’s Lewis. Jack  Oh, hi, Lewis. Did you have a good birthday? Lewis  Yes, I did. My mum made a birthday cake! Jack  Did you get any good presents? Lewis  Yes – Mum and Dad got me a new bike. But I can’t ride it yet. I have to get a helmet! Jack  Oh, OK. What else did you get? Lewis  I got a plane from Granny. Jack  Cool! Can it fly? Lewis  No, it’s made of wood. I got some clothes from Mum and Dad as well:  a T-shirt and a wool hat for the winter. And I got a new rucksack for school. Jack  It sounds like you had a good birthday. Lewis  It was great. And it’s my party next weekend! Can I speak to your mum now, please? I have to say thank you for my plastic car. ANSWERS

3  (wooden plane)   2  (wool hat),   5  (rucksack)

2 Listen again. Read and answer.  w 3.14

• Read the questions and ask the children to consider the •

ANSWERS

1 Yes, he did. 2 Because he has to get a helmet. / Because he hasn’t got a helmet. 3 No, she didn’t. She got him a wooden plane. / His mum and dad got him clothes. 4 No, he didn’t. His party is next weekend. 5 Because he has to say thank you for his plastic car.

3 Look and say.

• Ask the children to look at the picture of Jack. Ask the

Language Core: Please can I try this (dress) on? Yes, of course. Is it any good? It’s too bog / small. Have you got a (smaller) size? Revised: Clothes; Materials; Past simple questions and short answers / regular and irregular verbs; Properties of materials; have to / don’t have to, , He’s wearing a… Other: hi-viz jacket

Starting the lesson (optional)

• Play Question chain to review the unit language (see Ideas bank page 167). Ask Did you buy / wear / see …?

Class Book 

  page 58 

1 Listen to Jack and Lewis. Which of these presents did Lewis get?  w 3.14

possible answers. Play the audio again for the children to listen and write the answers in their notebooks. Check in pairs before feeding back.

•

children to look at the materials in the left word bank and the objects in the right word bank. Ask the children to read the speech bubble. Tell children they will describe the picture using these words and the present continuous as in the speech bubble. Put the children into pairs. They take turns saying what Jack is wearing using the correct material and object.

ANSWERS

He’s wearing cotton trousers / a plastic helmet / plastic sunglasses / a waterproof jacket / a wool jumper / leather shoes. COMPETENCES FOR 21ST CENTURY LEARNING:  

Linguistic competence Reviewing the vocabulary of the unit using a recycled structure presents the children with a meaningful context for it. Learning language in chunks improves natural speech and ability to recall the language.

• Ask the children to look at the objects and say what they can see and what they are made of.

Unit 5

133

4 Read and say have to or don’t have to.

• Remind the class we use have to to talk about obligation •

and don’t have to talk about no obligation. Check understanding. Ask the children to read the activity poster. Check the class understand the meaning of hi-viz (high visibility). Put the children into pairs to take turns completing and saying the sentences about the poster. Monitor, help and praise throughout.

ANSWERS

1  have to   2  have to   3  don’t have to   4  don’t have to 5  have to

Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 79.

Class Book    page 58  Star question (optional)

• The children use the unit language to write a list of the clothes they are wearing and the materials they are made of.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Multiple choice on page 165.

Activity Book    page 57  1 Complete the questions and answer.

• The children complete the questions using Did or the

correct pronoun. They look at the pictures to write the short answers. When the answer is negative they write the correct statement.

• The children watch the role-play. Ask What does Lisa want to try on? (A dress.) What’s wrong with it? (It’s too big). Elicit the questions she asks Please can I try this dress on?  Have you got a smaller size?

Transcript

Lisa  Please can I try this dress on? Assistant  Yes, of course. Assistant  Is it any good? Lisa  No, it’s too big. Have you got a smaller size? Assistant  Yes, we have. Here you are. Lisa  Thanks. Assistant  Is that one better? Lisa  Yes, it’s great. Thank you.

Class Book    page 79  Conversation card 5

• Tell the children to turn to page 79 in their Class Book and

•

• •

look at Conversation card 5. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1 Put the children into pairs. They take turns being the customer and assistant in the shop, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Then read the Language tip as a class and practise an example using plural clothes items. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class how they say this in their language. Do they try on clothes before they buy them? Is it the same as in the UK or different?

134

Unit 5

ANSWERS

1 2 3 4 5 6

Did / No, she didn’t. She played with a wooden car. he / Yes, he did. Did / Yes, she did. they / No, they didn’t. They made plastic necklaces. Did / No, he didn’t. He had a wool jumper. she / No, she didn’t. She won a glass prize.  ​  ​  ​  ​  ​  ​

2 Write about the things you and your friends or family have to or don’t have to do today.

• Ask the children to think about themselves, their

friends and their family and their obligations. They write sentences using have to (f) or don’t have to (g) using the given pronouns. Ask the children to check their answers in pairs for sentences structure and verb form.

3 What did Jane do last week? Listen and draw a line from the day to the correct picture. There is 1 example.  w 3.15

• Read the days of the week and elicit the things Jill did last week. Point out the example answer.

• The children listen and draw a line from the day of the

week to the correct picture. The days of the week are in order but they are not all included.

Transcript

Narrator  Hello, Jane. What did you do on Monday? Jane  I went to visit my grandparents. I had to wear a waterproof jacket because it was raining. Narrator  Can you see the line? This is an example. Now you listen and draw lines. Adult  What did you do on Tuesday? Jane  I had to go to the post office. Adult  Did you go to the park on Wednesday? Jane  No, I didn’t. I went to the shopping centre. I had to buy a cotton T-shirt. Adult  Did you go to the park on Thursday? Jane  Yes, I did. Adult  What did you do on Saturday? Jane  On Saturday we had to play football for our school. Adult  Did you do anything special on Sunday? Jane  Yes, I did. I climbed a mountain!

ANSWERS

1  Wednesday  2  Monday  3  Tuesday  4  Saturday   5  Thursday  6  Sunday 

Ending the lesson (optional)

• Play Kim’s game to review the unit language (see Ideas bank page 169).

ASSESSMENT OPPORTUNITIES:

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 9: Think, do & review: My project Language Revised: Clothes; Materials; Past simple questions and short answers / regular and irregular verbs; Properties of materials; Sports; have to / don’t have to, He’s wearing a … Wh- questions Other: neoprene, watersports, wetsuit

Starting the lesson (optional)  w 3.11

• Sing the song from Lesson 7 again.

Class Book    page 59  1 Listen to Jack’s interview. Which 4 materials do they mention?  w 3.16

• Explain to the class that today they’re going to look at

• •

another project Jack is doing. Read Jack’s speech bubble at the top of the page. Tell them that before Jack wrote his report he interviewed his uncle. Ask the children to read the activities in the word bank. Play the audio for them to listen and write the four materials they hear mentioned in their notebooks. Feed back answers and ask the class if they know anything about wetsuits.

Transcript

Jack  Hi, everybody! Today I’m talking to my Uncle Joe about special clothes. What’s this, Uncle Joe? Uncle Joe  It’s my wetsuit, Jack. I wear it when I go windsurfing. Jack  OK. And why is it special? Uncle Joe  Because it keeps me warm. You can get very cold in the sea and when you get cold, you can get sick. Jack  What’s the wetsuit made of? Uncle Joe  It’s made of a special kind of man-made rubber called neoprene. It was invented in 1930. Older diving suits were made of waterproof leather. Divers had helmets made of metal and glass, too! Jack  Can I borrow your wetsuit for my school trip, Uncle Joe? Uncle Joe  No, Jack – sorry. It’s too big for you. A wetsuit has to be the right size – not too big, not too small – so that it keeps you warm. Jack  Oh, OK. And – last question – What do you wear under your wetsuit?

Uncle Joe  I usually wear my swimming shorts under my wetsuit. Jack  Thanks for your time, Uncle Joe. ANSWERS

rubber, leather, metal, glass  ​  ​

2 Read Jack’s report. Listen and find 3 mistakes.  w 3.17

• Ask the children what they remember about wetsuits • •

from Jack’s interview with his uncle. Tell the class to read the report and see if the information they remembered was correct. Play the audio for the children to listen and read. Tell the children that there are three mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

Wetsuits by Jack A wetsuit is a special kind of clothes. People wear wetsuits for watersports like surfing, diving and windsurfing. A wetsuit is made of leather, usually a man-made rubber called neoprene. Scientists invented neoprene in 1930. Before wetsuits, people became cold in the sea very quickly. A wetsuit keeps you dry, so you can spend hours in the sea! A wetsuit has to fit you well to keep you warm. You don’t have to wear swimming shorts under your wetsuit. ANSWERS

1 Wetsuits are usually made of rubber, not leather. 2 A wetsuit keeps you warm, not dry. 3 You don’t have to swimming shorts under your wetsuit.  ​  ​ COMPETENCES FOR 21ST CENTURY LEARNING:   Mathematical competence and basic competences in science and technology Learning about the development of a product and its uses raises the children’s awareness of product development and scientific and technological developments. In order to create new products for a variety of circumstances we have to think of innovative ways to find solutions.

3 Ask and answer.

• Put the children into pairs to ask and answer the questions about Jack’s report.

ANSWERS

1  Wetsuits  2  Four  3  The photo shows Jack’s uncle Joe windsurfing in his wetsuit.

Learn to learn

• Refer the children to the Learn to learn box. Ask them to

find the phrases used in Jack’s project. Encourage the children to use similar expressions in the report they are going to write.

4 Prepare your project. Then write your project.    AB pages 58–59 

• See Activity Book notes below. English at home

• After the children have completed their project, they may take them home to show and tell to their family.

Unit 5

135

Activity Book    page 58–59  1 Complete the table with different clothes.

• Tell the children they will prepare for their project. Point •

to the table and tell the children to read the properties of materials at the top of the table. The children write a list of 3–4 different clothes in each column. Encourage them to think of special items of clothing (sports clothing, celebration clothing, clothes for a particular job, etc.). They may work in pairs or individually. Feed back ideas from the class.

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 71.

3 Write the research questions. Research and write the answers.

• Tell the children to think about a special item of clothing •

they would like to write about. They use the internet or books and magazines to find out information about it. Look at Jack’s tip focussing on the Wh- question words. Tell the children to think about and write Wh- questions about the special kind of clothes they have chosen to help them shape their project and write useful and interesting information. The children write the questions in the present simple.

4 Read the tips and write your project.

• See notes on page 72.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

• See notes on page 72.

6 Present your project.

• See notes on page 72.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:  

The children are now ready to do the Unit 5 test. See the Teacher’s Resource Material evaluation section. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

136

Unit 5

Unit 5

137

Unit 6  At the summer camp Lesson 1: Vocabulary Language Core: climb a mountain, cook on the campfire, go caving, go fishing, go kitesurfing, go to the beach, play volleyball, swim in the lake, take photos, visit a castle Revised: Free time / outdoor activities / sports; camera, helmet, kite, mobile phone, sandcastles, torch; have to / don’t have to, I like (swimming) on holiday. Other: baked potato, board, equipment, fishing rod, holiday, pay, summer camp, swimming costume

Starting the lesson (optional)

• Play Mime it (see Ideas bank page 169) to review activities •

•

from previous lessons and levels. Talk about activities the children do at the weekend and on holiday, in the children’s own language and English. Ask the children What do you like doing at the weekend? What do you like doing in the summer holidays? What do you like doing in winter? Are you good at skiing? Can you windsurf? Are you good at sailing? Point to the Unit aim box on the Class Book page and read the aim together.

CPT, Classroom Resource Pack Unit introduction: 1 Watch.

• Watch the video. Ask the children questions about the

clip, in the children’s own language: Where’s Jack going? (To summer camp.) What does he have to take? (Clothes, a torch, a waterproof jacket and some suncream.) Has he got boots? (Yes, he has.) Does he have to take a tent? (No, he doesn’t.)

Transcript

Jack  Hello! I’m packing for summer camp. The bus leaves at eleven o’clock! It’s half past ten now. I have to take clothes, a torch and a waterproof jacket. Oh, and some suncream. I’ve got my rubber boots here. We don’t have to take tents, because there are some at the camp. OK, I think I’ve got everything. Time to go!

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 60  2 Listen and repeat.  w 3.18

• Focus the children on the photo display of activities at the

• 138

summer camp and talk about what the children can see. Where are they? (At summer camp.) Is there a beach? (Yes, there is.) Is there a mountain? (Yes, there is.) Is there a lake? (Yes, there is.) Who is at the summer camp with Jack? (Alfie and Lisa.) Play the audio for the children to listen and repeat.

Unit 6

Transcript

1  visit a castle   ​2 go kitesurfing  ​3 take photos  ​ 4  play volleyball   ​5 go caving  ​6  go to the beach   ​ 7  go fishing   ​8  swim in the lake   ​9  climb a mountain   ​ 10  cook on the campfire OPTION:

Use the flashcards to present the new vocabulary. Place the flashcards on the board and ask the class to say the words with you. Choose a game from the Ideas bank on pages 167–172.

3 Listen and say.  w 3.19

• The children listen to the comment about each activity

and say the number it corresponds to on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.

Transcript

1 Yes, we won! … Four 2 Oh, the water’s cold! … Eight 3 Smile! … Three 4 Look! We’re at the top! … Nine 5 Do you want a baked potato? I think they’re ready. … Ten 6 Let’s make a sandcastle! … Six 7 Did you see me jump? … Two 8 I think I’ve got a fish! … Seven 9 Wow, look. It says it’s seven hundred years old. … One 10 Have you got your helmets? Yes! OK, turn on your torches now. … Five

4 Read and say the activity.

• Check comprehension of any new or difficult words.

Children read the descriptions 1–10 and say which activity it is. Do this as a class or put the children into pairs.

ANSWERS

1  go caving   2  go kitesurfing   3  swim in the lake   4  take photos   5  cook on the campfire   6  play volleyball  7  go fishing   8  go to the beach   9  climb a mountain  10  visit a castle OPTION:

In a less confident class, the children take turns in pairs, i.e. one child answering odd sentences the other even sentences. Ask them to repeat the activity doing the other numbers. EXTENSION:

In a more confident class, look at the new words in the word bank. Put the children into pairs to point to a word for their partner to match to a holiday activity. Alternatively, play a game from the Ideas bank using the wordcards.

5 Ask and answer.

• Read the conversation in the speech bubbles. Put the

children into pairs. They take turns asking about what they

•

need for the activities on pages 6–7 using the structure. Monitor, help and praise throughout. Remind the class that when we talk about obligation or no obligation we use have to / don’t have to. Check the children use the question and short answers correctly.

Jack’s question.

Extra

• Fast finishers write about what activities they and their family usually do in the summer.

Ending the lesson (optional)

• Play Mystery card to review the holiday activities (see Ideas bank page 169).

• Point to Jack’s question and read it aloud. Say I like going

to the beach and playing volleyball on holiday. Ask the question around the class encouraging the children to use the structure with the new activities.

Lesson 2: Grammar & Communication

Star question (optional)

Language

• Ask the Star question encouraging the children to say

Core: Going to future: I’m / You’re / He’s / She’s / We’re / They’re going to (go caving). I’m not / You aren’t / He isn’t / She isn’t / We aren’t / They aren’t going to (climb a mountain). Revised: Days of the week; Holiday activities; Time phrases; have a picnic Other: baked potatoes, beans

activities they know from previous levels that use different verbs.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence The Star question enables the children to further personalise and use the language of the lesson, while incorporating language they have learnt in previous levels.

CULTURE NOTE:  Summer camps in the UK School summer holidays in the UK last for six weeks, from the middle of July to the end of August.  During this time there are many different types of holiday activities and summer camps. There are day camps where children learn a new sport for a week such as tennis, swimming or football, or do drama and dance. There are overnight camps where children go to the seaside or countryside and learn water sports such as surfing, paddle boarding, water skiing and paragliding. There are also nature camps where children learn how to forage for food and track animals or look at wildlife and collect and study insects.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Snap on page 163.

Starting the lesson (optional)

• Play Flashlight flashcards to review the holiday activities •

Class Book    page 61  1 Read and listen. What time is Jack going to arrive home on Sunday?  w 3.20

• Remind the class that Jack is at a summer camp. Point to •

Activity Book    page 60  1 Look and complete the crossword. ANSWERS

1  photos  2  kitesurfing  3  beach  4  mountain   5  castle  6  volleyball  7  fishing  8  campfire   9  lake  10  caving

ANSWER

2 Read and learn. Say the sentences.

• Tell the class Jack has got lots of plans for things he is

• See notes on page 60.

• The children imagine they are at Jack’s summer camp

•

and write five activities they would like to do in the table. Put the children into pairs to ask their partner what five activities they want to do. They write them in the table. The children write four sentences about what their partner wants to do in the space provided. Ask the children to check their work in pairs.

the message and ask the class who it is from and who it is to (From Jack to his mum). Tell the children to read and listen to the message and find out what time Jack is going to arrive home on Sunday. Feed back the answer from the class.

At 8 pm.

2 Cover and play Point and spell. Check with your friend. 3 Complete the table. Ask and answer. Write 4 sentences about your friend.

(see Ideas bank page 167). Talk about things you are going to do at school today, this week and at the weekend, in the children’s own language. What are we going to do in class today? What are you going to do tomorrow? What activities are you going to do this weekend? Are you going to go shopping on Saturday? Are you going to go to the beach this weekend? What are you going to do there?

•

going to do at summer camp. Refer the children to the All about grammar box. Explain that we use going to to talk about our future plans. Point out the form of going to in the affirmative and negative with the different pronouns. Point out the verb to be before going to and the form of the verb that follows going to (infinitive). Put the children into pairs. Ask the children to take turns saying sentences about what Jack is going to do and then what they are going to do (individually and with their partner). Monitor, help and praise throughout.

OPTION:

In a less confident class, do this activity together as a class using a variety of pronouns. Unit 6

139

3 Play The activities game.

• Point to the calendar and elicit the holiday activities Jack

•

and Alfie are going to do. Check the children understand the time expressions in the morning, in the afternoon, on Saturday. Put the children into pairs. One child says a sentence using going to (affirmative and negative sentences) about Jack or Alfie’s plans, for their partner to guess who. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Following a controlled speaking activity with freer speaking practice allows the children to play with the language of the lesson and consolidate their learning. It also develops their speaking and listening skills.

Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game

• See instructions for Cloudburst on page 162.

Activity Book    page 61  1 Listen and number. Listen again and complete the sentences.  w 3.21

ANSWERS

I’m going to: Affirmative I’m not going to: Negative You’re going to: Affirmative You aren’t going to: Negative He’s / She’s going to: Affirmative He / She isn’t going to: Negative We’re / They’re going to: Affirmative We / They aren’t going to: Negative

3 Order the words to make sentences. ANSWERS

1 2 3 4 5

OPTION:

In a less confident class, write an example with going to on the board as support and point out the form of the sentence (subject + to be + going to + verb).

4 Speak and guess with your friend. Use Activities 1 and 3 to help you.

• Read the two speech bubbles. The children refer to

Activity 1 to say and guess the activities Jack, Alfie and Lisa are going to do. Monitor and help throughout.

• Look at the numbered pictures and elicit the names and

•

holiday activities. Play the audio for the children to listen and write one number from each box to indicate the child and the activities they are going to / not going to do. Check answers in pairs. The children use the numbers they have written to complete the sentences 1–3. Play the audio again for children to check their ideas. Check in pairs before feeding back.

Transcript

1 Lisa is going to climb a mountain, but she isn’t going to swim in the lake. 2 Jack and Alfie are going to go fishing, but they aren’t going to take photos. 3 Jack is going to visit a castle, but he isn’t going to go kitesurfing. ANSWERS

All about grammar    page 88  1 Look and complete using the correct form of going to.

• Review with the class how we form sentences using going •

to and when we use them. Clarify in the children’s own language if necessary. The children look at the pictures and complete the sentences with the correct form of be + going to for each picture. Check answers in pairs before feeding back.

ANSWERS

1  ’re going to   2  isn’t going to   3  ’re going to   4  ’m not going to   5  ’s going to   6  aren’t going to

2 Complete the text with the correct form of going to and the verb.

1  [ 2] [4] [9]: Lisa is going to climb a mountain, but she isn’t going to swim in the lake. 2  [3] [5] [11]: Jack and Alfie are going to take photos, but they aren’t going to go fishing. 3  [1] [7] [10]: Jack is going to visit a castle, but he isn’t going to go kitesurfing.​

• The children read the text about Emma’s holiday plans

2 What are the grammar rules? Tick f.

• Tell the children to look at the chart and think about the

1  ‘m going to go   2  ’re going to listen to   3  ’re going to stay  4  aren’t going to cook   5  are going to eat   6  isn’t going to come   7  ’s going to climb   8  ‘m going to ask

•

3 Write about your plans for next weekend.

•

140

Lisa isn’t going to play volleyball. Lisa and Alfie are going to go caving. Alfie is going to visit a castle. Jack and Alfie are going to go to the beach. Jack isn’t going to climb a mountain.

grammar they have just learnt. Refer them to the column headings and ask them to look and tick the columns that show how we talk about future plans with going to. The children may work individually or in pairs to complete the chart. The children check their answers in pairs before feeding back.

Unit 6

and write the correct form of be + going to and the verb in brackets. Tell them to think about which pronoun or person is being talked about and if the sentence is affirmative or negative.

ANSWERS

• The children think about their own plans for next

weekend and write 2–3 sentences using the correct form of going to (affirmative and negative).

Ending the lesson (optional)

• Play Listen and find to review going to and the holiday activities (see Ideas bank page 168).

Further practice

Teacher’s Resource Material: Unit 6 Lesson 2 Reinforcement and Extension worksheets.

Lesson 3: Culture & Communication Language Core: Excuse me, could you send / give / tell me …? Yes, of course. Yes, here you are. Revised: Animals; Holiday activities; Past simple; Present simple; Places around town; Weather; beach, can, going to, lake, mountain, waterproof, wetsuit Other: crab, Egypt, leaflet, lido, map, seaside, website

Starting the lesson (optional)

• Play The activities game from Lesson 2 again. • Talk about activities you can do at the seaside in your

country in the children’s own language or English: What activities can you do at the seaside in our country? What do you like doing? What activities can you do in different countries around the world? Do you like snorkelling? Is it scary or exciting? Why?

Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What activities can you do on an active holiday?

• 1st viewing: Watch Jack’s introduction to the culture film

and ask the children to tell you what the video is about (Things people do in the summer holidays in the UK). Make some predictions as a class about the question What activities can you do on an active holiday? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the activities. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note:  Use the Culture and Communication worksheet with the video. ANSWERS

go mountain biking, hiking or kayaking

Transcript

Jack  It’s nearly the summer holidays. In the UK, we usually have six weeks’ holiday from school. Most families go away somewhere. Let’s see what kinds of things they do! Culture film: Are you going to go on holiday this year? Do you like History? The UK has got lots of castles. This is Warwick Castle in the centre of England. It’s more than a thousand years old. In the past, kings and queens lived here. Now, more than six hundred thousand people visit every year. Maybe you prefer the countryside. This is the Lake District, in the north of England. The Lake District is a great place

for an active holiday. You can go mountain biking, hiking or kayaking. As well as lakes, the UK has got more than ten thousand kilometres of seaside, so there are lots of beaches! It’s often windy at the beach, so it’s a good place to fly a kite or go surfing. If you want to fly a kite and go surfing, and you like adventure, try kitesurfing! Splash! Watch out for the windsurfers! Seaside towns have got hotels, funfairs and ice cream! Many people go camping with their family or friends. But the weather isn’t always good so some people from the UK choose to go to a different country on holiday, where they know it’s hot and sunny!

CULTURE NOTE:  The seaside in the UK Greta Britain and Northern Ireland are islands, so there are lots of different types of beaches to be found. There are long sandy beaches in Wales which are excellent for surfing. Cornwall, in the south west of the country, has beautiful beaches, both sandy and stony, and there are small bays which are perfect for paddle boarding, snorkelling or learning to sail. In the north of England, many seaside towns have activities such as donkey rides, funfairs with exciting rides and aquariums that you can visit. There is often a pier. In Northern Ireland, you can find a beach with huge hexagonal rocks, known as the Giant’s Causeway, which is amazing to walk around. Try to spot Scotland over the sea!

Class Book    page 62  2 Read and listen. What activities are Jack and Omar going to do when Omar visits?  w 3.22

• Point to the text message and tell the class that Jack is

messaging his friend Omar. Tell them Omar is from Egypt.

• Ask the children to look at the photos and say any words •

they know to describe them (a crab, colourful fish, the sea, there’s a swimming pool, etc.). Play the audio for the children to listen and read. Then answer the question.

ANSWERS

They’re going to go to the beach and go swimming in the lido. TEACHING TIP:

Remind the class that we can use swim and go swimming.

3 Think about a place to visit and the information you need. Write notes.

• Refer the children to the words in the box and check

•

their understanding. Ask them to think about what sort of information they might need to find out or ask for if they visit those places. Read the sentences Could you tell me …? and ask the class to find an example of this type of question in Jack and Omar’s text message. Brainstorm other places to visit and the types of information we might need to ask about when visiting them. Brainstorm ideas as a class and write them on the board. Tell the children to write the questions they might need to ask to get information about 2–3 places they want to visit. Unit 6

141

CPT / Class Book    page 62  4 Watch. Discuss the information you need to visit a place.  w 3.23

• Explain to the class that they are going to watch or listen •

to two children asking for information. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.

Extra

• Fast finishers write what they are going to take on a

camping holiday using going to. Ask the children to check their ideas in pairs if you have time.

Ending the lesson (optional)

• Play True or false? (see Ideas bank page 169). Further practice

Teacher’s Resource Material: Unit 6 Culture & Communication worksheet.

Transcript

A Excuse me, could you tell me what time the swimming pool opens? B Yes, of course. It opens at ten o’clock. A Thank you. Could you give me a map? B Yes, here you are. A Thanks.

Language in action!

• Refer the class to the Language in action! box and read through the questions and answers.

• When the children are using the language confidently,

ASSESSMENT OPPORTUNITIES:

The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Lesson 4: Cross-curricular (Natural Science) Language

put them into pairs or small groups. They take turns to ask for information about places to visit using polite questions using the Language in action! box for support.

COMPETENCES FOR 21ST CENTURY LEARNING:   Social and civic competence Learning polite functional language enables the children to interact in society in a polite and positive way. This is an important skill for communicating with others, both in their own and other cultures.

Let’s compare culture

• Discuss the culture question in English and in the

children’s own language if necessary. What do you do at the seaside? Do you go swimming? Do you like doing water sports? Do you visit places at the seaside or do you stay on the beach? What activities do they do in the UK? Is the sea warm or cold in the UK? Is the weather wet or dry? Does this change the activities they do in the UK?

Activity Book    page 62  1 Reorder the letters and make words to complete the dialogue.

Core: fresh water, land, ocean, reservoir, salt water, tap Revised: Present simple: can, have to; every day, ice, lake, river, save water, snow, (three) times a week, waste water, water plants Other: collect rain water, contain water, flush the toilet, the Earth’s surface, the ground, less than, more than, North / South Pole, store water, turn off

Starting the lesson (optional)

• Play Ladders to brainstorm rivers, lake, seas and oceans •

Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.

• Talk about Lesson 3. Ask the class Who was Jack messaging

ANSWERS

1  going  2  Could  3  fishing  4  campfire   5  beach  6  volleyball  7  caving 

2 Complete the table with holiday places, activities and sports.

• Look at the table as a class and point out the headings. Brainstorm ideas as a class or work in pairs.

• The children write places you can visit and the activities and sports they can do at each place.

3 Write a description of your perfect summer holiday. Use Activities 1 and 2 to help you.

• The children refer to the table in Activity 2 for ideas and the text in Activity 1 to write a description about their perfect summer holiday using going to.

142

Unit 6

around the world (see Ideas bank page 171). Ask around the class Which of these places have you visited? What type of water is it, salt water or fresh water? Do you like swimming in salt water or fresh water? Which water do we drink?

• •

about seaside activities? (Omar) Which website did they talk about at the end of their message? (World of water) Tell the children they are going to do a quiz about water from that website. Watch the slideshow, pausing before the Quick quiz. Put the children into pairs and pause after each Quick quiz question for the children to raise their hands and answer. Continue the audio to check.

Transcript

The Earth is sometimes called the Blue Planet because more than 70% of the Earth’s surface is covered by water.  Less than 30% of the Earth’s surface is land. Salt water: The oceans contain salt water. More than 97% of the world’s water is salt water. Many different kinds of animals live in the ocean. They need salt water to survive. Fresh water: Rivers and lakes contain fresh water. There is also fresh water under the ground, and as snow and ice. Less than 3% of the world’s water is fresh water. Humans

and some animals need fresh water to survive. People store water in large, man-made lakes called reservoirs. The Earth’s population is getting bigger, so it’s very important not to waste water. Think about how you can save water. Can you turn off the tap more often? Quick quiz! Question 1  What is the Earth sometimes called? … The Blue Planet. Question 2  How much of the Earth’s surface is water? … More than 70%. Question 3  How much of the Earth’s surface is land? … Less than 30%. Question 4  Is the water in the oceans salt water or fresh water? … Salt water. Question 5  Is the water in the rivers, lakes and under the ground salt water or fresh water? … Fresh water. Question 6  Is the water in ice or snow salt water or fresh water? … Fresh water. Question 7  Think about how much water you use. a.  How often do you have a bath? b.  How often do you have a shower?

Class Book    page 63  2 Read and listen. Why do we have to save water?  w 3.24

• Look at the photos and ask the class what they can see. • Play the audio for the children to follow the words in their books.

• Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.

Transcript

See Class Book page 63 for transcript. ANSWER

Because there is very little fresh water in the world, and humans and many other animals and plants need fresh water.

3 Read again and answer.

• Read questions 1–6 and check the children understand •

the key words in the question. Allow the children time to read the text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class. Encourage the class to tell you how they save water.

ANSWERS

1 2 3 4

Fresh water and salt water. Less than 3%. Salt water. In rivers, lakes, under the ground, and as snow and ice on mountains and near the North and South Poles. 5 In reservoirs. 6 Have a short shower, not a bath; turn off the tap when you’re brushing your teeth; collect rain water to water plants.

COMPETENCES FOR 21ST CENTURY LEARNING:   Mathematical competence and basic competences in science and technology Learning about the importance of water and ways to preserve it is an important issue to reflect on. The children will have to think of innovative ways to preserve and use water in the future.

WEB SEARCH:  Find out where your nearest lake, river and reservoir are. Can you find out where the fresh water you use comes from?

• The children use the internet to find out about water in their area. Put children into pairs to use the Crosscurricular worksheet to do their research. Check the instructions and language of the worksheet before children research.

Activity Book    page 63  1 Label the pie chart.

• The children look at the pie chart which represents the

two types of water on the Earth and examples where we find water. The children write the words from the word bank in the correct section of the pie chart.

ANSWERS

1  salt water   2  oceans  3  fresh water   4  snow and ice  5  reservoirs  6  rivers  7  lakes  8  under the ground​

2 Complete the text using the information from the pie chart.

• The children read and complete the text using the words in Activity 1.

ANSWERS

1  salt water   2  fresh water   3  97  4  3   5  reservoirs  6  rivers  7  snow and ice (in any order)   8  under the ground   9  oceans

3 How much water do you use every day?

• Ask the children to think about the water they use every

day. The children read each question and write their own answer. They calculate how much water they use each day in litres. The children may use a calculator or work out their answers on a separate piece of paper. Monitor, help and praise throughout.

4 Write about the water you use every day and what you’re going to do to save water.

• The children read the questions in the table and write • •

their answer in the box. Check the children understand the meaning of flush the toilet. They use the information given about how much water each activity uses and calculate the water they use for each activity and as a total each day. Put the children into pairs to talk about how much water they use each day and how they think they can save water. Feed back ideas from the class. In a mess confident class brainstorm ideas as a class and write them on the board.

Unit 6

143

• The children complete the paragraph about their

daily water usage and then 2–3 ways they are going to save water.

Extra

• Fast finishers find out and write a list of animals that can

Class Book    pages 64–65  2 Read and listen. Find the words in the story.  w 3.25

• Point to the photo at the top of the page and ask What is

live in salt water in their notebooks.

Ending the lesson (optional)

• Play Bingo! (see Ideas bank page 170). Brainstorm 16

animals that live in water on the board for the class to choose from to play.

• •

Further practice

Teacher’s Resource Material: Unit 6 Cross-curricular worksheet.

Lesson 5: Story & Vocabulary Language Core: barbecue, customer(s), main course, menu, waiter, waitress Revised: Adjectives; Food; Holiday activities; Jobs; Nationalities; Present simple; Superlatives; going to, There’s a … Would you like …? Have you got …? Other: book a table, busy, burn, humorous, lunchtime, maybe, picks up, restaurant, thoughtful

Starting the lesson (optional)

•

•

it? (A cook and a fish.) What type of story is it? (A humorous story.) Play the story audio for the children to read and follow in their Class Books. Check comprehension: What does Nick cook at the restaurant? (Fish.) Does he burn the fish? (Yes, he does.) Is Katy friendly? (Yes.) When is Katy’s birthday? (Tomorrow.) Where does Nick want to take Katy? (To a Chinese restaurant.) Does she like Chinese food? (No, she doesn’t.) What does she like? (Italian food.) What time does Nick pick up Katy? (At half past twelve.) Is Katy happy she isn’t going to an Italian restaurant? (No, she isn’t.) How does Nick feel? (He’s excited.) What has Nick got for lunch? (A barbecue and a picnic.) What is his job today? (Cook and waiter for Katy.) How does Katy feel with her special birthday present? (She’s happy.) How does Nick feel? (He’s happy, too.) Ask the children to look at the six words in the word bank on page 64. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.

ANSWERS

• Play two-minute race to review food and drink words (see

barbecue: frame 7 main  course: frame 7   customer(s):  frames 1, 7  menu: frame 7   waiter: frame 7  waitress: frame 1

CPT, Classroom Resource Pack

ALL ABOUT VALUES:   A thoughtful present is always a good present. Remind the children of who organised the thoughtful present. What did he do that was special? How did Katy feel about her present? Do you think they had a lovely time? Will Katy remember her birthday present from Nick? Talk to the children in their own language about giving thoughtful presents and why it’s more important than spending lots of money.

Ideas bank page 171).

Vocabulary and grammar review and presentation: story animation 1 Watch.

• Tell the children they’re going to watch a story animation

•

with Jack. Pause after Jack’s introduction and ask What’s the story about? (A humorous story about a cook and a waitress.) With books closed, watch the story. Ask What happens in the story? (Nick, a cook, wants to take his friend Katy, a waitress at his restaurant, out for lunch for her birthday. He can’t find a table at the restaurant she likes so he plans a BBQ on the beach.)

Transcript

Jack  This is a humorous story about a cook called Nick. Let’s find out what happens. • See Class Book pages 64–65 for story transcript.

COMPETENCES FOR 21ST CENTURY LEARNING:   Social and civic competence Being thoughtful and thinking about others is a social skill that the children can apply to many areas of their lives. It is important to have empathy and consider others’ feelings and to look after friends, family and people we meet every day.

3 Read and answer.

• Read questions 1–6 and check understanding of any

Vocabulary presentation: flashcards (optional)

• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

•

unknown words. Allow the children time to read the questions and text again. The children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.

ANSWERS

1  He’s a cook.   2  She’s a waitress.   3  She doesn’t like Chinese, French or Indian food.   4  Because it’s busy.   5  Bread, olives, salad, fish and strawberries.  6  No, he doesn’t.

144

Unit 6

4 Listen to Jack and his friends. What did you think about the story?  w 3.26

• See notes on page 65.

Lesson 6: Story, Grammar & Communication Language

WEB SEARCH:  What kinds of restaurants are there in your town or city?

Core: Going to future: Are you / we / they going to (have lunch here)? Yes, we / they are. Yes, I am. No, we / they aren’t. No, I’m not. Is he / she going to (cook pizza)? Yes, he / she is. No, he / she isn’t, to be; Questions and shorts answers Revised: Holiday activities; Food and drink; Free time activities; barbecue, customer(s), main course, menu, waiter, waitress

• The children use the internet to find out about

restaurants in their area. Encourage them to give their opinions about the food if they have eaten there, or their opinions in general.

Classroom Presentation Tool (CPT) Vocabulary practice: game

Starting the lesson (optional)

• See instructions for Image matching on page 163.

• Play What are the words? (see Ideas bank page 172).

Activity Book    page 64 

CPT, Classroom Resource Pack

1 Read and complete Jack and Alfie’s review of the story.

Story review and grammar presentation  w 3.25

• Ask the children what they remember from the story:

ANSWERS

1  humorous  2  waitress  3  restaurant  4  menu   5  barbecue  6  course  7  customer  8  waiter 

2 What do you think about the story? Circle a word and complete your review. Learn to learn.

• See notes on page 65.

3 Do you like thoughtful presents? Circle Yes or No. Write.

• Ask the children to think about a thoughtful present they

•

have been given or that they have given to someone else in the past. The children read the sentences and circle Yes or No as it applies to them and complete the sentence. Refer the children to the score ratings. Remind the children it’s nice to give thoughtful presents because it shows we care about others.

Extra

• Fast finishers consider what happens next in the story.

They write their ideas in their notebooks. Ask the children to share their ideas with a partner or the class.

•

Vocabulary review: flashcards (optional)

• Show the flashcards one by one to remind the children of the new vocabulary.

Class Book    page 66  1 Read and say. Find the answers in the story.

• Tell the class these are four sentences from the story. There is a word missing in each. Ask the children to read the story on pages 64–65 again and find the missing words.

ANSWERS

1  going  2  aren’t  3  Are  4  we

2 Beat the clock. How many questions and answers can you say in 3 minutes?

• Remind the class that they already know how to make

Ending the lesson (optional)

• Play Collocations race to review food and drink and free time activities (see Ideas bank page 171).

Further practice

Teacher’s Resource Material: Unit 6 Story playscript worksheet.

Who’s in the story? What was Nick’s job? What was Katy’s job? Where did Katy want to go? Could Nick get a table there? What did he do? How did Katy feel about her thoughtful present? Watch (or listen to) the story again to confirm answers.

•

•

questions and short answers in the present using the verb to be. Elicit 3–4 questions and answers from the class using different pronouns and affirmative and negative answers, e.g. Are you happy? Yes, I am. Is he 10 years old? Yes, he is. Are they boys? No, they aren’t. etc. Explain that today they will learn how to make questions and short answers using going to. Look at the All about grammar box as a class. Explain that we use questions with going to to ask about future plans. Point out the word order in the questions be + pronoun + going to + verb. Tell the class that they already know the short answers because they are the same as with the verb to be. Put the children into pairs. Ask them to take turns asking and answering questions with be + going to using the grammar box for support. Ask them to count the number of questions and answers they ask / answer in 3 minutes. Set a timer. In a more confident class, encourage the class to ask questions using other verb endings. Monitor, help and praise throughout. Feed back some of the questions and answers from pairs. Unit 6

145

3 Ask and answer.

• Ask the children to look at the picture and say what food, •

drink, activities and people they can see. Read the verbs in the word bank and check the children’s understanding. Put the children into pairs. They take turns pointing to a person in the picture and asking a question using a verb from the word bank about what that person is going to do. Their partner answers with a negative or affirmative response. Monitor, help and praise throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Using an image to practise new grammar helps the children give it meaning and context. This makes it memorable and enables them to recall the language in later lessons.

ANSWERS

a  1  b  3  c  2

2 Answer the questions about the story. ANSWERS

1  No, they aren’t.   2  Yes, they are.   3  No, she isn’t.  4  Yes, she is.   5  Yes, he is.   6  No, he isn’t.

3 Write a questionnaire to find out what your friend is going to do this summer. Ask and complete.

• The children think of five activities to ask their friend about. •

4 Ask your friend what he or she is going to do after school.

• Ask the children to think about what they do after school. •

Brainstorm some free time activities and write them on the board. Point to the children at the bottom of the page and read the conversation. Put the children into pairs to ask questions using Are you going to…? and answer with short answers. Encourage them to say what they are going to do if their answer is No, I’m not. Monitor, help and praise throughout.

Star question (optional)

All about grammar    page 89  1 Write questions with going to.

• Review how and when we ask questions with going to

•

and how we form short answers using to be. Remind the children the form of be changes for each pronoun. Clarify in the children’s own language if necessary. The children use the prompts to make questions using be + going to. Check in pairs before feeding back as a class.

ANSWERS

• Ask the children to recall what their partner told them

1  Is Tom going to make a pizza?   2  Are we going to go kitesurfing?   3  Are they going to cook on the barbecue?  4  Are you going to go to the beach?   5  Is the waiter going to open the window?

Classroom Presentation Tool (CPT)

2 Complete the questions with going to. Look and write the short answers.

about their plans after school. They write 2–3 sentences in their notebooks. Ask them to check with their partner if they remembered correctly.

Vocabulary and grammar practice: game

• See instructions for Chase the cheese on page 164.

Activity Book    page 65  1 Listen and number the pictures.  w 3.27 Transcript

1 Narrator  Nick has got a table and chairs, a barbecue and a picnic. He gives Katy a menu. There’s bread and olives. There’s fish and salad for the main course. There are strawberries for pudding. Nick  I’m going to be the cook and the waiter today! And you’re going to be the customer. 2 Narrator  Nick drives to the beach. Katy  Are we going to have lunch here? Nick  Yes, we are. Katy  But there isn’t a restaurant! Nick Aha! 3 Narrator  Nick has got an idea. The next day, he picks Katy up at half past twelve. Nick  Happy birthday! Katy  Thank you. Are we going to go to the Italian restaurant? Nick  No, we aren’t. Katy Oh!

146

They write a question for each in the questionnaire using Are you going to …? Monitor, help and praise throughout. Put the children into pairs. They ask their questions to their partner who gives short answers. They may add more information if they are able, e.g. Yes, I am. I’m going to go with my family. The children record their partner’s answers in the column on the right. Monitor and praise throughout.

Unit 6

• The children refer to the pictures to complete the pairs

of questions about each child. They answer the question using short answers.

ANSWERS

1 Is Jenny going to take photos? No, she isn’t. Is she going to paint a picture? Yes, she is. 2 Is Mike going to play football? No, he isn’t. Is he going to play volleyball? Yes, he is. 3 Are you going to cook meat? No, I’m not. Are you going to cook fish? Yes, I am. 4 Are Sally and Kate going to go caving? No, they aren’t. Are they going to go to the beach? Yes, they are.

3 Write 3 questions to ask your friend about next weekend.

• The children write 3 questions to ask a friend about next

weekend using Are you going to …? Put the children into pairs to ask and answer using short answers.

Ending the lesson (optional)

• Play Memory chain to review future plans (see Ideas bank page 169).

Further practice

Teacher’s Resource Material: Unit 6 Lesson 6 Reinforcement and Extension worksheets; Unit 6 Word skills worksheet.

Lesson 7: Song & Skills Language Revised: Holiday activities; going to future; Questions and shorts answers Core sound: /æ/ at, camp, have /ɑː/ bath, castle, gardener, half, past, plants Other: deep, dreams come true, set them free, whatever I can

Starting the lesson (optional)

• Play Racing lists to review holiday activities and where we do them – park, sea, forest, etc. (see Ideas bank page 169).

Classroom Presentation Tool (CPT)

• Write the words under the correct sound. Then play the •

5 Listen and repeat the tongue twister.  w 3.30

• See notes on page 68.

Exam practice    AB pages 95–96  6 Work in pairs. Complete your speaking cards. Interview your friend.

• Show the class a cut-out card and tell them to turn to •

1 Watch.

• The children watch and listen to Jack, Lisa and Alfie

introduce their final song. Ask What’s the song about? Take ideas from the class before you watch. (It’s about our dreams.)

Transcript

Jack, Lisa and Alfie  Hello. Lisa  We’re sad! Alfie  Why are we sad, Lisa? Lisa  Because this is our last video.  Jack  But the song is amazing! Alfie  Tell them what it’s about, Jack. Jack  It’s about our dreams.  Lisa  You’re going to love it. Continue sending us messages online. Jack, Lisa and Alfie  Goodbye!

audio for the children to listen. Play the audio again for the children to listen and repeat the words. Point to the words on the board in a random order for children to read and say.

•

pages 95–96 in their Activity Books and cut out the bottom card for Unit 6 along the dashed lines. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they should read the holiday plan ideas and tick them if they going to do them or cross if they aren’t. A then asks B questions using going to about each activity. B answers using a short answer. They swap roles. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubbles. Remind the children of the structure they are using. Monitor, praise and help throughout.

COMPETENCES FOR 21ST CENTURY LEARNING:   Learning to learn Practising a range of exam techniques will enable children to feel confident in answering them in their exams. This will also help develop their communicative skills.

English at home

Class Book    page 67 

• Encourage the children to say the tongue twister to their

2 Read the song. Where’s Lisa going to go swimming? Listen and check.  w 3.28

Classroom Presentation Tool (CPT)

• Ask the class to read the song silently and write where •

Lisa is going to go swimming. Ask them to compare their answer with a partner. Play the song for the children to listen again and check. They tick the answer off in their notebooks when they hear it.

ANSWERS

She’s going to go swimming in the deepest lake.

3 Sing. Do you like the song? Use these words.  w 3.28

• See notes on page 68.

4 Listen and repeat.  w 3.29

• Refer the children to the pronunciation box. Point to the

•

two sounds and say them. Write the sounds on the board and tell the class these are the different ways we can pronounce the letter a. Write a word below each sound as an example. Focus on the difference between the sounds and the change in position of your mouth: /æ/ and is a short sound and /ɑː/ is a long sound.

family.

Pronunciation: game

• See instructions for Phonics matching on page 164.

Activity Book    page 66  1 Read and order the lines. Listen and check.  w 3.28

• Play the song for children to listen and sing. • Children read the lines of the song and number them

in the correct order. Play the audio again for children to listen and check.

ANSWERS

[2] [1] [4] [3]

I ’m going to make my dreams come true. Hey you, what are you going to do? I’m going to do whatever I can. Hey you, have you got a plan?

[8] [6] [5] [7]

atch lots of fish, then set them all free. C Sail across the sea with the friends I make. I’m going to swim in the deepest lake. I’m going to go fishing in the deep, blue sea. Unit 6

147

[12] [9] [11] [10]

All my dreams are going to come true! I’m going to climb a mountain – wait and see! I’m going to be a cook and cook for you. I’m going to be all the things I can be.

2 Listen to the tongue twister and underline the /æ/ sounds and circle the /ɑː/ sounds.  w 3.30

• Play the audio for the children to listen to the tongue

twister again. They underline the /æ/ sounds and circle the /ɑː/ sounds.

ANSWERS

/æ/ sounds: and, have, at /ɑː/ sounds: gardener, castle, plants, bath, half, past

3 Write more words with the /æ/ and the /ɑː/ sounds.

• Ask the children to think of and write more words with

these sounds to write in the correct column. They may use their Class Book for ideas.

Extra

• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.

Ending the lesson (optional)

• Play I hear with my little ear to review the pronunciation of the unit sounds (see Ideas bank page 172).

ASSESSMENT OPPORTUNITIES:

The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

Further practice

Karaoke version of song available.

Lesson 8: Language review & Communication Language Core: Have you got (a table for two), please? Yes. Please follow me. Are you ready to order? I’d like … Could I have …? Revised: Affirmative, negative, questions and short answers; Food and drink; Going to for future plans; Holiday activities; barbecue, customer(s), main course, menu, waiter, waitress, tap Other: What are you going to have?

Starting the lesson (optional)

• Play Basketball to review the unit vocabulary (see Ideas bank page 167).

Class Book    page 68  1 Listen to Jack and Alfie. Which 5 activities do they mention?  w 3.31

• Ask the children to read the holiday activities in the word bank. Play the audio for them to listen and write the activities they hear mentioned in their notebooks.

148

Unit 6

Transcript

Jack  Ah, we’re nearly home. Wasn’t it a great weekend? Alfie  Yes, it was. What did you like best? Jack  I think I liked going caving best. It was amazing being under the ground. Alfie  I liked swimming in the lake – there were so many fish! Jack  It’s only two weeks to the summer holidays now. Are you going to go on holiday? Alfie  Yes, we are, to France. We’re going to go to the beach. What are you going to do? Jack  My friend Omar is going to visit from Egypt. We’re going to go kitesurfing and we’re going to go fishing. I can’t wait! Oh – here we are. Jack’s mum  Hello, boys. Did you have a good time? Jack and Alfie  Yes, we did. Jack’s mum  And are you hungry? Jack and Alfie  Yes! Jack’s mum  Well, I’ve made you your favourite dinner. Jack  Are we going to have pizza for dinner? Jack’s mum  Yes, you are. Jack and Alfie  Great! ANSWERS

go caving, go swimming in the lake, go to the beach, go kitesurfing, go fishing

2 Listen again. Read and answer.  w 3.31

• Read the questions and ask the children to consider the •

possible answers. Play the audio again for the children to listen and write the answers in their notebooks. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5

He’s going to go to France. No, he isn’t. He’s going to go to the beach. Omar is going to visit Jack. Yes, they are. No, they aren’t. They’re going to have pizza.

3 Look at the picture for 1 minute. Cover and say.

• Ask the children to look at the picture of the pizza •

•

restaurant. Elicit what they can see using There’s a … There are … and read the labels. Teach the word jug. Tell the children they have 1 minute to look at the people and think about what they are going to do. Tell the children they will describe the picture using going to. Set a timer. Put the children into pairs to take turns saying what the people are going to do, keeping their picture covered.

ANSWERS

The cook is going to cook pizza. The customer is going to order food. The family are going to sit at a table. The waitress is going to put water in the jug from the tap. The waiter is going to take the customer’s order.

4 Read and say the missing words.

• Ask the children to read the conversation and say what it is about (Ordering food at a restaurant).

• Ask the children to read the conversation again and

complete the questions and sentences using going to. Monitor, help and praise throughout.

ANSWERS

1  to  2  am  3  going  4  are  5  have  6  going COMPETENCES FOR 21ST CENTURY LEARNING:  

Linguistic competence Recycling the language of the unit in a conversation consolidates the meaning of the language. It also develops the children’s speaking skills. OPTION:

Put the children into pairs to act out the conversation. Pairs can create a simple menu with food items on it (those in the conversation and other food) and use this as a prop to act out the conversation. Invite pairs to swap menus and act out a conversation again.

Class Book    page 68  Star question (optional)

• Children use the unit language to write about their plans for the summer holidays in their notebooks.

Classroom Presentation Tool (CPT) Grammar and vocabulary review: game

• See instructions for Three in a row on page 164.

Activity Book    page 67  1 Look and answer the questions.

• The children read questions 1–5 and look at the pictures

of Jack and Lisa with crosses and ticks to write their short answers. Remind the children to use the correct pronoun. Check in pairs before feeding back.

Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 80.

• The children watch the role-play. Ask Where are they? (In

a restaurant.) Elicit the questions Jack asks (Have you got a table for two? Could I have the bill, please? and the questions the waiter asks, Are you ready to order? And to drink?)

Transcript

ANSWERS

1  No, they aren’t.   2  No, he isn’t.   3  Yes, she is.   4  Yes, they are.   5  No, she isn’t.   ​   ​    ​   ​   ​

2 Write sentences about Jack and Lisa. Use Activity 1 to help you.

• The children write affirmative or negative sentences with going to using their answers to Activity 1 above. Check in pairs before feeding back.

Jack  Have you got a table for two, please? Waiter  Yes. Please follow me. Waiter  Are you ready to order? Jack  Yes. I’d like a ham pizza, please. Waiter  And to drink? Jack  A strawberry milkshake, please. Jack  Excuse me. Could I have the bill, please? Waiter  Yes, of course.

1 2 3 4 5

Class Book    page 80 

3 Plan your weekend. Write about what you’re going to do.

Conversation card 6

ANSWERS

• The children think about their plans for the weekend and write sentences about each day (Friday, Saturday and Sunday). They can choose 1 or 2 activities for each day. Ask the children to write both affirmative and negative sentences and to use different pronouns depending on who they do each activity with. If you have time, ask the children to tell their partner about their plans.

• Tell the children to turn to page 80 in their Class Book and

•

• •

look at Conversation card 6. Read the aims together as a class and point out the language the children will need for the role-play. Follow the instructions on the page: 1  Put the children into pairs. They take turns being the customer and the waiter / waitress, choosing the missing information from the words in the coloured word banks. Monitor, help and praise throughout. 2  Read the question and ask and answer it around the class. Then read the Language tip as a class. 3  Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.

Let’s compare culture

• Read the statement and check understanding. Discuss

with the class if they have been to a café where they order and pay at the counter. Is this something that is common in our country? What type of café was it? Which method do they prefer? Is ordering food and drink the same or different to the UK?

Jack and Lisa aren’t going to play volleyball. Jack isn’t going to go to the beach. Lisa is going to go fishing. Jack and Lisa are going to take photos. Lisa isn’t going to visit a castle.

4 Listen and write. There is 1 example.  w 3.32

• The children look at the picture and read the text before •

they listen to consider their answers. Point out the example answer. Play the audio for the children to listen and write the missing words.

Transcript

Adult  Hello, Anna! Anna  Hi! Adult  Are you going to the beach this summer? Anna  No, I’m not. I’m going to a summer camp in Scotland. Narrator  Can you see the answer? Now listen and write. 1 Adult  Are you going to the summer camp in July? Anna  No, I’m not. I’m going there in August. Adult When? Anna  The first week of August.

Unit 6

149

2 Adult  Are you going to do many things there? Anna  Yes, I’m going to climb a mountain. Adult  That sounds good. I like climbing, too. 3 Adult  Are you going to go swimming in the lake? Anna  Yes, of course. Swimming is my favourite sport. 4 Adult  Are you going to play any other sports? Anna  Yes, I’m going to play volleyball. 5 Adult  Are you going to eat in cafés and restaurants? Anna  No, I’m not. I’m going to eat barbecues at the campsite and cook on the campfire.

Jack  I’d love to. Are we going to cook on a campfire? Jack’s mum  Yes, sometimes. And we’re going to go to the fish and chip restaurant by the beach. Jack  Great! I hope Omar likes fish and chips. ANSWER

play volleyball  ​  ​

2 Read Jack’s email. Listen and find 4 mistakes.  w 3.34

• Ask the children what they remember about Omar from

ANSWERS

1  August  2 / 3:  climb a mountain, go swimming in the lake, play volleyball (two in any order)   4  at the campsite

Ending the lesson (optional)

• Play Roll the dice to review the unit language (see Ideas

•

bank page 168).

ASSESSMENT OPPORTUNITIES: 

•

The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.

•

Lesson 9: Think, do & review: My project Language Revised: Affirmative, negative, questions and short answers; Food and drink; Going to for future plans: Holiday activities; barbecue, customer(s), main course, menu, waiter, waitress, tap

Starting the lesson (optional)  w 3.28

• Sing the song from Lesson 7 again.

Class Book    page 69  1 Listen to Jack and his mum talking. Which activity don’t they mention?  w 3.33

• Explain to the class that today they’re going to look at an •

email Jack has written for his project. Read Jack’s speech bubble at the top of the page. Ask the children to read the holiday activities in the word bank. Play the audio for them to listen and write the activity they don’t hear mentioned in their notebooks.

Transcript

Jack  Mum, I’m going to write an email to Omar. When are we going to go camping with him? Jack’s mum  In the second week of the holidays. For the first week, we’re going to stay here and do some day trips. Dad is going to go fishing with you at the lake, and we’re going to visit a castle. Jack  OK. And how long are we going to go camping for? Jack’s mum  For a week. We’re going to camp at the seaside, and we can go to the beach. Jack  Omar wants to go swimming in the lido. Jack’s mum  Of course. And maybe you can go kitesurfing as well.

150

Unit 6

Lesson 3 and the conversation between Jack and his mum. Who is Omar? Where does Omar live? When is he going to visit? What does he like doing? Where can they go swimming? Ask the class what emails are (Informal or formal letters you write on the internet. Explain that this is an informal email because it is for a friend.). Ask the class what plans they think Jack is going to organise for Omar’s visit. Tell the class to read the email and check if they were correct. Play the audio for the children to listen and read. Tell children that there are four mistakes in the text they will hear. They should listen and write the mistakes in their notebooks.

Transcript

Hi, Omar, I’m writing to tell you about our plans for your visit. For the first week, we’re going to stay at my house. We’re going to go fishing at the seaside near my home. We’re going to visit a castle, too. For the second week we’re going to go fishing at the seaside. We can go swimming in the lake and go to the beach. We’re going to go to an Italian restaurant, too. There aren’t any waiters or tables. You buy your food and eat it outside. I’m attaching a map of our town and some photos. But don’t worry, we’re going to pick you up at the airport. What time are you going to arrive? See you soon! Jack ANSWERS

1 They’re going to go fishing at the lake, not at the seaside. 2 They’re going to go camping at the seaside, not fishing. 3 They’re going to go swimming in the lido, not in the lake. 4 They’re going to go to a fish and chip restaurant, not an Italian restaurant. COMPETENCES FOR 21ST CENTURY LEARNING:   Learning to learn Identifying mistakes in a text, by reading and listening, is a useful technique for developing the children’s skill in listening for specific information. Listening for errors is easier than listening for a blank answer. Encourage the children to think about what information might be different before they listen.

3 Ask and answer.

• Put the children into pairs to ask and answer the questions about Jack’s email.

ANSWERS

1 [email protected] 2 A map of his town and three photos 4 Hi, Omar; See you soon! Jack.  ​  OPTION:  

Check the children know how to say email addresses in English, e.g. [email protected] = Jack at a-a-u-five dot page. Write some other examples of email addresses on the board for the children to say.

Learn to learn

• Refer the children to the Learn to learn box. Ask them

to find the phrases used in Jack’s email. Encourage the children to use these in their email they are going to write.

4 Prepare your project. Then write your project.    AB pages 68–69 

• See Activity Book notes below. English at home

• After the children have completed their project, they may take them home to show and tell to their family.

Activity Book    pages 68–69  1 Think of the different activities you do using these verbs. Complete the mind map.

• Tell the children they will prepare before writing their •

email project. Explain that they are going to write an email to a friend about a summer camp. Point to the mind map and read the verbs in each section. The children write as many activities as they can that collocate with each of the verbs. They may work in pairs or individually. Feed back ideas from the class.

Ending the lesson (optional)

• Play a game of the class’s choice (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:   The children are now ready to do the Unit 6 test and Term test 3. See the Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit.

The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material. EXAM PRACTICE  

There is additional exam practice on Activity Book pages 75–77.

Activity Book    pages 76 

1  b  2  c  3  c  4  d  5  d  6  a  7  pancakes 8  going  9  zoo  10  c

Activity Book    pages 77  You are going to go on a school trip. Complete the table with the information about your trip. SUGGESTED ANSWERS

Place: Date: Weather: Bring: Wear: Don’t bring:

the zoo Friday 4th June sunny, 21°C lunch / sandwiches, a drink / water, a hat a wool jumper / jeans / trainers a mobile phone

2 Read the project checklist and tick f for you. Learn to learn.

• See notes on page 60.

3 Write the research questions. Research and write the answers.

• Tell the children to think about activities they would like to •

•

do at a summer camp and include in their email. Look at Jack’s tip, focussing on the Wh- question words. Tell the children to write Wh- questions about their future plans for the summer holidays using going to. In a less confident class, do this together as a class. They will answer all the questions in their email. The children use the internet or adverts and leaflets to find out any more information they need for their holiday plans.

4 Read the tips and write your project.

• See notes on page 72.

5 Check and revise your work. Check and revise with your friend. Learn to learn.

• See notes on page 72.

6 Present your project.

• See notes on page 72.

Unit 6

151

152

Unit 6

Review 3 

Call the H Team: Take us to Adventure Land! read a book.) Picture 5: Is it the morning or the evening? (Evening, because it’s getting dark.) Picture 6: How are the H Team going to rescue the children? (They’re going to use a drone.) Picture 7: What do the children in the train see? (The drone stop) Has a drone got a driver? (No) Picture 8: Where is the drone going to land? (On the train) Picture 9: How do they get into the drone? (Hold on to the metal handle.) Picture 10: Do they get to Adventure Land? (Yes, they do.) What activities are the children going to do there? (Caving and climbing.) Picture 11: What do they invite the H Team to? (A barbecue.) Picture 12: How do the H Team feel? (Happy to help others.) Are they going to stay for the holiday? (No, they have to go home.) Picture 13: Where is the article about the rescue? (In the newspaper.)

Learning outcomes To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work together and follow instructions to make a programme for the play

Language Core review language: Language from Units 5 and 6 Other: (passenger) drone, gets dark, handle, high, land, on top of; The train is broken. Hold on! Pass the crisps, please.

Competences for 21st century learning: Linguistic competence Cultural awareness and expression Note:  It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 3 test.

2 Read the story again and choose the correct words.

• Ask the children to read the sentences and think about •

Lesson 1 Starting the lesson (optional)

• Play Easy or hard to review the vocabulary from the Starter Unit and Units 1–6 (see Ideas bank page 167).

Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: Take us to Adventure Land!

• Tell the class that they are going to read a final story about

•

the H Team. Ask the class who is in the H Team and what problems they solved in Reviews 1 and 2 (Bonnie, Scott, Camilla and Owen. They helped bring water to Koumadi. They rescued the engineer’s plans for the children’s hospital.) Say Read the title of the story. What do you think will happen in the story? Take all ideas. Choose the ‘Listen only’ option in the Review 3 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the story.

Class Book 

  pages 70–71 

1 Read and listen.  w 3.35

• Tell children to look at the pictures and say the names of the • •

H Team, forms of transport, plans and objects they can see. Play the story audio for the children to read and follow in their Class Books. Play the story audio again. Check comprehension: Picture 1: Why is the children’s holiday special? (It’s their first holiday ever!) Where are they going to? (Adventure Land) Picture 2: How are the children travelling to Adventure Land? (By train) Is the train working? (No, it isn’t.) Picture 3: Who calls the H Team? (The train driver) Picture 4: What are the H team going to do when they get the call? (Bonnie: play volleyball, Owen: play football, Scott: eat a meal, Camilla:

the answers. Tell them to focus on the two options for each sentence to help find the answer. The children read the story again and write the answers in their notebooks. The children check their answers in pairs before feeding back as a class.

ANSWERS

1  Three  2  in the mountains   3  football  4  is   5  train  6  lake COMPETENCES FOR 21ST CENTURY LEARNING:   Linguistic competence Reading and answering the comprehension questions about the story gives the children the opportunity to review the language they already know and assess their progress. This encompasses all four skills: reading, writing, listening and speaking.

3 Prepare your project. Do your project.    AB pages 70–71 

• Tell the class they are going to plan, prepare and practise a •

play about Call the H Team: Take us to Adventure Land! See Activity Book notes below.

4 Rate your project.    AB page 71 

• See Activity Book notes below.

Classroom Presentation Tool (CPT) Review game

• See instructions for Picture race on page 165.

Activity Book    page 70  Plan 1 Plan your play. Decide who’s going to do each part. Some pupils can have 2 parts.

• Put the children into groups of 10–12 and seat them

together so they can communicate. Consider abilities and friendship groups when deciding on the groups. Review 3

153

• Ask the group to look at the cast list and work together to decide which role each child will play. A confident child with good communication skills should be the director. The children write their names in the cast list.

Lesson 2 Language Core review language: Units 5 and 6 language Material: coloured pencils, notebooks, paper

SUGGESTED ANSWERS

2 rucksacks, a menu, a map, a remote control, a blue box, picnic food, a newspaper, etc. 3 a drone flying, a train breaking down, a computer starting up, a phone ringing, etc.

Starting the lesson (optional)

2 Talk about these things with your group. Make notes.

Classroom Presentation Tool (CPT)

• Ask the class to give their group a name, and plan the

props they will need and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.

Prepare

• Play Board pelmanism to review the vocabulary from Units 5–6 (see Ideas bank page 169).

Review game

• See instructions for Basketball on page 165. Story review (optional)  w 3.35

• Ask the children what they remember from the story:

1 Understand the story. Answer the question.

• Ask the children to think about their lives and refer to the story to answer the question.

SUGGESTED ANSWERS

Activity Book    page 71 

Playing with friends, swimming, making sandcastles, doing sport, visiting museums, having a picnic, taking photos, eating ice cream, etc.

Make. Follow the instructions to make a programme.

2 Understand your part in the play. Work in groups. Talk about these things

1 Plan your programme in small groups. Complete the mind map.

• Ask the children to refer to the Prepare section and answer

• Tell the children they are going to make a programme for

•

•

the questions about the part they will play in the play. The children can complete who plays each part on the worksheet.

SUGGESTED ANSWERS

1 Words to describe characters: brave, excited, happy, lovely, helpful, friendly, kind, clever, sporty (and other adjectives). 2 Excited, happy, bored, worried, scared, tired, etc.

Practise 1 Practise your play. Listen to the director. Try to remember your lines.

• The children use the Class Book as their play script. Ask the • •

director to consider each scene (Where the children stand, how do they speak and interact, etc.). Ask the children to think about how they act as their character (How do they feel at that time?, etc.). The children can use the worksheet to say / practise their lines.

2 Practise the songs from Unit 5 and Unit 6. w 3.11 3.28

• Sing the songs from Units 5 and 6, with or without the audio.

Ending the lesson (optional)

• Play a game of the children’s choice to review the

language from Units 5–6 (see Ideas bank pages 167–172).

Further practice

Teacher's Resource Material: Review 3 Story Playscript worksheet. 154

•

Who’s in the story? What problem do they have to solve? How do they solve it? How do the people feel in the end? Watch (or listen to) the story again to confirm answers.

Review 3

•

their play. Explain the meaning of programme. Put the children into small groups and ask them to look at the mind map to help them plan their poster. Ask them to think about each point and complete the mind map with the information they need to include for their programme.

2 Design the programme in your notebook.

• The children write and draw to design a programme in

their notebooks. Each child in each group can design their own programme and then they choose ideas from all of them for the final poster. Help and praise throughout.

3 Make your programme.

• Hand out paper for the programme to groups. Use large

pieces of paper folded in half. Ask the group to decide who will do what for the programme depending on what designs they chose from each child’s initial design. One child could do the cover illustration. One child could write the key information. Another child could list the cast, etc. Make sure each child has a specific role.

4 Decorate your programme.

• The children can use photos, draw or stick pictures to further decorate their programme.

5 Show your programme to your teacher.

• Ask groups to come up and talk about their programme.

Ask questions When is the play? Where is it? What’s the play about? What did you design? Did you like the play?, etc and encourage the children to all speak.

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Providing a range of tasks within the project is important to encourage all types of learner to participate. Doing a practical and creative task that involves making something will engage the children who work better doing this type of activity and encourage them to participate. Those who enjoy acting and performing will enjoy taking on a more prominent acting role, while those who are less confident can be part of the chorus.

Perform the play and rate it! 1 Perform your play and sing your songs. Enjoy acting. It's fun!

• Ask each group to perform their play and sing one of the

songs from Units 5 and 6. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Ask the children who are watching to respect one another’s performance, listen and clap at the end.

2 Watch all the plays and give marks out of 10. Be quiet while you watch.

• Remind the class to be quiet when they watch and to •

•

participate fully in listening and enjoying the plays. Ask the children to read the four points in the table and discuss their meaning as a class. The children give a mark out of 10 to each group for each point. Ask the class to tell each group how they rated each point. Congratulate the class on performing so well and finishing a group project.

Ending the lesson (optional)

• Play a game of the children’s choice to review the

language from Units 1–6 (see Ideas bank pages 167–172).

ASSESSMENT OPPORTUNITIES:

The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.

Review 3

155

Halloween Language Core: carve a pumpkin, dress up, eat party food, go trick-ortreating, play party games, skeleton Revised: Adverbs of frequency; Food and drink; Present continuous; Present simple; candle, cat, bat, Halloween, mask, party, pumpkin, scary face, spider, sweets, vampire, witch Other: decorate, guests

Starting the lesson (optional)

• Draw a Jack-o’-lantern on the board. Ask the class which •

festival has Jack-o’-lanterns and elicit Halloween. Write Halloween on the board. Talk about Halloween in the children’s own language and English: Do you know what Halloween is? How do people celebrate it? When is it? Do we celebrate Halloween in our country?

CULTURE NOTE:  Halloween in the UK Halloween is celebrated on the 31st October in the UK. Its roots stem from the Celtic Harvest festival of Samhain, which celebrated the end of summer and onset of winter. Originally it was known as All Hallows Eve. Today it is celebrated in many English speaking countries, such as the UK, the USA, Australia, New Zealand and Canada. All Saint’s Day and All Soul’s Day both also sit just after (the 1st and 2nd November respectively). The traditions of carving scary faces in pumpkins and trick-or-treating are more modern and became very popular in the USA. Children dress up in scary costumes and walk in groups around their neighbourhood, knocking on doors saying Trick or treat! Neighbours give the children sweets and chocolates. People also have Halloween parties and play games like bobbing for apples where a large container is filled with water and apples and people can use only their mouth to remove the apples.

ANSWER

They put a candle inside the pumpkin.

2 Read and answer.

• Ask the children to read the questions about Halloween and think about the possible answers.

• Tell the children to read the text about Halloween again and write the answers in their notebooks. The children check their answers in pairs before feeding back.

ANSWERS

1  carve a pumpkin and decorate the house    2   dress up, eat party food, play party games,   3  pumpkins, cakes, biscuits, drinks, jelly   4  sweets

3 What do you do at Halloween? Tell your friend.

• Ask the children to look at the girl in the photo and ask

•

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Learning about a cultural celebration allows the children to think about how these traditions are similar to their own and why that might be. It shows them that despite differences, there are always many similarities with traditional festivals and ways of celebrating them.

4 Play The witch’s hat game.

• Point to the two children at the bottom of page 72 and

•

Teacher's Resource Material Vocabulary presentation: flashcards (optional)

• Print the flashcards from the Teacher's Resource Material and show them one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 72  1 Read and listen. What do people put inside the pumpkin at Halloween?  w 3.36

• Focus the children on the Class Book page and the photo. • •

156

Ask the children to say what they can see. Tell the children to listen to and read the text and answer the question, What do people put inside the pumpkin? Play the audio for the children to listen and read. Ask the children to answer the question in pairs, then feed back from the class.

Halloween

what she is dressed up as (A witch). Read the speech bubble as a class and ask What does she do at Halloween? Point out the adverbs of frequency she uses. Ask the children to think about what they do and how they dress up at Halloween. Put the children into pairs to tell their partner. Monitor and praise throughout.

•

tell the class they are playing a guessing game called The witch’s hat. Read the conversation in the speech bubbles and elicit the correct word (Skeleton). Play the game in small groups or as a class in two teams. Tell the children to write words connected with Halloween on individual pieces of paper. Place them inside a witch’s hat. You can make one out of paper or cardboard. Teams or children in groups pull out a word from the hat. They give letter clues for that word, e.g. The first letter is ‘s’. The other team or the rest of the group listen to the clues to guess the word. The child who guesses it first, wins the word card or a point for their team.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Jigsaw on page 164.

Activity Book    page 72  1 Complete the sentences using the code. Tick f the things you do at Halloween.

• The children use the pictures and corresponding letter •

code to complete sentences 1–4. Check answers in pairs before feeding back. Ask the children to tick the things that they do to celebrate Halloween. Put the children into pairs to tell their partner. Encourage them to use the present simple, e.g. I carve a pumpkin.

ANSWERS

1  carve a pumpkin   2  dress up   3  party games  4  trick-or-treating

2 Read and complete.

• Ask the children to look at the photo and say what the girl is dressed up as and what she’s wearing.

• The children read the speech bubble to see if their ideas

were correct, then read and complete it using words from the word bank.

ANSWERS

1  cat  2  wearing  3  T-shirt  4  black  5  tail

3 Choose and circle a Halloween costume. Write.

• The children look at the costume ideas and choose the

•

one they like the best. They imagine they are wearing the costume and write a paragraph. Remind them to use the present continuous to talk about now and refer them to Activity 2 for support. Ask the children to read their sentences to their partner for them to listen and check.

English at home

• Encourage the children to tell their family about how people in the UK celebrate Halloween.

Ending the lesson (optional)

• Play Over-under to review the Halloween vocabulary (see Ideas bank on page 167).

Further practice

Teacher’s Resource Material: Halloween Festivals worksheet.

Halloween

157

Christmas Language Core: carols, fancy dress, lights, market, pantomime, present Revised: Adverbs of frequency; Can; Present continuous; Present simple; actors, Christmas Day, Christmas Eve, decorations, dress up, light, play, singing, star, stocking, theatre Other: decorate, gifts, hang, kings, night, pretty, streets

Starting the lesson (optional)

• Draw a Christmas tree on the board. Ask the class which •

festival we put up a tree for and elicit Christmas. Write Christmas on the board. Talk about Christmas in the children’s own language and English: When do we celebrate Christmas? How do we celebrate it? How do people in the UK celebrate Christmas? What is the same and different?

OPTION:

•

the question, Which of the Christmas activities would you like to do? Play the audio for the children to listen and read. Elicit the three activities the text mentions: watch a pantomime, visit a Christmas market, sing carols. Ask the children to answer the question in pairs, then feed back from the class.

2 Read and answer.

• Ask the children to read the questions about Christmas •

and think about the possible answers. Tell the children to read the text again and write the answers in their notebooks. The children check their answers in pairs before feeding back.

ANSWERS

1  a pantomime   2  presents, food   3  Christmas lights   4  carols

3 Listen and sing.  w 3.38

Play Dictadraw with the class (see Ideas bank page 170). Describe a picture of a Christmas tree for the children to draw. Revise Christmas words the children may already know, e.g. angel, decorations, holly, bell, star, stocking.

• Tell the children they are going to listen to a Christmas

CULTURE NOTE:  Christmas in the UK

• Point to the two children at the bottom of page 73

In the UK, people celebrate Christmas Day, the 25th December. However, the 24th December is important, too, as this is when Father Christmas or Santa Claus visits children’s homes and leaves presents. In the past this was also when people put up and decorated their Christmas tree. In the run up to the two-week school holidays, some schools put on a nativity play with children acting out the Christmas story. In theatres around the country, pantomimes are very popular, and only performed around Christmas and New Year. Pantomimes date back to the middle ages. Today they are traditional folk and fairy stories and often feature celebrities in the lead roles. They are very funny and good fun for all the family. The audience are invited to participate and there is lots of singing, dancing and silly jokes.

Teacher's Resource Material Vocabulary presentation: flashcards (optional)

• Print the flashcards from the Teacher's Resource Material and show them one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

Class Book    page 73  1 Read and listen. Which of the Christmas activities would you like to do?  w 3.37

• Focus the children on the Class Book page and the photos. Ask the children to say what they can see.

158

• Tell the children to listen to and read the text and answer

Christmas

•

song. Play the Christmas stocking song for children to listen and follow in their Class Books. Play the song again for children to listen and sing.

4 Play The pantomime game.

•

•

and tell the class they are playing a game called The pantomime game. Read the conversation in the speech bubbles. Play the game in pairs. Tell the children to write words connected with Christmas from the lesson on individual pieces of paper. Then ask them to write definitions for those words on a separate piece of paper. Do this together as a class or prepare the cards before the lesson. Place the words and definitions in two separate piles, face down. Children take turns turning over a word and a definition. They use them in a sentence for their partner to say, Yes, it is or No, it isn’t. Monitor, help and praise throughout.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Jigsaw on page 164.

Activity Book    page 73  1 Look and write. Find the hidden word.

• The children look at the pictures 1–5 and write the correct word in the puzzle. They find and write the hidden word in the purple squares. Check answers in pairs before feeding back.

ANSWERS

1  Christmas Day   2  market  3  present   4  pantomime    5  lights The hidden word is: carol

2 Read and match.

• The children read sentence stems 1–5. Encourage them

to think about what the possible endings could be. They read a–e and match them to make complete sentences. 

ANSWERS

1 2 3 4 5

(d) You can go to the theatre to see a pantomime. (a) You can buy presents at a Christmas market. (e) You can see Christmas lights decorating the streets. (c) You can hear people singing Christmas carols. (b) People usually spend Christmas Day with their families.

3 Write the missing words. Listen, check and sing.  w 3.38

• Tell the children they are going to learn a Christmas song called Christmas stocking.

• The children to read the song and think about what the

•

missing words might be. They choose the missing words from the words in the word bank. The children check in pairs. Play the song for the children to listen, check their answers and sing the song.

ANSWERS

1  stocking  2  Christmas  3  fire  4  Eve   5  toys  6  Day COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Learning a traditional song from the UK helps children to experience the traditional celebration and express themselves musically. It also helps children compare Christmas in the UK with their own culture and customs.

English at home.

• Encourage the children to sing the Christmas song to their family at home.

Ending the lesson (optional)

• Play Listen and find to review Christmas vocabulary (see Ideas bank on page 168).

Further practice

Teacher’s Resource Material: Christmas Festivals worksheet.

Christmas

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Easter Language Core: Easter Monday, Easter Sunday, Good Friday, hot cross bun, roll (v), roast lamb Revised: Adjectives of food; Present simple; Quantifiers; butter, cake, chocolate, decorate, eggs, lunch, sweets Other: Christian, cooked (egg), spring, traditions

Starting the lesson (optional)

• Draw an Easter egg on the board. Ask the class which •

festival involves eggs and elicit Easter. Write Easter on the board. Talk about Easter in the children’s own language and English: What do we call Easter? When do we celebrate Easter? How do we celebrate it? How do people in the UK celebrate Easter? What is the same and different?

2 Read and answer.

• Ask the children to read the questions about Easter and think about the possible answers.

• Tell the children to read the text about Easter again and

write the answers in their notebooks. The children check their answers in pairs before feeding back.

ANSWERS

1  Two weeks   2  on Easter Monday   3  so they can find their eggs again   4  chocolate eggs, roast lamb, hot cross buns

3 Decorate an egg. Talk about your design.

• Point to the girl at the bottom of page 74 and explain that •

CULTURE NOTE:  Easter in the UK Eggs symbolise new life and spring and the egg as an Easter symbol goes back a long time. The tradition of egg rolling goes back centuries in the UK. There are many community events around the country where you can go and roll a decorated egg. There are also Easter egg hunts and trails for children. The origins of the Easter Bunny aren’t clear, but one often makes an appearance at Easter events. Traditionally the Easter bubby delivers eggs to children’s homes. On Easter Sunday people often eat lamb and a roast dinner. Hot Cross buns were traditionally eaten on Good Friday but are popular now at any time during Easter. Simnel cake is also a traditional fruit cake with marzipan on top, made and eaten at Easter.

Teacher's Resource Material Vocabulary presentation: flashcards (optional)

• Print the flashcards from the Teacher's Resource Material and show them one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.

•

•

COMPETENCES FOR 21ST CENTURY LEARNING:   Cultural awareness and expression Making a craft associated with a UK tradition helps the children remember the information they have learnt and allows them to compare and contrast the celebration with their own.

4 Do an anagram Easter egg hunt.

• Point to the two children at the bottom of page 74 and

•

Class Book    page 74  1 Read and listen. What do we call the Friday before Easter Sunday?  w 3.39

• Focus the children on the Class Book page and the • •

photos. Ask the children to say what they can see. Tell the children to listen to and read the text and answer the question, What do we call the Friday before Easter Sunday? Play the audio for the children to listen and read. Ask the children to answer the question in pairs, then feed back from the class.

ANSWER

Good Friday

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Easter

she has decorated an egg and she is talking about it. Ask the children to read her description and ask what it’s got. Tell the children they are going to decorate their own egg. Prepare real boiled eggs or pieces of cardboard cut into an egg shape before the class. Make sure each child has an egg. The children decorate their egg with coloured pencils or by sticking different coloured paper on it. They draw a face on it. Encourage them to draw different facial expression, e.g. happy, bored, friendly, excited, worried, scared. The children show their egg to a partner and say what it has got.

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tell the class they are playing an anagram Easter egg hunt. Check the meaning of anagram with the class. Read the example in the speech bubble. Choose a word from the lesson you want to revise. Hide boiled eggs, or cardboard eggs, around the class, each with a different letter of that word written on it. Use a long word for the topic such as chocolate eggs. Put the children into pairs. Ask them to walk around the room and find the eggs. When they find an egg they say I’ve got an egg. It’s the letter … They write the letter in their notebooks. When pairs have found all of the letters, they work out which word(s) they spell. Feed back the answers from the class. Repeat the game with another word.

Classroom Presentation Tool (CPT) Vocabulary practice: game

• See instructions for Jigsaw on page 164.

Activity Book    page 74  1 Write the Easter foods. Match.

• The children look at the pictures to help them solve the anagrams and then match the pictures a–f to 1–6. They write the words in the space provided. Check in pairs before feeding back.

ANSWERS

1 2 3 4 5 6

sweets, e eggs, a butter, d chocolate, b hot cross bun, f roast lamb, c

2 Read and complete with the correct day.

• Ask the children to read the English names for the three •

days of Easter and talk about what they involve. Take ideas form the class. The children read sentences 1–5 and complete them with the correct day. Check in pairs before feeding back.

ANSWERS

1  Good Friday   2  Easter Sunday   3  Easter Monday  4  Good Friday   5  Easter Sunday

3 Read and tick f the sentences that are true for you. Write 1 more sentence about your Easter.

• The children read the sentences about Easter and tick the things that they do or have got.

• Then they think about and write one more activity they do over Easter. Put the children into pairs to tell their partner. Monitor and praise throughout.

English at home.

• Encourage the children to make an anagram Easter egg hunt for their family to do at home.

Ending the lesson (optional)

• Play two-minute race to review the Easter, Christmas and Halloween vocabulary (see Ideas bank on page 171).

Further practice

Teacher’s Resource Material: Easter Festivals worksheet.

Easter

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CPT games information Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Lesson 1

Pelmanism

Image matching

Conveyor belt

Image matching

Pelmanism

Snap

Lesson 2

Gap-fill

Cloudburst

Gap-fill

Sentence spin

Three in a row

Cloudburst

Lesson 5

Conveyor belt

Snap

Pelmanism

Snap

Conveyor belt

Image matching

Lesson 6

Chase the cheese

Multiple choice

Cloudburst

Multiple choice

Chase the cheese

Chase the cheese

Lesson 7

Phonics matching

Phonics matching

Phonics matching

Phonics matching

Phonics matching

Phonics matching

Lesson 8

Three in a row

Sentence spin

Three in a row

Gap-fill

Multiple choice

Three in a row

Lesson 3 Lesson 4

Lesson 9

Starter

Review 1

Review 2

Review 3

Halloween

Christmas

Easter

Snap

Storybook

Storybook

Storybook

Jigsaw

Jigsaw

Jigsaw

Cloudburst

Picture race

Picture race

Picture race

Picture reveal

Basketball

Basketball

Basketball

Cloudburst

Conveyor belt

• This is a two-player game to practise listening to, •

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identifying and saying new vocabulary (as well as providing exposure to the written form of the words). Divide the class into an even number of teams to play the game. Two teams can play the game at a time. Ask a member of each of the first two teams to delete the text ‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children. When the game begins, the children will see a scene which includes a space or ‘window’ where images of the items of vocabulary will appear one by one in random order. To begin the game, ask one of the players to press the Start button. Items will begin to appear in the ‘window’, one at a time. At the same time, the children will hear an item of vocabulary on the audio. The players must race to try and press their Match button when the item that appears in the ‘window’ matches the word on the audio. If the player does not match the audio and the picture correctly, the incorrect sound effect is heard and the game pauses for a moment before continuing. The player that pressed Match incorrectly also loses a star.

Classroom Presentation Tool (CPT) games information

• If a player matches the audio and the picture correctly,

•

a correct sound effect is heard, the audio replays the word for the child to repeat, and the written word appears on the screen. As a reward, he/she also gains a star for the team. After a correct match, a player presses the Start button again for the game to continue. The game continues as above until all the audio words have been matched with an image or until one team has lost all their stars.

Cloudburst

• This is a game to practise core grammar from each unit. •

• •

The game focuses on the word order of structures in preparation for the children’s own writing. When the game opens, the children see a mainly blank screen with some small balloons to signify lives. Next to this is an empty picture frame with a space below it for text to appear in. Choose a child to come to the front of the class to play the game. Ask the child to press the Start button. When the game starts, a picture will appear in the picture frame and a number of clouds containing words will appear on screen. The timer will also start.

• The player must select the words in the clouds in the

•

correct order to make phrases. This must be done before the timer runs out. The phrases are prompted by the image shown in the image box. If the player selects a word in the wrong order, an incorrect sound effect is heard and a balloon pops to show that the player has lost a life. The word cloud remains on the screen.

• •

Image matching

• This game provides listening and speaking practice of •

•

• •

•

core vocabulary. When the game opens, the children will see small colour pictures on the left and words for the same objects on the right. The aim is for the children to match each object with the correct word when they hear the audio. Play the audio. When the name of the object is played, encourage the children to repeat it chorally. Then point to the pictures one by one saying, This one? for the children to tell you Yes or No according to the matching image. Click the image they tell you to click. Then point to the words one by one for the children to tell you which word matches the image. Click on the square for the word they choose. On correct selection, the word will be heard again. On incorrect selection, the incorrect sound effect will be heard and another attempt can be made. As an alternative, play in teams, encouraging one member of each team to come to the front at a time. Tell the team member to play the audio and select the corresponding picture. If they select the correct item, they can go on to match it with the corresponding word. If they select the wrong item, they return to their seat and a member of the other team must identify the correct object and then find the matching word. If the wrong word is selected, no points are scored and the next team member comes out to make the next match. Award points for correct answers. Repeat until all the colour pictures have been matched with their words.

• •

• •

Picture reveal

• This game practises core vocabulary and provides exposure to the written form.

• When the game opens, the children will see a timer bar • •

Snap

• This is a two-player game to practise vocabulary and grammar.

• Choose two children, or two teams, to play the game. Ask

•

•

•

• •

the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. Two piles of cards will be shown, on the left and right of the screen, and a space between them where two cards – one from each pile – will appear face up. Below these are two player areas, each with a coloured button reading Snap!, the player / team names and scores. The two players, or teams, compete to be the first to select the Snap! button when the cards turned up on the left and right match. Select the Start button to start the game and the timer will start. If playing in teams, line up the teams and explain that they get one turn each and then they must go to the back of the line so the next team mate can have a turn.

Pelmanism

• This is a one- or two-player game to practise new

vocabulary and grammar. Choose ‘One player’ or ‘Two

player’ when you open the game. You may find the oneplayer format useful for demonstrating the game, but in most classroom situations, the two-player format will probably be preferred. Choose two children, or two teams, to play the game. Ask the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. Various cards, face down, will be shown on the screen. Above these are two player areas, each with the team names and scores. The two teams compete to match pairs of cards. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. The first team player chooses any card and clicks it. The card will turn over to reveal a picture or text. The phrase matching the card is played on the audio. The same player then chooses another card. The selected card turns over to reveal a picture or text. The phrase matching the card is played on the audio. If the two cards match (either picture to picture or picture to text), the correct sound effect will be heard, and the correct audio will be heard. The successful team wins a point. If the two cards don’t match, the incorrect sound effect will be heard and both cards will turn back face down. Each team should take one turn at a time to turn over pairs of cards. Continue until all the matching pairs have been found. Check the scores and say Well done! to the winning and losing teams.

• • •

•

and a blurred picture. Choose a child to come to the front of the class and play the game. Ask the child to select the Start button. A number of mixed up letter tiles will appear on the screen and empty boxes will be seen below the picture. The timer will also start and the blurred effect on the picture slowly begins to clear. The player must try to order the letters to make the word before the timer runs out. The image, which little by little comes into focus, provides a clue to the word. The player clicks a letter tile and then an empty box to place letters in the word. If a letter is incorrectly placed, the incorrect audio sound effect will be heard, and the letter stays in its original position. If a letter is correctly placed, the correct sound effect will be heard. The letter then appears in place in the word and the letter tile disappears from its original position. The player continues, as above, until all the letters have been placed to make the word. The word is then heard on the audio and the full image revealed in focus. If the player runs out of time, the word and picture are revealed, and the then the game continues. Ask another child to come to the front to select the Next button and order the new word as described above. The game continues until all the words have been found. Classroom Presentation Tool (CPT) games information

163

Jigsaw

• This game introduces a festival and gives the children • •

•

•

an opportunity to make predictions about it before they listen for the first time. When the game opens, an empty frame for a jigsaw will appear in the middle of the screen, with jigsaw pieces around it. Invite individual children to come up to the board to click on a jigsaw piece and then a section in the jigsaw frame where they think it belongs. If the child matches the correct jigsaw piece to the correct section it will stay in place. Alternatively, you can use this game to encourage speaking practice of numbers and colours. Ask individual children to tell you the number of a jigsaw piece and then the colour of the section of the jigsaw frame where the piece belongs, e.g. Five. Purple. The finished jigsaw presents a vocabulary item for the festival. Ask the children questions about the picture, e.g. What colour is the … Do you like …?

Phonics matching

• The first team select a square in the grid. An audio or text

•

Chase the cheese

• This game practises the core grammar from the unit. The • •

• This game revises the sounds from each unit. • When the game opens, small images representing words

•

•

•

with different sounds appear on the left-hand side of the screen. A letter with a drop zone for matching also appears on the right. Click on the audio icon and encourage the whole class to repeat the sound they hear. Ask individual children to come up to the board one at a time. Encourage them to find all the images of words which contain the sound (there may only be one). If the child decides a word contains the sound, they should select the image and then click one of the empty drop zones on the right. If they select the word correctly, the item will appear in the drop zone. If it is incorrect, then the item will remain on the left and the incorrect sound effect will be heard. Children can then try again. Continue until all the words that contain the sound have been found. The Next button will then become active. Invite another child to the front and play the game again.

•

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• •

Three in a row

• This is a two-player game to practise the core vocabulary • • •

•

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and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. When the game opens a grid with nine spaces will appear in the middle of the screen. On either side of the grid, there are two player areas, each with the team name and a coloured icon. The two teams compete to place three of their icons in the grid in a row (horizontally, vertically or diagonally). The teams must answer a question correctly to place an icon. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. Select the Start button to begin the game.

Classroom Presentation Tool (CPT) games information

clue and pictorial or text answers appear in the question area on the screen. The team listen to the audio clue or read the text clue and then select the picture or text that matches the clue or answers the question. Encourage the team members to talk together to check their answer before making their selection. If the answer is incorrect, then the team cannot place an icon in the grid and the second team has a turn. If the answer is correct, the team’s icon appears in the selected square in the grid. The game continues until one team has placed three icons in a row, and therefore won, or until each square in the grid contains an icon and neither team can win.

• •

• • •

game focuses particularly on the word order of structures in preparation for the children’s own writing. Choose a child to come to the front of the class to play the game. When the game opens, the children see an empty maze and a mouse. Next to this is an empty picture frame with a space below it for text to appear in. Below this are some arrow buttons. Ask the child to press the Start button. When the game starts, a picture will appear in the picture frame, and a number of words (within pieces of cheese) and obstacles (unfriendly cats) appear positioned within the maze. The timer will also start. The player must use the arrow buttons to move the mouse around the maze, one square at a time. The mouse must ‘eat’ the pieces of cheese in the correct order, i.e. in the order that the words shown on the pieces of cheese form correct phrases (often questions and answers). This must be done before the timer runs out. The phrases are prompted by the image shown in the picture frame next to the maze. If the player moves the mouse onto a word in the wrong order, an incorrect sound effect is heard and the word remains on the cheese in the maze. If the player moves the mouse onto a word in the correct order, the correct sound effect is heard. The mouse then eats the cheese and the word disappears from the maze and appears in the text box. The player must avoid moving the mouse onto a square with a cat, as this will cause the cat to hiss and time to be lost. The game continues, as above, until all the words appear in the correct order in the text box. A sound effect is then heard to indicate that the full phrase is correct. If the player runs out of time before the end of the game, a ‘Game over’ pop-up appears. When all the words in a question have been found, the player is prompted to press the Start button and play the game again in the same way, this time to find the answer. When both a question and an answer have been found, they are played on the audio for the player to repeat. The game then continues with a new image and phrase to find, once the Next button is selected.

• The game can be easily adapted into a team game, with

one member of a team at a time coming to the front to select words with the help of his / her team mates. Encourage the team mates to suggest the next word, and give instructions, e.g. Up! Down! Left! Right!

Gap-fill

• This is a game to practise the core vocabulary and

•

•

grammar from the unit.

• When the game opens, the children will see an image on

• •

•

•

the left and text with gaps on the right. Below these are five balloons to signify lives and a word pool. The children must choose the correct word to fill each gap without losing all their lives. Ask a child to come to the front to choose and select the word which is missing from the first gap and then click on the gap. If the word is incorrect, the incorrect sound effect is heard and the gap remains empty. A balloon also pops to signify that a life has been lost. If the word is correct, a correct sound effect is heard. Ask different children to come up to the front to select words until all the gaps are filled. Once the text is complete, an audio button will appear which will allow you to play the whole text on the audio. Encourage the children to listen and follow the text. Select the Next button to bring up the next image and text with gaps and continue as described above until all of the gaps in the text have been successfully filled.

Multiple choice

•

Storybook

• This is a review of the grammar and vocabulary for the •

• •

• • •

Sentence spin

• This is a two-player game to practise the core vocabulary • • •

and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. When the game opens a picture will appear with sentence spaces below it. On either side of the picture, there are two player areas, each with the team name. The

preceding units presented as a story. The story can be read in three ways: with both audio and text (Listen and read), audio only (Listen only) or text only (Read only).

Picture race

• This game reviews the vocabulary from the preceding units.

• When the game opens, a frame with a number of small,

• This is a two-player game to practise the core vocabulary

and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. When the game starts, the children will see an image on the left and a question with possible answers on the right. Boxes for ‘Player 1’ and ‘Player 2’ appear at the top of the screen. Ask the class which answer they think is correct based on the picture and select the corresponding button. If the answer is incorrect, the incorrect sound effect is heard. Ask the children to guess again and select the corresponding button. If the answer is correct, a correct sound effect is heard and the next question will appear. Continue in this way until all the questions have been answered.

two teams compete to correctly complete the sentence based on the picture. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. Select the Start button to begin the game. The answer options rotate at random and slow to a stop. The first team clicks the up / down arrows to scroll through the options to select the part of the sentence for each space. Once all sentence parts have been selected, the team selects the Check button to check their answers. Encourage the team members to talk together before making their selections. If the answer is incorrect, then the team cannot complete the sentence and the second team has a turn. If the answer is correct, the corresponding audio plays and the team gets a star. The game continues until all screens have been completed.

•

•

•

•

jumbled images will appear in the middle of the screen. The children must race against the clock to find all instances of a given image in the frame. The game can be played in two versions; with text and with audio. In the audio version, the children listen to a word and then find all instances of it in the main frame. In the text version, the children read a word and then find all instances of it in the main frame. The number of stars next to the clue reveals how many times the image appears in the frame. Every time the children successfully find an image, one of the stars will light up. Divide the class into two teams and line them up at the board. The first team plays to complete the game first, taking it in turns to find the examples of each word. Award the team points if they complete the game against the timer. The second team then has their turn. Congratulate the winning team at the end. Alternatively, you could divide the class into small teams of two or three children. One child from a team selects the Start button (and the audio button if the audio version is being played). Then the whole team race to find all instances of the item on the screen. Once the team has found them, they sit back down and another team plays the game. Continue until all the items have been found.

Basketball

• This is a two-player game to review core vocabulary from the preceding units.

• Divide the class into an even number of teams to play

the game. Two teams can play the game at a time. Ask a member of each of the first two teams to delete the text Classroom Presentation Tool (CPT) games information

165

•

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•

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166

‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children. When the game opens, the children will see an image of a basketball court with basketballs. Above this is an empty image box, as well as two player areas for each team and a timer bar. Ask the first player to select the Start button. An image will then appear in the image box, words will appear on the basketballs and the timer will start. The player must select the basketball with the word that matches the image shown. If the answer is incorrect, the incorrect sound effect is heard. An animation of a basketball being thrown at a hoop and missing the shot is also played. Another image and new words then appear, and the same player has to try to select the correct match again. If the answer is correct, a correct sound effect is heard, followed by the word on the audio. An animation of the basketball being thrown through the hoop is shown and the player also receives a star for his / her team. The player continues to find as many correct matches as possible before the timer runs out on their turn. When the timer runs out, it is the other team’s turn. The team with the most stars at the end of the game is the winner.

Classroom Presentation Tool (CPT) games information

Ideas bank Wordcards

• As you work through each unit, make wordcards for the

vocabulary sets as a class. Ask fast finishers to create large wordcards by writing the target vocabulary onto pieces of card. These can be used for games and revision with the class. Wordcards can be used in the flashcard games below as indicated by *.

Flashcard activities Basketball

• Use an empty wastepaper bin as a ‘basket’ for this game. You will also need a soft ball or a bean bag.

• Divide the class into two teams. Show a flashcard to a

child from one team. If they answer with the correct word then they can take a shot at the basket. If the ball lands in the basket then that team wins two points. If the ball hits the basket but doesn’t go inside, then the team wins one point. The other team then take a turn to name a flashcard and shoot a basket. The team with the most points is the winner.

Cross the river

• Place flashcards spaced out on the floor in a winding

pattern. Tell the children that each flashcard represents a stepping stone along the river. The children must say the word on the flashcard in order to step over it and move forward along the river!

Easy or hard

• You need at least 20 cards to play. Divide the cards into

two piles, one Easy and one Hard pile, face down. Divide the class into two or four teams. Ask the first team if they would like an easy or a hard card. Tell them they will win two points for an easy card or five points for a hard one. The game continues with the teams choosing whether they want to name an easy or a hard card.

Hit the card*

• You will need a small ball or a soft toy to throw for this

game. Place the flashcards you want to review on the board so the class can see them. Ask four or five children to come out to the front of the class. Hand the first child the ball or soft toy. Call out a word. The child throws the ball and tries to hit the correct word. Repeat with the other children.

Flashlight flashcards

• As above, but play in two teams using two flashlights.

Cover each flashlight with a different coloured cellophane so you know which team finds it first. The children from each team take turns to point the flashlight on the card you say.

Jumping the line

• Draw an imaginary line dividing the room and place a

chair to show the boundary of the line. Designate one side as ‘true’ and the other side as ‘false’. Line up the children

along the line. Now hold up a flashcard and say a word. If the children think you said the word that matches the flashcard, they should jump to the ‘true’ side, otherwise they should jump to the ‘false’ side. If any children jump to the wrong side of the line, just quickly correct them saying the word and getting everyone to repeat.

Lucky dip

• Sit the children in a circle. Put enough flashcards in a bag

or box so that there is one per child. Let the children come up one by one and take a flashcard. Once all the children have a flashcard, see if they can say the word on it. When all the children are sure of their word, start in one part of the circle and encourage them to lift up their flashcard and say what’s on it. The children do this all the way around the circle, back to the beginning.

Noughts and crosses

• Draw a noughts and crosses grid with three columns

across and three rows down on the board. Make the squares big enough to fit a flashcard. Choose nine flashcards of words you want to review and attach them face down, one in each of the squares. Number each square or give each square a letter of the alphabet for children to say to choose a square. Divide the children into two teams, Noughts (O) and Crosses (X). The teams take it in turns to choose one of the squares. Turn over the flashcard and see if the team can say what’s on the flashcard. If they can, they win the square and write a O or a X depending on which team were playing. The winning team is the one that gets three in a row.

Slow reveal*

• Hold a piece of A4 paper over a flashcard so it is

completely hidden from the class. Slowly move the paper, revealing the card. The children shout out guesses until one guesses correctly. The child, or their team, are the winner.

Over-under

• Line up the children in two teams. Give the two children

at the front a flashcard each. When you say Go, the child in front says the word and passes the flashcard over their head, the next child says the word and passes the card under their legs, the next child over, then under, etc. The last child in the line races to the front, gives you the flashcard and says the word. The first team to do so gets a point.

Question chain

• Sit the children in a circle. Choose a lexical set, e.g.

activities / animals / clothes. Start by showing the children a flashcard and asking the child on your right a question about the flashcard, e.g. Did you wear a cotton T-shirt yesterday? That child must answer the question and ask the next child the same question. Go round the circle then change the flashcard and the question.

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Roll the dice

• Split the class into two to four teams. Show a flashcard

of one of the words you are working on to a child in one of the groups. If the child can say the word, they throw a dice. If they throw a 1 they get 10 points, 2–20 points, 3–30 points, and so on up to 60 points. If the child needs help from their group, the group just gets five points. Repeat the procedure, showing another flashcard to a child from a different group and so on.

TV quiz show

• Tell the children that in this game they have to say as

many words as they can in one minute. Choose a topic, e.g. animals (Unit 2). Ask for two or three volunteers. One of them stays in the room and the others go outside and stand just outside the door where they cannot hear what is going on inside the classroom. Ask a child to be the timekeeper. The child in the classroom must say as many words as possible for animals. The rest of the class counts aloud how many words the child says, and you make a list. If the child repeats a word, they are out. Then one by one, the other volunteers come into the room and name animals in the same way. The winner is the child who says the most words in a minute.

Sticky note reveal*

• Completely cover a flashcard with a number of sticky-

notes. The children ask questions to guess what it is. If you answer yes, take off a sticky note. If you answer no, then leave it as is. The child or team who guesses what it is, is the winner.

Snap!*

• Divide the class into two teams. Give one team the

flashcards and write the words for each flashcard on the board. Count to three. One person from the team with the flashcards deals a card, at the same time one person from the other team says one of the words on the board. If the word and picture match, they say Snap! The first team to say Snap! gets a point.

Find your partner*

• Divide the class into two groups. Choose a set of

flashcards and hand them out to individuals or pairs of children in one group. Then whisper a word corresponding to the flashcards to individuals or pairs in the other group. Ask the children to go around the classroom looking for the child or pair that has the corresponding word / flashcard.

High five

• Choose a flashcard from a set and hold it to your chest.

Say, e.g. (Unit 4 Jobs) I talked to the … but don’t name the item. The children guess by saying or acting out the possible word. When a child guesses correctly, give them a ‘high-five’ and that child comes out to be teacher. Play again.

Listen and find

• Place flashcards on the walls around the room or on the

floor. Call out a word for the children to point to, or walk to and touch. Ask confident children to take turns being the teacher and calling out words for their classmates.

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Stop!*

• Select a set of flashcards. Tell the children to look out for a particular word. When they see it they should shout Stop! Flick through the cards until they stop you at the correct word.

Flashing a card*

• Hold a flashcard facing you so that the children can’t see

it. Turn the card quickly so the children see it for a second. The first person to tell you what was on it is the winner.

Hidden pictures

• Hide a set of flashcards around the class. Say a word

to groups or pairs of children. They must find the corresponding flashcard. When they find the matching picture, they say the word out loud to the class.

Teacher’s mistake*

• Show the children a flashcard and describe it in a

sentence or say a word, incorrectly. The children correct you as a class. Play as a class or divide the class into teams.

Find the card

• Hide a set of flashcards around the class. The children walk around the classroom and find the cards. When they find one they hold it up and call out the word and place it on the board.

Action games Please!

• Explain to the children that you are going to give them

some instructions, but they must only do what you say if you say please. For example, say Could you tell me the time? The children should not tell you the time. Then say Could you tell me the time, please? The children must tell you the time. Once the children are confident with the game they can take turns asking or giving orders.

Simon says

• As above, but the children only carry out the instruction

or do the action / mime when you say, e.g. Simon says, go abesiling!

I spy

• Place flashcards on walls around the room. Say to the

children, e.g. I spy with my little eye something … blue! They must guess which flashcard you are referring to and walk towards it. Reveal the correct word and play again.

Flashcard sequence*

• Hand out the flashcards (either one unit or a mixture of

units) to various children. Call out a sequence and ask the children to stand in the correct order. The children not holding flashcards can direct the other children.

Lightening flashcards

• Divide the class into two teams. Ask one child from each

team to stand up with their backs to you. Choose a flashcard and show the class. Count back, 3, 2, 1! The two children turn around and the first child to say what they see wins their group a point.

Adverb game

• Ask the children to call out an action, e.g. a holiday activity. Tell them to mime it. Then call out different adverbs for the children to do that activity in the manner of, e.g. go climbing – quickly…slowly…loudly…angrily, etc.

True or false?

• Hold up a flashcard and describe it in a sentence or say

the word. The children say True, if you are correct, or False, if you are wrong. If you are wrong, encourage the children to correct you.

Mystery card

• Put the children into small groups. Hand one child in each

group a flashcard. They look at it but keep it a secret. The children in the group ask questions or make statements to guess the card. I go swimming on Saturdays. Are we going to go caving? etc. Repeat with a new card and child in each group.

Settling games Hello

• Say Hello, I’m (your name), then throw or roll a soft ball

to a child. The child introduces themselves in the same way, then passes the ball to another child. Continue until everyone has had a turn. You can also play this game to talk about birthdays, what you’re wearing or regular activities the children do.

Missing letters

• Write a word from the vocabulary set on the board

replacing some of the letters with dashes. Ask the class if anyone can remember the word. If so, invite them to come to the board and complete the word using the correct letters. Repeat with another words form the vocabulary set.

Racing lists

• Choose six topics you want to revise from Level 5 or

from other levels, e.g. animals, jobs, activities, clothes, adjectives, places around town. Write the topics on the board and number them from 1 to 6. Put the children into pairs. Roll a dice and tell them the number. They have two or three minutes to write a list of words from the topic that corresponds to the number you rolled on the dice. Once they have finished, tell the children to check their lists for any spelling mistakes and count the number of words in their list. The pair with the most words writes their list on the board and the others tick them off their list. Ask the class if they have any more words that were not on this pair’s list.

Find the answer

• Ask the children questions about the unit they have just covered in their Class Book. Questions could be about course / story characters, CLIL, Culture, grammar … anything! The children look through their Class Book to find the answers.

Memory games Kim’s game*

• Display a set of flashcards on the board. Ask the children

to close their eyes. Remove one card. When the children open their eyes again, ask them to guess which card isn’t there. Place it back on the board.

What’s missing?*

• As Kim’s game, but do not replace the card when the

children have guessed it, so the cards are slowly removed from the board.

Board pelmanism*

• Create wordcards as a class for the vocabulary set you

want to practise. Mix up the flashcards and wordcards. Spread them face down on the board or floor. Take turns to pick up two cards. If they are the same, keep them face up and children say the word. If they are different, place them face down again. Continue until all the pairs are found.

Memory chain

• One child says a word in a sentence, e.g. I’m going to climb a mountain. The next child repeats that word and adds another e.g. I’m going to climb a mountain and swim in the lake. Use flashcards on the board to help the children remember the chain.

The first letter

• Say or write a letter on the board for the children to shout out words that start with that letter.

Guessing games Anagram game

• Write the unit vocabulary on the board but in anagram

form. Write a number next to each word. Put the children into pairs or threes. Ask them to read the anagrams and work out which words they are. Tell them the topic you are reviewing to provide support. Groups then come to the front and write one of the words next to the anagram on the board, or call out answers from their desks.

Mime it

• Explain to the children that you are going to mime

something – an action / activity / a feeling or a state – and they must guess what it is. Mime first for the class, then ask confident children to mime for the class, or play the game in small groups. The first child to guess correctly is the winner.

Secret word

• Give each child a small piece of paper. They choose a

word in secret and write it down on their paper. Choose a child to come to the front of the class and the remaining children try and guess which word they wrote down. At the end, the child shows their piece of paper with the secret word.

True or false?

• Choose a flashcard and either name it, describe it, or say

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guess if it’s True or False. If it’s false, encourage them to correct it or say what is true. Invite the children to take a turn.

What’s next?

• Select three flashcards which create a series, for example

numbers, animals, activities. Place two of the cards on the board and ask the class What’s next? The first child to guess correctly is the winner.

Silent words*

• Choose a flashcard in secret, making sure the class can’t

see. Mouth a word to the children in a very exaggerated way, without saying the word out loud. Use gestures to help if necessary. Once the children have guessed the word correctly, reveal the card.

Describe it

• Describe an object, animal, activity or person without

saying what it is. The children must listen and identify it. If it is something the children do or have, they can stand up or raise their hand as they say it.

Line by line

• Draw an object one line at a time. Ask the class to guess what it is after each line. The first child to guess is the winner.

Story guesses

• Describe a picture or a character from the Lesson 5 story.

Ask the class to guess which story frame or character you are describing. Do this with books open or books closed. Invite the children to take turns describing a picture or a character.

Sharkman

• Choose a word for the children to spell and draw the

correct number of lines for each letter. Draw a five-step staircase toward a wobbly line sea. Draw a triangle in it to represent a shark fin. Draw a stickman at the top of the stairs. The children call out letters to guess the word. If it is correct, write it in the correct place. If it is not, write the letter on the side of the board and move the stickman down one step towards the shark. They must try to guess before they fall in the sea!

The washing line game

• Play this game with any vocabulary set you want to revise. Draw a simple washing line on the board. Show the children the flashcards and elicit the words. Shuffle the flashcards, stick them face down on the washing line and number each one from 1 to 8. The children take it in turns to guess what each card is, saying a number and a word.

Guess

• One child in a pair, small group or at the front of the

class secretly chooses an object. The other children ask questions to guess which object they have chosen, e.g. Is it made of (metal)? Yes, it is. Is it on your neck? No, it isn’t. Is it on your arm? Yes, it is. The first group or child to guess wins a point.

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Match

• Practise collocations by writing one word on the left of

the board and the other on the right, e.g. verbs with go / play / do. Write them in a jumbled order. The children come to the front and draw a line to match the two parts.

Games using audio Missing words

• Sing a verse of a song or chant the children know well,

but leave a key word out. The children try to remember the missing word. You can also play this game with vocabulary, a story or song animation and mute the sound at appropriate points, asking the children to tell you the missing word.

Join the song

• Divide the class into groups and choose a song. Give each

group a section of the song to remember. Play the song. When a group hears their part, they should join in and stand up. Continue until everyone is singing and standing.

Intros round

• Play the first few bars of a song the children are familiar with and they must guess which song it is. They can continue singing it. Play the song and check.

Pencil games Bingo!

• The children each draw a 3 x 3 grid of nine squares. They

write one word in each square connected with the unit vocabulary you want to review. Call out more than nine words. When the children hear their word, they cross it out. The first child to cross out all nine words shouts Bingo!

Dictadraw

• Draw two or three pictures before class, for example a boy wearing particular clothes or doing an activity. Describe the image to the class. The children listen and draw what they hear. Is their picture the same as the original picture?

Word race

• Divide the class into teams. Show teams a flashcard and

say Go! One child from each team races to the board and writes the word. The first child to get to the board and correctly write the word wins a point for their team.

Describe and draw

• Put the children into pairs. They draw a picture of

something you’d like them to draw, e.g. a cook, focusing on his appearance, e.g. long, fair hair, big ears, blue eyes, a white hat, etc. They then describe their picture to their partner who listens and draws what they hear. They compare their pictures when finished to check that they are the same.

Word searches

• The children create word searches with known words

for another child to do. Tell them to choose 8 words, e.g. the words from a unit.  Give the children a grid to write the words across and down.  They then fill in the other squares in the grid with other letters.

Ladders

• Divide the class into two teams and line each team up

facing the board. Give the child at the front of each team a board pen. Draw two simple ladders in front of each team and number each rung 10–1 down the board. Call out a topic for the children to write words connected to that topic. The first child runs forward, writes a word next to number 1, runs back to their team and hands the whiteboard marker to the second child. The second child runs forward and writes the next word, and so on until their team finishes at number 10. The team that finishes first wins 1 point. Both teams then get a point for every word that is spelt correctly, connected to the topic and different from the other team (so no cheating!).

Two-minute race

• Put children into small groups of two or three. Give each

group a piece of paper and a pencil. Tell the children they have two minutes to write as many words connected with a topic as they can. Set a timer on your IWB, phone or clock. Give the children the topic and start! The children win a point for each word connected with the topic. Teams switch their paper with another group to check their words. In a more confident class, groups award points if the words are spelt correctly. To make this game extra challenging, award points only for words that no other team has.

Alphabet race

• Put children into small groups and hand them a piece of

paper and a pencil. They write the letters A–Z on the left of the paper. Set a time limit of two minutes for teams to write words connected to a topic for each letter. If they don’t know a word for that letter, they can skip it. The winning team has the most correct words.

Collocations race

• Write a verb on the board for children call out or write as

many words that collocate with it as possible. Repeat with another verb, e.g. do, play, go.

Spelling games Word chains

• Write a starter word in the centre of the board, e.g. metal.

In teams, the children take turns to call out, or come to the board and write, a word which either starts with the ending letter, e.g. ‘l’, or ends with the starting letter, e.g. ‘m’. As each word is added, draw a line under it. Once eight to ten words have been added to the chain, cover one word at a time for the class to spell back to you.

Words from words

• Write a long word on the board. Ask children in pairs to

write as many words they can make from the letters in that larger word, e.g. mountain biking – bin, in, king, man, tin, etc. Set a time limit of one minute.

Spelling bee

• Do a traditional Spelling bee. Call out a word for teams to take turns to stand up and spell. Write the letters on the board as they say them or invite another child to write them. If they spell the word correctly they win a point.

Toss a word

• Pairs choose a word from the unit or vocabulary list. They throw a small ball or object back and forward between them as they spell the word, e.g. giraffe – G (throw) I (throw) R (throw) A (throw) F (throw) F (throw) E (throw).

Grammar games Sentence, please

• Write ten words you want to revise on the board. In pairs

or small groups children write sentences using the ten words. They can use each word more than once in each sentence. They get a point for every correct sentence they can make. Take off points for incorrect spelling, word order, and punctuation.

Find someone who …

• As a class, write five or six sentences or questions

using language from the unit that you want to revise, e.g. present simple and adverbs of frequency. Use the sentences to make a Find someone who … questionnaire, e.g. Find someone who …usually gets up at seven o’clock / plays tennis every Saturday, etc. Children stand up and walk around the class, asking questions to find someone who says yes. When they do, they write their name next to the sentence.

Error correction

• Write eight to ten sentences on the board, some with

grammar mistakes and some that are correct. Put children into small groups. They look at each sentence and rewrite it if they think it is incorrect. Ask Who wants to do number one? The team that puts their hand up first gets to correct it. They win a point if they do so correctly.

Sentence blocks

• Use plastic play blocks to identify parts of the sentence

and word order when teaching structures with the All about grammar boxes. For example, when teaching the past simple, use a green block for the pronoun, a red block for a negative, a blue block for an affirmative and a yellow block for the object or verb phrase that follows. Encourage the children make sentences from the All about grammar box, using the play blocks to help them consolidate the structure.

Poster activities Alphabet race

• Point to the Building fluency poster. Check the children

understand the meanings of the parts of speech. Say a letter of the alphabet and a part of speech, e.g. 'L - nouns' and give the children three minutes to write as many, e.g. nouns beginning with l as they can think of. Repeat with other letters and other parts of speech. The winner is the child with the most correct words.

Vocabulary brainstorm

• Point to the Building fluency poster. Write 'The happy

dog eats food slowly next to his owner' on the board and circle the words 'happy', 'eats', 'slowly' and 'owner'. Ask

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the children to copy the sentence from the poster into their notebooks. Point to the right-hand side of the poster and explain that it's important to use the best words in your sentence. The children work in pairs. Give each pair a dictionary, a thesaurus or ask them to work online to come up with the most interesting words to replace the circled words in the sentence. The class votes for the most interesting sentence. Encourage the children to ask questions about the meanings of words.

English-speaking countries facts

• Point to the English-speaking countries poster. Tell the

children a fact about one of the countries featured on the poster. The children guess which country it relates to. If the children haven't already been introduced to the poster you may choose to hide the poster and read the facts from the poster for the children to guess the country.

Other English-speaking countries facts

• Point to the English-speaking countries poster. Ask the

children to research information about other Englishspeaking countries. You may choose to ask the children to create their own poster and present it to the class.

Animation and film activities Flashcard story guess*

• Ask the children to guess which characters and which

items of vocabulary are in the story animation. Put their ideas on the board, or stick the corresponding flashcards on the board. Then watch the story together and see if they were correct.

Remember the film*

• After the film or animation, put a selection of flashcards on the board. Ask the children to remember which of these items or characters were in the film. Make a note of their answers; then watch the film again to check their ideas.

What are the words?

• Write the words from a frame of a story on the board.

Delete a word and replace it with a line. Ask the class to read the sentence putting in the deleted word. Continue until the sentence has been erased and children are chanting the line.

Who is it? or Who was it?

• Say a line from the story. The children must try to

remember who said it and say the character’s name. Check the answers by watching the film.

What happens next?

• Play a film to your class, pausing it occasionally. Ask the children to guess what happens next, or what word comes next.

Spot it!

• Divide the class into groups. Give each group a flashcard of an item that is in the film. Tell them to stand up with the flashcard when they see it in the film.

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Freeze frame

• Play the story animation. Pause the film on one particular

frame. Elicit the conversation that the people in the frame are having from the class.

Pronunciation games I hear with my little ear

• Display flashcards. Then say I hear with my little ear,

something with /ð/. The children must guess which flashcard you are referring to.

First sounds

• Say an initial sound, e.g. /b/. The children say words that contain that sound.

What’s the word?*

• Create wordcards as a class for the vocabulary set you

want to practise. Hand out wordcards to the children. Put the corresponding flashcards in a pile at the front of the class. Choose one flashcard in secret and write a sound on the board, but without saying what the word is. Anyone whose wordcard contains the same sound calls out his or her word. Continue with other sounds in that word until it is clear which word you have got. Get the class to say the word and the child with the matching wordcard comes to the front of the class.

Silent sounds behind you

• Draw a letter on a child’s back with your finger. They guess which letter it is and say the sound. Put the children into pairs to play.

Blending circle

• Sit the children in a circle. Give the first child a word or a

flashcard. The child says the first sound of the word, e.g. r. The second child must add the next sound, e.g. r-e. The last child completes the word, e.g. r-e-d, red! Repeat with more words. 

Post boxes

• Write sounds on the font of three or four A4 envelopes,

e.g. /d/, /t/ and /ɪd/. Hand out cards with words on to pairs of children. They walk around the room and post them into the correct envelope according to the sound they end in. Once finished, open the envelopes and show the cards. Say the words as a class. Are they all correct?

Make a rhyme

• Write a sound on the board, e.g. b. Ask the class to call out

words that contain the sound, e.g. Bobby, big, hobby. Make a rhyme with the words as a class, e.g. Bobby is big and he’s got lots of hobbies!

Sound it out

• Mouth a word to the class that starts with or contains a

particular letter or sound. Children guess what the word is. Repeat with another word with the same sound for children to guess. Finally, ask the class what sound all the words have in common.

Classroom language Using English for classroom routines is an excellent way to introduce and recycle important natural language. If English is used for organizing activities, giving instructions, playing games and for giving support and praise, children will develop a passive understanding of the expressions, and be able to produce many of them. Here are some useful phrases.

Organizing in the classroom Sit down. Stand up. Open your books at page … Look at the pictures / words on page … Close your books, please. Come here, please. Give / Bring it to me. Hands up. Point to the / a … Put it here / there. Wait. Just a minute. Say it with me. Repeat. Listen to me. Stop now. Tell me. Hold up / Show me a … All together. Let’s sing a song / read a story / play a game.

Giving support and praise Well done. Yes, that’s right. Not quite. Try again! That’s very good. That’s a lovely picture! Good try. That’s nice / lovely. I like your drawing. Give yourselves a clap. That’s fantastic. Great!

Carrying out activities Guess. / Can you guess? Help each other. Get into pairs / groups / teams. Work alone. Is that right? Stand in a circle / line. Take turns. Whose turn is it? It’s your turn. Ready, steady, go!

You’re out. Never mind. Better luck next time! It’s a draw. X is the winner. Shuffle the cards. Choose a card. Don’t show anybody your card. Turn the card over. No cheating.

Doing arts & crafts activities Draw a … Colour the … Cut out the … Stick the … Fold the paper / card like this. Take out your scissors / glue / crayons. Let’s put the posters / work on the wall. Write your names on your posters / work. Watch what I’m doing. Tidy up. Put the rubbish in the bin. Be careful!

Ending an activity / lesson Finish your turn. Stop and look at me, please. It’s time to stop now. Put your things away, please. We’ve got five more minutes. Line up by the door. Put your pencils down now, please. Goodbye everyone / children. See you tomorrow. Have a nice weekend.

Classroom phrases for children Can I have the scissors / glue, please? Can you help me, please? Can you repeat that, please? Can I go to the toilet, please? Here you are. I don’t know. How do you say X in English? Can I have a dictionary, please? Please can I work with X? What does X mean? It’s my / your turn. Finished. Sorry. Thank you. Yes / No.

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Wordlist Words in bold highlight main course vocabulary taught in lessons 1 and 5 as well as core words taught in the cross-curricular lessons. The remaining words are additional words they will have encountered in songs and stories and in reading and listening passages. The number or letters after each word denotes the unit in which it is first encountered. absorbent (5) abstract (4) achievement (4) African (2) always (SU) amazing (2) arrow (1) article (1) artist (4) Asian (2) assembly (SU) astronaut (4) background (4) baked potato (6) balloon (4) barbecue (6) bat (1) beans (6) bear (2) because (1) best (2) between (3) biography (4) blanket (5) blood (1) board (6) boil (5) bored (3) brass (2) break (SU) breathe (1) bridge (3) building (3) burn (6) busy (6) bus station (3) camel (2) camping trip (5) caption (1) carbon dioxide (1) carol (F) carve a pumpkin (F) character (6)

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clarinet (2) clever (SU) cleverest (2) climb a mountain (6) comic-book (1) composer (2) computer programmer (4) concert (2) cook (4) cook on the campfire (6) cookery club (SU) cotton T-shirt (5) craft club (SU) crocodile (2) cubist (4) customer (6) dance floor (5) dark (3) daughter (4) day trip (3) department store (5) design (v.) (4) destroyed (3) diary (SU) do archery (1) do gymnastics (1) doing sports (SU) double bass (2) drama (3) dress up (F) drinking tea (SU) Easter Monday (F) Easter Sunday (F) eat party food (F) elephant (2) email (address) (6) emergency (5) ending (1) engineer (4) entrance (2) equipment (6) escape (3)

excited (3) exercise (1) exhibition (3) fabulous (4) fair hair (SU) fancy dress (F) fantasy (2) fastest (2) fiction (4) fire (5) firefighter (4) fishing rod (6) fit (1) flexible (5) flute (2) football shirt (1) freckles (SU) fresh water (6) friendly (3) fun (2) funny (SU) furry (2) gardener (4) gardening (SU) Geography (SU) giraffe (2) glass bottle (5) glasses (SU) go abseiling (1) goal (1) go caving (6) go climbing (1) go diving (1) go fishing (6) go kitesurfing (6) Good Friday (F) go swimming (1) go to the beach (6) go trampolining (1) go trick-or-treating (F) gym (1)

happy (3) healthy (1) heart (1) heavy (2) helmet (1) historical (3) hi-viz (jacket) (5) hobby (2) hold (2) holiday (6) home (SU) hospital (3) hot cross bun (F) hotel (3) humanity (4) humorous (6) hump (2) husband (4) ICT (SU) impressionist (4) industry (3) invitation (1) jacket (5) job fair (4) journalist (4) juggle (5) juggling (balls) (5) jumper (5) jungle (2) kangaroo (2) laboratory (4) land (6) lazy (1) leaflet (2) leather belt (5) lights (F) lion (2) lively (SU) long hair (SU) lost (3) lungs (1)

main course (6) man-made (5) map (5) market (F) match (1) materials (5) menu (6) metal bracelet (5) mobile phone (6) modern (2) monkey (2) museum (3) musician (4) natural (5) near (3) neck (2) never (SU) next to (3) Nobel Prize (4) oboe (2) ocean (6) opposite (3) orchestra (2) oxygen (1) painter (4) painting (4) palace (3) pantomime (F) paper plane (5) party (1) past (3) percussion (2) plastic car (5) play badminton (1) player (1) playing the guitar (SU) play hockey (1) play party games (F) play table tennis (1) play volleyball (6) pointillist (4) police officer (4) portrait (4) post office (3) present (F) prize (4) professor (4) properties (5) quiet (SU)

reading (SU) recycled (5) registration (SU) reporter (1) reservoir (6) rigid (5) roast lamb (F) roll (F) rope (1) rubber boots (5) rucksack (5) running (SU) safari park (2) safe (3) sailing boat (5) salt water (6) savannah (2) scared (3) scientist (4) seaside (6) shopping centre (3) sheep (5) short hair (SU) sick (5) signal (5) silk scarf (5) skeleton (F) smoke (3) snake (2) snorkelling (6) sock (5) sometimes (SU) Spanish (SU) speed (2) sporty (SU) square (3) stadium (1) stick (1) string (5) string (section ) (2) stripes (2) strongest (2) style (4) sunglasses (5) supermarket (3) swim in the lake (6) swimming (SU) swimming costume (6) swimming shorts (5) swimsuit (1)

talents (2) tallest (2) tap (6) team (1) teeth (2) theatre (3) the ground (6) thin (2) thoughtful (6) ticket (3) timetable (SU) title (1) torch (5) tower (3) town (SU) town hall (3) train (v.) (1) train station (3) treat (1) trumpet (2) TV studio (3) university (4) usually (SU) visit a castle (6) visitors (2) waiter (6) waitress (6) war (4) waste (5) waterproof (5) watersports (5) weight (2) wetsuit (5) wheelchair (1) whistle (5) why (1) wildlife (2) wins (1) wood (5) wooden train (5) woodwind (2) wool jumper (5) worried (3) worst (2) writing (SU) X-ray (4) zebra (2) zoo (2)

tail (2) take photos (6) Wordlist

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Letter to parents Dear parents and carers, This year your child will be learning English using Learn with Us 5, where he or she will be able to delve into the life of our main character, Jack, with his family, his school friends, Alfie and Lisa, and his friends around the world. We learn about Jack and his family as they move to a new town, we celebrate Jack’s birthday with an activities party, visit a safari park with his family and friends. We discover the places in Jack’s new town and join him at a job fair. We go shopping with him at a department store to buy a birthday present for his cousin and join him and his friends at a summer activities camp. Following a real child’s life creates a motivating and meaningful context for learning essential words, structures and skills in English. Learn with Us 5 offers stories and interesting real-life culture films and charming animated stories, introduced by Jack, which will enrich your child’s learning and his or her understanding of the culture of the UK and other English speaking countries, values and citizenship, and the wider world. Learn with Us 5 also provides a wealth of extra material such as videos, songs, projects and interactive games. Learn with Us 5 has a strong focus on developing your child’s communication skills and confidence in speaking English through frequent collaborative speaking activities. Children are regularly encouraged to give their opinion in English and nine projects over the year give them lots of opportunity to use English in a personalized and meaningful way. Literacy skills continue to be developed through fun unit and revision stories and other interesting reading texts, for example in the culture pages. Get involved by reading or watching them together. Encourage your child to tell you about their learning and compare similarities and differences in culture. Learn with Us 5 recognizes that your support and encouragement are important to your child’s success and provides plenty of ways for you to join in actively with your child’s learning, even if you don’t speak English. Encourage your child to sing you the songs he or she learns in class, ask him or her to tell you about the children they have met in Learn with Us 5 in the real-life and animated films and stories, and share his or her experiences. Try to look at his or her work regularly and ask about favourite activities in each unit. Always give lots of praise for your child’s efforts. Encourage your child to look back at his or her work and see what has been done well, what he or she is proud of, what can be improved and also what targets he or she has set for the next unit. Please do not hesitate to ask me anything about your child’s progress this year. Welcome to Learn with Us! Yours sincerely, English teacher

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Letter to parents

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