3 Teacher eacher’s ’s Book Bo ok Nicole Taylor Syllabus
2
Unit 5
82
Introduction
6
Unit 6
95
Components
10
Unit 7
108
Tour of a unit
12
Unit 8
121
Optional lessons using the DVD 22
Unit 9
134
Other features of the course
23
Revision stories
147
Ace! Digital
24
Festivals
153
Starter unit
26
Classroom language
159
Unit 1
30
Flashcards and wordcards
160
Unit 2
43
Ideas bank
161
Unit 3
56
Wordlist
163
Unit 4
69
1
S ylla b u s Vocabulary
Structures
Starter:
Core
Back to school!
Classroom objects: book, crayons, folder, glue, laptop, notebook, pen, pencil sharpener, ruler, scissors, table, microphone
When’s (your birthday)? It’s on the 25th April.
Ordinal numbers: 1st –31st
/ name / What’s (your phone number / name / surname)? How old (are you)? How do you spell (your surname)? Whose is this? This (pen) is yours, (Rory).
Unit 1:
Core
She’s got (wavy hair).
Pop stars
Descriptions: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy wavy hair, straight straight hair, curly hair hair
Has he / he / she got (glasses)? Yes he / he / she has. No, he / he / she hasn’t.
Adjectives to describe people: clever, friendly, funny, grumpy, helpful, lazy
He’s / She’s funny, but he’ He’ he ’s / she’s lazy.
Other
What’s your character in the pantomime? I’m the dame.
Portraits: bald, dark hair, fair skin, ginger hair, scared, sad Pantomimes: fair hair, magic wand, wig
Unit 2:
Core
Sports day
/ tennis, Sports (-ing forms): forms): dancing, dancing, fishing, playing football / football / basketball / running, riding a bike / bike / a horse, surfing, sailing, swimming, walking / catching / throwing the ball, net, points, Sports verbs and words: words: bouncing bouncing / catching / match Other
Safe sports: before, sports: before, during, after
Does he / he / she like (swimming)? Yes, he / he / she does. No, he / he / she doesn’t. What’s he / he / she doing? / She’s (throw)ing the ball. He’s / He’s I drink lots of water. There are eleven players. We play on a pitch.
Sports: cricket, Sports: cricket, lacrosse, netball, court, pitch, helmet, racket, bat, players
Unit 3:
Core
Lift-off!
Jobs: actor, artist, astronaut, bus driver, cook, doctor, farmer, librarian, nurse, teacher, train driver, waiter A doctor’s equipment: bandage, blanket, cream, medicine, plaster, thermometer
What’s his / his / her job? He’s a (farmer). She’s an (artist). Can the aliens / aliens / they (speak English)? Yes, they can. / can. / No, they can’t. Can he / he / she (use a computer)? Yes, he / he / she can. No, he / he / she can’t.
Other
They can (read). They can’t (paint).
Astronauts: control panel, spacesuit, special food, straw, helmet, planet
The (aliens) have got (ears).
Police officers: badge, officers: badge, buttons, truncheon
Whose is this bandage? It’s Doctor Zig’s bandage. Whose are these things? They’re Doctor Zig’s / his things.
Unit 4:
Core
Is it (running)? Yes, it is. / is. / No, it isn’t
Animal fun
Clothes: bat, bear, crocodile, elephant, giraffe, hippo, kangaroo, lion, l izard, Clothes: bat, monkey, snake, tiger
/ hippos live (in water)? Do they / Yes, they do. / do. / No, they don’t.
Habitats: cave, Habitats: cave, desert, forest, jungle, land, water
Polar bears like (cold weather).
Other
Wild animals and habitats: grass, habitats: grass, polar bear, seal, panda, bamboo, rubbish, mountain, valley, fox, red deer, hedgehog
Unit 5:
Lights, camera, action!
Core
Food: beans, biscuits, burgers, carrots, chips, fish, meat, onions, peas, potatoes, Food: beans, sausages, toast Mealtimes and prepositions of time: in the morning, in the afternoon, in the evening, have breakfast, have lunch, have dinner Other
Healthy eating: carbohydr carbohydrates, ates, vitamins, calcium, protein, fats, sugar Breakfasts: tea, pancakes, porridge, black pudding, bacon, special bread, flour, Breakfasts: tea, honey, dumplings, herbal tea, oats
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Syllabus
Where does it live? It lives in (Africa). What do they eat? They eat (insects).
/ some toast)? Would you like (a burger / Yes, please. / please. / No, thank you. When do you have (breakfast)? I have (breakfast) in the morning. What do you have for (breakfast)? I have (toast) for (breakfast).
Phonics
S k i l ls
Crosscurricular themes
Cultural themes / Values
Art:
Pantomimes / Being quiet in the theatre and listening to the actors
Reading: reading and understanding a story about a school show; reading to identify days, months, dates and ordinal numbers Listening: listening for specific information (identifying days, months and dates; Listening: listening identifying classroom objects) (When’s your birthday? Speaking: asking and answering about personal information (When’s / name / surname? ) What’s your phone number / name / Writing: identifying and writing days and months of the year; writing questions and Writing: identifying answers about personal information; identifying and writing ordinal numbers; writing classroom object words Phonemes: and / /s / and /st /
Reading: reading and understanding a story about a concert; reading descriptions of Reading: reading portraits; reading descriptions of people
silly, Sally, socks, sea, sings, sand; st rong, rong, St an, an, st ands, ands, st reet, reet, st atue, atue, st rawberries rawberries
Listening: identifying words describing people (listening for specific information); Listening: identifying identifying words with the phonemes / phonemes /s / and and / /st /
j uice Revision: j Revision: uice
Writing: identifying and writing words to describe people; questions and answers; completing descriptions of people; writing about a portrait; writing notes for a film poster
Phonemes:
Reading: reading and understanding a story about sports; identifying people from a description of activities; reading short texts about sports in different countries; identifying a sport from its description
/tʃ/ and /ʃ/
Chuck, ch Chuck, chicken, icken, cheese, ch eese, c hocolate, hocolate, chair, ch Shirley, sheep, air, Sh irley, sh eep, shorts, sh she, shirt, shoes orts, sh e, sh irt, sh oes Revision: house
Portraits
( Has he got curly hair? What’s your brother Speaking: asking and answering about people (Has Speaking: asking (He’s got big eyebrows.). like? He’s funny, but he’s laz y. y.);); describing portraits (He’s eyebrows. ).
PE: Safe sports
Listening: identifying words related to sports and activities (listening for specific information); identifying words with the phonemes /tʃ/ and /ʃ/
World sports / Doing some exercise every day
( Do you like swimming? );); describing Speaking: asking and answering about activities (Do sports activities Writing: writing questions and answers about activities; writing a description of activities; writing about preferences and activities; writing a sports article for a newspaper
Phonemes: /θ/ and /d/
Reading: reading and understanding a story about planet Zing; reading short texts about abilities, possessions and clothes
th , Seth , , bath Seth bath , , fif th , th , , teeth d , mouth mou teeth ; ; ol d d , and blond blon and , food food , d , worl d d around aroun
Listening: identifying words related to jobs, possessions and abilities (listening for specific information); identifying words with the phonemes /θ/ and /d/
Revision: w ater ater
Writing: writing questions and answers about ability; writing questions and a nswers about possessions; writing about jobs and preferences; writing a job advert
Phonemes:
Reading: reading and understanding a story about a safari park; reading short texts about animals, their activities and habitats
/ŋ/ and /n/
ng , young , , long young long , , earri ng ng , drinki ng ng , danci ng ng ; Stan eati ng Stan , clow n , n , on man ma on , moon moon , melon melo n , spoon spoon er Revision: teach teacher Phonemes: /ɪ/ and /iː/
Bi lly, lly, bi bi g, g, pi pi g, g, dr i i nks, nks, mi lk, lk, w i ith, t h, pi pi nk, nk, ean, t eacher, eacher, hi ppos; J ean, eats, ea eam, ts, pea peas, s, cr eam, each, bea ch, sea sea Revision: dr um
Science: Astronauts
( Can they rollerblade? );); asking and Speaking: asking and answering about ability (Can answering about possessions (Whose (Whose is this medicine? )
Listening: identifying animals and words describing animal activities a nd habitats (listening for specific information); identifying words with the phonemes /ŋ/ and /n/
Science: Animal habitats
(What’s the monkey doing? );); describing Speaking: asking answering about animals (What’s animals and their habitats (Crocodiles (Crocodiles live in rivers.) rivers.)
Police officers around the world / Keeping your clothes tidy
Native animals / Protecting the habitats of animals in your area
Writing: writing questions and answers about animal activities; writing about animal habitats, completing descriptions of animals; writing a fact file for a leaflet about animals Reading: reading and understanding a story about lunchtime at a film studio; reading short texts about food, healthy eating and breakfasts in different countries Listening: identifying words related to food and mealtimes (listening for specific information); identifying words with the phonemes /ɪ/ and /iː/ Speaking: asking and answering about food preferences (I(I like beans. I don’t like potatoes. ( What do you have for Would you like a burger? );); asking and answering about mealtimes (What (Carrots have got vitamins. We need vitamins to stop breakfast? );); describing healthy eating (Carrots diseases.).) diseases
Science: Healthy eating
Breakfasts around the world / Having a good breakfast every day
Writing: identifying and writing words about food; writing questions and answers about Writing: identifying food and mealtimes; writing a menu
Syllabus
3
Vocabulary
Structures
Unit 6:
Core
Superheroes
Daily routine: brush my teeth, do my homework, feed the fish, get dressed, get up, go to bed, go home, go to s chool, go to sleep, have a sh ower, wash the dishes, wake up
He / She (wakes up), he / she (gets up) and then (has a shower).
Telling the time: o’clock, quarter past, quarter to, half past, at night Other
What time does he / she (get up)? He / She (gets up) at (quarter to e ight). It’s (one) hour later / earlier in (Madrid) It’s (one o’clock) in the (afternoon).
Time zones: earlier, later Hobbies: dog, horse, beach, dancing, volleyball, Irish dancing
Unit 7:
Fun transport day
Core Transport: bike, boat, bus, helicopter, hot-air balloon, lorry, motorbike, on foot, plane, tandem, taxi, train Basic directions and places related to transport: bridge, country, path, river, street, town, left, right Other Road safety: bike, cycle path, bright clothes, a helmet, lights, a bell
Are they going by (bus)? Yes, they are. / No, they aren’t. Can you tell me the way to the (zoo)? Go up / down / along / across. Turn left / right. Wear a helmet. Don’t ride on the pavement.
London transport: river, upstairs, downstairs, tube, double-decker
Unit 8:
Core
Where were you? I was in the (cinema).
Around town
Places in the town: café, cinema, hospital, library, park, police station, school, shop, sports centre, supermarket, swimming pool, town hall
You were in the (park).
Directions: behind, in front of, opposite, near, bookshop, square
The (mountains) are in the (north).
The (supermarket) is in front of the (café).
Other Maps: north, south, e ast, west, needle, compass, explorer, satellite, map Capital cities: castle, stadium, palace, town hall, capital
Unit 9:
Core
Summer camp
Camping places and equipment: field, fire, grass, hill, lake, leaves, rucksack, sleeping bag, tent, torch, waterfall, woods Country code: Don’t drop litter! Protect the animals! Close the gate! Don’t pick flowers! Put out the fire! Walk on the path!
I / You / He / She / We (walk)ed to the waterfall. Don’t drop litter! Walk on the path! When there’s cloud, water is a vapour.
Other Water and weather: cloud, fog, ice, lightning, liquid, solid, storm, thunder, vapour Camping: barbecue, caravan, hammock, tepee, yurt
Rev s on Story 1
Review: jobs words, colours words, sports words, doctor’s equipment words, parts of the body words,He / She is a / an (astronaut, cook, farmer, nurse, pop star). I’ve got / He’s got / She’s got (grey eyebrows, a moustache, a ponytail). What are you doing? I’m (riding a horse, playing football, walking, dancing). Have you got (some cream, a bandage, a plaster)? Yes, I have / No, I haven’t. Extra: costumes, dressing up, hurt, helpful
Rev s on Story 2
Review: days of the week, times of day, classroom equipment, habitats, bee, lizard, flying, walking, clever, magic tools, school hall, laptop, pen, poster, web page, We can / can’t (paint the scenery). You can (make the poster). We li ke (burgers). Extra: scenery, What’s the matter? It ’s broken
Rev s on Story 3
Review: places in town, prepositions, costumes, scenery, ready, excited, worried, party, clever, I was, the children were … I walked / cycled across the bridge / along the river. There is / There are Extra: goal, football stadium, World Cup, footballers, referee, team, score, prize, winners, classroom, in, school, please, bring, OK!, come on, Wow! we’re, whistle, fantastic, Oh no! Look at, player, very, Yes! Now, Oh, dear! with, your
4
Fest val 1: Bonfire Night
Core: fireworks, firework display, bonfire, guy, toffee apple, jacket potato, hot dog, November 5 th
Fest val 2: Chr stmas Eve
Core: Christmas tree, decorations, fireplace, mince pies, stocking, sleigh, bells
Fest val 3: St Patrick’s Day
Core: flag, parade, shamrock, Ireland, patron saint
Syllabus
Extra: remember, parliament, king, gunpowder, treason, plot
Review: carrots, wake up, during the day, before, morning, horse, presents
Extra: wheelbarrow, broad, narrow, cockles, and mussels, alive
Phonics
Skills
Crosscurricular themes
Cultural themes / Values
Phonemes:
Reading: reading and understanding a story about Ace Girl; reading short texts about daily routines and different time zones
Maths:
Daily routines around the world / Doing your homework every day
/ɒ/ and /əʊ/
Oliver, cr ocodile, fr og, ho ps, cl ock, orange, socks; Roland, r obot, al one, home, sofa, phone
Listening: identifying words related to daily routines and time zones (listening for specific information); identifying words with the phonemes /ɒ/ as in frog and /əʊ/ as in phone
Revision: r abbit
Writing: writing about people’s daily routines; writing about time zones; writing about routines for the school web page
Phonemes:
Reading: reading and understanding a story about a tandem; reading short texts about transport, road safety and London transport
/ɜː/ and /eə/
gir l, bir d, shir t, sk ir t; Cl ai re, f ai ry, chai r, ai r, hai r Revision: t eeth
Time zones
Speaking: asking and answering about daily routines (She has lunch, then she washes the dishes); asking and answering about times (What time does Ace Girl get dressed? ); describing time zones (It’s one hour later in Madrid .)
PE: Road safety
Listening: identifying words related to transport, road safety, locations and following directions; identifying words with the phonemes /ɜː/ and /eə/ Speaking: asking and answering about transport ( Are they going by bus? ); asking and answering about basic directions (Can you tell me the way to the zoo? ); describing road safety (Wear a helmet! )
London transport / Travelling by public transport, bike or on foot
Writing: writing about transport; writing directions and giving advice about road safety ; writing a leaflet for tourists Phonemes: /æ/ and /ɑː/
ha ppy, P am, has, r abbit, and, bat, c arrot, bag; Mar k, ar tist, par k, st ar fish, f ar mer, d ar k Revision: football
Reading: reading and understanding a story about a map; reading short texts about where people were; compass points, maps and capital cities
Geography: Maps
Listening: identifying words related to places, position and maps, identifying words with phonemes /æ/ and /ɑː/
Capital cities / Keeping your town clean
Speaking: asking and answering about where people were (Where were you at six o’clock? ); asking and answering about where places are (Where’s the bookshop? It’s behind the school. The mountains are in the north.) Writing: writing about where people were yesterday; writing a description about where places are in town; writing about a place for a holiday brochure
Phonemes: /t/ and /d/
fished , jumped , cooked , walked ; closed , climbed , play ed , phoned Revision: photo
Reading: reading and understanding a story about a summer camp; reading short texts about camping places and activities; water and the weather, and the country code Listening: identifying words related to camping, weather and the country code; identifying words with the phonemes /t/ as in fished and /d/ as in closed Speaking: describing activities in the past (Yesterday she played football .); describing the country code (Don’t drop litter! ); describing water and weather (When there’s cloud, water is a vapour .)
Science: States of water in weather
Crazy camping / Helping at home in the holidays
Writing: writing about camping activities; writing about activities in the past; writing rules; writing about water and the weather; writing a holiday postcard
Syllabus
5
In trod uc t o n About Ace! Ace! is a six-level course for children learning English from Primary 1 to Primary 6. The course combines a high level grammar and vocabulary syllabus with fresh, modern visual appeal and all the rich, imaginative context of a true story-based course. The context for the Ace! course is The Ace School and the Ace! characters are all school pupils. In each cycle we experience the daily life and learning of a different age group of pupil characters. And just as the Ace! characters are given a chance to shine, pupils learning English with Ace! are also inspired to flourish. The language and skills practice in Ace! , shaped in line with the requirements of the Cambridge English: Young Learners, Cambridge English: Key and Trinity examinations, have been carefully chosen and crafted to benefit all children in higher level learning contexts, whether they intend to sit external examinations or not. While the syllabus is fast-paced and comprehensive, lessons are carefully staged, the approach to practice and recycling of language is thorough, and the methodology is clear and supportive for teachers and children alike. The course empowers the children to achieve, and at the same time places importance on the fun and enjoyment of learning at primary school.
The preparations for The Ace School summer show are told in the Revision Stories where we see the four characters preparing the costumes, the scenery, and resolving problems along the way.
Stories As a story-based course, Ace! 3 has storytelling at the very core of its methodology. The value of stories is widely recognized in Primary English Language Teaching. Children come to the primary classroom already equipped with an understanding of stories and the way they work. This familiarity with narrative conventions, as well as an expectation of the pleasure and enjoyment that stories bring, empowers them with confidence and motivation from the outset – an ideal starting point for pupils learning English at this level. In addition, in a fast-paced course like Ace! , stories are the perfect vehicle for the presentation of new language structures, due to the meaningful, visually supportive and very immediate context they naturally provide.
Ace! has an inviting, highly motivating concept and a wealth of story genres, which set the theme for each unit. The stories act as a springboard into meaningful presentation and practice of grammar and vocabulary, and extensive development of all four skills: listening, speaking, reading and writing. The course places strong emphasis on literacy, with the inclusion of a wide variety of text types and a regular phonics focus. In addition, importance is given to the development of the whole child, through the incorporation of Key Competence aims in the Ace! syllabus, as well as rich cultural input, the highlighting of values, and a cross-curricular lesson in every unit throughout the course.
The emphasis on stories is also invaluable in the development of children’s literacy skills, as it furthers familiarity and understanding of the functions of text, as well as promoting a positive attitude to books and reading, which is key to academic success.
To bring the Ace! world to life, the course offers a complete, up-to-date suite of learning and teaching materials, including a comprehensive Teacher’s Resource Pack, an External Exams Practice CD-ROM, and course-specific digital components.
In Ace! 3, the preparations for the summer show constitutes a story thread which runs throughout the level.
Ace! 3 In Ace! 3, we follow the adventures of the characters Jeb, June, Rory and Rose, who are all pupils at The Ace School.
6
the unit story in Rory’s story , June presents a song in June’s tune, Jeb brings to life cultural information from his laptop in Jeb’s web and Rose presents cross-curricular information in Rose knows about… in the cross-curricular lesson.
Stories are a way of immersing children in the target culture, which is a significant part of learning a foreign language and of considerable benefit to children preparing to sit external exams. They are also a useful framework for developing key competences, particularly raising awareness with regard to the target culture, as well as inter-curricular themes and citizenship.
The unit stories pick up on the theme of the fictional location that Rose has discovered on opening her magic book. The stories have a rich and varied range of contexts, characters and genres to appeal to the imagination and diverse interests of every child in the class.
In the Starter Unit story, our characters’ teacher, Miss Snow, tells the class that they must prepare a special summer show. She gives out four magic tools to help the children. June has a magic microphone to sing songs, Rory has a magic pen, to write stories, Jeb has a magic laptop to find out things on the internet, and Rose has a magic book. At the beginning of each unit, Rose opens her magic book to reveal a fictional location which sets the s cene for the unit. The first vocabulary set is presented in the context of this location with a song. The unit theme continues in the illustrated story of the unit and the subsequent lessons.
The carefully staged methodology and impressive package of story materials in Ace! 3 make it possible to exploit each story’s full potential. The unit stories are told initially using the storycards. The teacher can choose to tell the story using the guide script on the storycards or using the Audio CD. The children then listen again, following the story in their Class Books. The children are then encouraged to reproduce the story dialogue by acting it out in groups or as a whole class, with the aim of developing oral fluency and confidence, as well as competence, in speaking English. As a follow up, animated versions of all the unit stories on the DVD bring an entertaining extra dimension to the storytelling experience and the children’s learning.
We join either Jeb, June, Rory or Rose as they present a lesson which is appropriate to their magic tool. Rory presents
Three stories at the end of the Class Book invite the children to share in the adventures of Jeb, June, Rory and Rose within
Introduction
The Ace School world. These stories provide a motivating vehicle for reviewing the language presented and practised in each school term.
Vocabulary and grammar Ace! is a high level English course and therefore incorporates a greater amount of vocabulary and a wider range of grammatical structures than would be expected in a mainstream English language course. The language syllabus for Ace! 1 to Ace! 6, has been specifically designed in line with the syllabi of the Trinity examinations, as well as the Cambridge English: Young Learners and the Cambridge English: Key (KET for schools) examinations. The path towards the goal of entering these external examinations has therefore been taken into consideration in the design and coverage of the Ace! 3 syllabus. At the same time, equal emphasis has been placed on the importance of teaching a practical, well-balanced, high frequency language syllabus, which is appropriate for all children learning English at this level. In Ace! 3 twelve new core items of vocabulary are presented in Lesson 1 of each unit, with a further six core words taught in Lesson 4. All the new core vocabulary is grouped in semantic sets which relate to the unit topic. The vocabulary is presented through listening activities, including memorable songs and chants, and then practised through the retelling of the unit story, motivating communicative games and activities. Flashcards and wordcards are provided in the Teachers Resource Pack for ease of vocabulary presentation, practice and reinforcement. In addition to the new core vocabulary, four to five words are also presented in order to facilitate understanding and practice in the cross-curricular lesson and the culture lesson of each unit. Each unit of Ace! 3 also presents and practises two new core structures. The first of these grammatical structures is presented through the story in Lesson 2, with Lesson 3 providing a clear focus on how the grammar works. There is thorough listening, speaking, reading and writing practice of the structure in the Class Book and Activity Book. A second grammatical structure is presented through a song in Lesson 4. This is then practised through an engaging, communicative pair work activity in Lesson 5, and followed up with reading and writing practice in the Activity Book.
Skills Ace! 3 has an integrated approach to language and skills development. The Class Book and Activity Book work closely together to develop the four sk ills. Through a variety of enjoyable tasks with a very systematic approach, the children progress from listening practice to speaking practice, from speaking practice to reading practice and from reading practice to writing practice. Over the Ace! series as a whole, care has also been taken to ensure that children preparing for Trinity and Cambridge English examinations develop the required level of skills competency, as well as familiarity with examination task types. Listening: Ace! 3 recognises the particular importance of listening in the early years of language learning. All new language is presented with clear models on the Audio CD for aural recognition. Listening to songs, chants, stories, and
cross-curricular and cultural texts also helps the children internalize the language and expose them to native speaker pronunciation. In addition, listening activities in the Activity Book help to prepare pupils for practical, everyday tasks in English. Speaking: In Ace! 3 speaking practice builds carefully and effectively from simple word-level production to sentence-level production and above. Attention is also paid to the development of both accuracy and fluency. Spoken accuracy is developed through activities which encourage repetition following a model provided on the Audio CDs, as well as through songs and chants, the retelling of stories and controlled practice games. The controlled practice games afford children plenty of opportunity for repetition of core language within a clearly defined framework. Contexts which children can easily relate to, as well as suggestions for teacher-led discussions provided in the Teacher’s Notes, allow frequent opportunities for the children to draw on the whole of their productive repertoire, thereby promoting fluency and confidence in speaking. The development of communicative competence is of paramount importance in Ace! 3. With this aim, Lesson 5 of each unit includes a pair work activity from the back of the Activity Book. This enables the children to practise new vocabulary and grammar in a meaningful way. Further optional communication games are detailed in the Ideas bank section. Reading and writing: Pupils learning English at a higher level need to be able to make good progress quickly with regard to reading and writing. This is particularly true for those studying in bilingual projects or with the intention of sitting external examinations. Ace! 3 takes a very systematic approach to reading and writing to allow this to happen. New language is always practised aurally and orally before the children are asked to read and write. Pupils begin by reading at word level. Only once they have practised reading new words, do they progress to writing them. They then read these new words within sentences, and gradually progress from reading at sentence and paragraph level to writing at sentence and paragraph level. This process occurs twice in each unit, firstly with the new vocabulary presented in Lesson 1 and the grammar presented and practised in Lesson 3, and then again with the vocabulary and grammar presented and practised in Lessons 4 and 5. As the unit progresses, the amount of guidance and scaffolding for writing steadily decreases, for example from gap fill completion exercises to whole sentence writing. In this way the children grow in confidence and independence with regard to their writing. In Lessons 8 and 9 of each unit of Ace! 3, the reading practice builds to more extended texts. The short paragraphs about culture in English-speaking countries all use known, recycled language and are supported with photographs and audio. Using these texts, as well as the Activity Book follow up activities, as clear models, the children are then enabled to produce a short, simple piece of personalized writing about their own lives and culture.
Introduction
7
External examinations for young learners At this higher level of English language learning, many young learners in Primary 1 to Primary 6 are entered for external examinations such as the Trinity examinations, the Cambridge English: Young Learners examinations (Starters, Movers and Flyers) and the Cambridge English: Key for schools examination (KET ). The syllabus of Ace! 1–6 reflects the language and skills requirements of these examinations. Trinity Examinations: The Ace! series aims to prepare pupils to enter the Trinity Grade 2 examination by the end of Ace! 2, the Trinity Grade 4 examination by the end of Ace! 4 and the Trinity Grade 6 examination by the end of Ace! 6. Cambridge English: Young Learners Examinations: The Ace! series aims to prepare pupils to sit Starters by the end of Ace! 3, Movers by the end of Ace! 5 and Flyers by the end of Ace! 6. Cambridge English: Key for schools examination (KET): The Ace! series aims to prepare pupils to sit the Cambridge English: Key for schools examination (KET) by the end of Ace! 6. Practice tests for the Trinity, Cambridge English: Young Learners, Cambridge English: Key for schools (KET), as well as Cambridge English: Preliminary for schools (PET) can also be found on the Ace! External Exams Practice CD-ROM.
Culture Ace! values intercultural education as an essential part of language learning. It is important for children to understand and reflect on the differences and similarities between their own and other cultures in order to develop Key Competences, in particular Competence in Social Sk ills and Citizenship and Competence in Interaction with the Physical Environment. The Culture lessons throughout the Ace! series raise the children’s awareness of being part of a global community by helping them to develop an awareness of the people around them, as well as a stronger understanding of the culture behind the language they are learning. There are regular culture lessons in every unit throughout the Ace! course. Ace! 3 focuses on international English-speaking countries. The cultural information is presented through engaging photos and extended reading texts on the Class Book page in Lesson 8, as well as an interesting cultural fact in Lesson 9. At the end of Lesson 9, the children are encouraged to apply their newly acquired cultural knowledge to perform a dialogue between Jeb and a character from the cultural context of the unit. The follow up activities in the Ace! 3 Activity Book give the children the opportunity to consolidate what they have learnt. They are also encouraged to reflect on the target culture and draw conclusions about similarities and differences by producing their own text and illustration, personalized with ideas and experiences from their own culture. In addition to the cultural input in Lessons 8 and 9 of Ace! 3, further intercultural learning is provided through the three Festival Units located at the end of the Ace! 3 Class Book.
8
Introduction
These are intended to be used at the appropriate times of the year: Bonfire Night, Christmas Eve and St Patrick’s Day. The lessons include new themed vocabulary, a fun festival song, activity worksheets and craft projects, all of which can be used to create an intercultural festival atmosphere in the classroom. Details can be found in the Festivals section.
Phonics Games provide a natural context for language practice Ace! has developed a system which employs aspects of Phonics teaching which are of benefit to primary children learning English, making sure that they are fully adapted to the children’s needs. Like the UK and USA Phonics system for native speakers, the Phonics lessons in Ace! teach children skills to help them to read better in English. The Phonics lessons in Ace! also include an element of pronunciation practice, as children need to be able to recognize and say a letter sound before they can attempt to recognize and read it in text. In addition, the words used to exemplify each Phonics focus in Ace! are known words from the same unit, grouped semantically to aid memory and recall. In Ace! 3 the Phonics lesson of each unit raises awareness of the relationship between the sound and the spelling of individual letters and letter combinations in English. Pupils are also taught to distinguish between two letter sounds or two groups of letter sounds.
Songs Songs are an invaluable way of practising new language, as they naturally include plenty of repetition and greatly aid memory through their use of rhythm. Each unit of Ace! 3 contains two songs; one in Lesson 1 and one in Lesson 4. These present and practise the new language of the lessons and cover a wide variety of musical genre, specifically designed to encompass the diverse range of musical styles children enjoy in the real world.
Cross-curricular focus The Ace! course embraces the opportunity to transfer useful, practical English language to a range of different areas of the curriculum including Art, Music, Science, Geography, History and Maths. The areas chosen reflect and build on the k ind of subject matter that the pupils are working with in other classes. In Lesson 6 of every unit of Ace! 3, we join Rose at The Ace School, who presents the key content. Full colour, photographic, cross-curricular cards are provided in the Teacher’s Resource Pack for presentation purposes for each cross-curricular lesson of the course. The cards provide step-by-step teacher’s notes for easy presentation of the cross-curricular concept. For teachers who have access to an Interactive Whiteboard, an interactive version of the cards can be found on the Ace! 3 iPack. The cross-curricular content of the lesson is then consolidated and practised through listening activities and a personalised communication game in the Class Book, as well as follow up activities in the Activity Book.
Values
Multimedia
Learning about values is a key feature of the Ace! series as a whole.
Ace! has a fresh, innovative and fully integrated approach to multimedia in the classroom, allowing teachers to create a tailored digital solution to best suit them and their school facilities. The Ace! digital tools include the iPack, Teacher’s Resource CD-ROM, DVD and Oxford Online Learning Zone website. Details of these features are provided in the Ace! Digital and Optional lessons using the DVD sections of the Teacher’s Book.
In Ace! 3, the values focus is presented in every Lesson 9 by Jeb. The Jeb says … feature integrates socio-cultural aspects of learning and helps to promote self-esteem, as well as positive attitudes, tolerance and respect towards others. The Teacher’s Notes for Lesson 9 outline the Ace! 3 Values routine, which involves the teacher monitoring and rewarding good behaviour and practice with regard to the values.
Revision In Ace! 3, the core vocabulary and grammar of the unit is revised in each Lesson 10. One of the four course characters presents the review material in an entertaining magazine style interview. The children answer comprehension questions on the interview and then have the opportunity to answer the interview questions for themselves. This is designed to elicit all the unit language from the children. The language review in the Activity Book is accompanied by a self-evaluation My Work section. Following each sequence of three units, there is also a more extensive revision section. The revision sections are each based around a story in the Class Book featuring The Ace School course characters. Two pages of follow-up exercises per story appear in the Activity Book. These revision story lessons review the core and secondary vocabulary and grammar from each term. Details can be found in the Revision stories section of the Teacher’s Book.
Optional lessons Each unit includes two optional lessons, details of which can be found in the Optional lessons using the DVD section and in the lesson notes which follow. The first optional lesson comes after Lesson 3 and reviews the main vocabulary from the unit and provides reinforcement of the main grammar point presented in the previous lesson. This is also the suggested point for showing the animated version of the story on the DVD. The second optional lesson follows Lesson 6. It gives ideas for extending cross-curricular content and language taught in the cross-curricular lesson, and for a project based on the cross-curricular topic. This is also the suggested point for showing the real world film clips from the DVD.
Testing and evaluation Children’s progress can be evaluated through formal testing, ongoing assessment and self-assessment. For formal testing, there are nine unit tests, three term tests and one end-of-year test on the Teacher’s Resource CD-ROM, which together cover the target language from the course. All these tests are available as printable or editable documents so you can choose to adapt the material to suit your class. For ongoing and self-assessment, there are evaluation grids and portfolio material on the Teacher’s Resource CD-ROM, which allow you to continuously assess your pupil’s progress and provide them and their parents with feedback. You will also find practice papers for the Trinity and Cambridge English: Young Learners, Cambridge English: Key for schools (KET), and Cambridge English: Preliminary for schools (PET) examinations on the External Exams Practice CD-ROM.
Key Competences The inclusion of the Key Competences in the curriculum is designed to integrate the formal learning specific to each subject area with less formal learning. This helps pupils to see the relationship between different subjects and use skills learned in one area in different contexts. The Key Competences encourage the activation of resources that the learner already has. Foreign language learning contributes directly to the development of competence in linguistic communication as it increases, enriches and complements a pupil’s communicative capacity. When language learning is based on the development of the four communicative skills (speaking, listening, reading and writing), it helps to develop this Key Competence in the same way as the study of a native language. A more detailed explanation of how learning a foreign language can develop the other Key Competences can be found on the Teacher’s Resource CD-ROM, along with ideas and worksheets for further exploitation of each Key Competence. The materials in Ace! 3 offer many opportunities for the development of the Key Competences. These are clearly highlighted and explained throughout the teacher’s notes.
Parental involvement. Learning involves a co-operative relationship between home and school, and it is important to establish clear communication with parents to encourage home support. The following are suggestions about possible ways of doing this: Keep parents informed about what their children are learning and their progress. School blogs can be an effective way to keep parents up-to-date, as well as highly motivating for children. Please make sure, however, that the children in your classes are protected at all times when they are online. Ensure that the school blog has a password, so that it is only available for the people for whom it is intended. In addition, teach children about internet security. Screen what they plan to post before they post it and make sure that they don’t reveal too much personal information, especially not telephone numbers, addresses or personal emails. Set children homework to tell their parents the unit story, sing them a song in English or tell them about life in the UK, for example. Encourage parents to play the Songs CD, at home or in the car, to motivate their children. Inform parents of the values their children are learning, and ask them to encourage their children to employ them at home too. •
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Introduction
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C om po n e n ts Class Book •
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a starter unit introducing Jeb, June, Rory, Rose and Miss Snow their class teacher nine teaching units of ten lessons per unit providing the core material three pages of festival materials three revision stories featuring the course characters a clear syllabus summary showing the main language learned in each unit a songs CD with all the songs and chants from the course
Activity Book •
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Class Book
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ten pages of activities per core unit, including a pair work activity; a Book Club feature; follow-up to the cross-curricular, phonics and cultural lessons; unit review and self-evaluation activity ideas for fast finishers at the bottom of each page follow-up to the revision stories follow-up to the festivals one pair work activity per unit bilingual dictionary and grammar section
Teacher’s Book •
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Lesson 2
CBPAGES6and7andABPAGE5
STORY AND MAINLANGUAGE PRESENTATION
ClassBook
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Language Core: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavyhair, straighthair, curlyhair, Has he / shegot (glasses)? Yes, he / shehas. No, he / she hasn’t. He / Shehas / hasn’tgot… Review: guitar, tall, short, park, favourite, jump, under; Where’s (SamStar)? I can / can’t(see). I love(TheStars). I / Wehaven’tgot (tickets) Extra: popstars, concert, problem, tonight, meanwhile, excited, tickets, look for, crawl, pull, give, start; Areyou ready? Let’s play
Materials CD1 $ tracks15–16,Unit 1flashcardsandwordcardsSet 1(appearance);Unit1 storycards
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Play Findthepairswith theUnit 1flashcardsand wordcardsSet1 (appearance). (SeeIdeas bank.)
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With booksclosed,holdup thefirst storycard. Askthe children questionsaboutthe picture, e.g. What aretheydoing? (Playingmusic) Who arethey? (They’repop stars/ a popgroup) Whatdo you think happensinthes tory?
Tellthechildren to open their Class Books. Playtherecording again, encouragingthechildren to listen andfollowthestory in their books.
2 Listenand say thenumber. $ 1•16
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Tellthe children to lookatthe storycardsandlisten and enjoythe story. Playtherecording,holding upthestorycardsone atatime. Pointtokeyitemsinthepicturesastheyarementionedin therecording.
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Transcript Listen andsaythenumber. Sam You’vegotmyguitar!Thankyou!Hereareticketsfor theconcert. [pause] Fred Hashe gotglasses? Yes,hehas. Molly I don’tknow!I can’tsee. Andwehaven’tgottickets. [pause] Fred Pat, who’sSam? Hashegotcurly hair? [pause] Narrator Meanwhile, Pat, MollyandFredare in thepark. PatandMolly areexcited abouttheconcert. [pause] Fred Look!It says‘SamStar’ . Molly Hehasn'tgot hisguitar! Frame6
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Then dividetheclass into smaller groupsof fivechildren to actoutthe storybythemselves. Bringone or twogroupsto thefrontof theclass to actout thestoryfor therestof theclass.
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Holdupthestoryca rdsoneata timeandaskthe children thequestionson theback of each cardto check comprehension of thestory.
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Tellthe children thatyouare goingto tryto retell the storyfrommemorybutyoumightneedsomehelp. Askthem to tsopyouif youmake a mistake. Saythefollowing: TheStarsare a famousdancegroup. Samhasn’tgot hispiano. Fred, MollyandSophie findSamStar’s guitar. Theyhavegot ticketsto theconcert. Thechildren give SamStar hisguitar and Samgives themsome money. Fredis veryunhappy.
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Dividethechildren into fivelargegroupsand assign a rolefrom thestoryto each group,e.g. onegroupisthe drummer, onegroup isSam Star, onegroup isMolly, etc. Playthepar tof thenarrator yourselfandencouragethe groupsto actouttheir part,sayingthewords fromthe storyanddoing appropriateactionsof their choice.
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KEYCOMPETENCE: Competenceinautonomy and personalinitiative Focusingon theunderlyingmessageof storiesisa good wayto raiseawarenessof values and, often, to develop strategiesfor confrontingproblems. Askthechildren what theywoulddo if theyfounda guitar. Talkaboutthe right andwrongthings to do whenyoufindsomething. Ask theclasshow thechildren feelin Frame8. AskhowSam feelsin Frame8.
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ANSWERS Fram e8
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Teacher’s Resource CD-ROM
Playtherecording, pausing after each phrase. Askthechildren to tellyouthenumber of thestoryframe each phraseis from.
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recording of all the songs, stories and listening activities including test listenings
1 Listenand read. $ 1•15
Lessonobjectives Askaboutand describepeople’sappearance. Understanda story.
an introductory section, including descriptions of the methodology and concept behind the course a full description of the syllabus an annotated Tour of a unit clear, succinct teaching notes for each lesson teaching notes for two optional lessons per unit (one DVD lesson and one cross-curricular lesson) optional extra activity ideas cultural notes references to Key Competences full answer keys for Class Book and Activity Book activities transcript for each lesson references to worksheets on the Teacher’s Resource CD-ROM an Ideas bank with games, activities and ideas for how to exploit the extra resources further (flashcards, storycards, etc.) a list of the unit flashcards and wordcards useful classroom language and a wordlist
Unit1
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evaluation material nine unit tests, three term tests and one end-of-year test two worksheets to supplement the starter unit one story worksheet per unit two vocabulary and grammar worksheets per unit one cross-curricular worksheet per unit six festival worksheets (two per festival) full transcripts and answers for tests, and full teaching notes and answers for worksheets
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notes for Key competences and worksheets three DVD worksheets per unit (two mini book worksheets and one cross-curricular worksheet) PDF version of the printed Teacher’s Book (English) as well as PDFs of Guía Didáctica and Llibre del professor
External Exams Practice CD-ROM •
practice tests for the following external exams: Cambridge English: Young Learners, Trinity and Cambridge English: Key Teacher’s Resource CD-ROM
Teacher’s Resource Pack Flashcards •
180 flashcards for presenting the key unit vocabulary (Flashcards Set 1: Lesson 1 vocabulary; Flashcards Set 2: Lesson 4 vocabulary)
Wordcards •
180 wordcards to accompany the flashcards – see the end of this Teacher’s Book for the list of wordcards Flashcards
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72 large, full-colour storycards depicting the nine stories from the course in Units 1 to 9 all the cards have the story text and comprehension questions on the back
Wordcards
Cross-curricular cards •
nine large, full colour cross-curricular cards for presenting the crosscurricular theme for each unit. Each card includes teacher’s notes on the back.
Poster •
one classroom language poster containing useful instructions and questions
Clock •
This is a large, full colour clock with moveable hands for teaching the time.
Storycards
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animation of each unit story one cross-curricular video clip per unit
iPack Presentation and practice material for Interactive Whiteboards and data projectors that includes the following: stories songs and chants audio poster, flashcards, and cross-curricular presentation material Activity Book activities •
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interactive website content for students to use at home or in the classroom
Poster
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t T our o f a U n Lesson 1
Key vocabulary
Lesson 1 teaches and practises the first key vocabulary set of twelve words. It shows Rory, Jeb, Rose and June, the course characters, in a story world setting. They enter this world through a magic book. The children learn about the magic book in the Starter Unit. Class Book presentation of the key vocabulary.
Numbering activity practising the key vocabulary.
Key vocabulary contexualized in the children’s fictional world entered through the magic book.
Activity suggestions for fast finishers.
Active production of the key vocabulary through a pair work speaking activity.
Activity Book 3
Active production of the key vocabulary through a song. Class Book 3
Flashcards and wordcards for presentation and practice. Clock
Flashcards Set 1
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Use the flashcards to present and practise key vocabulary. Alternatively, use the digital flashcards on the iPack for presentation via an interactive whiteboard.
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The children listen to the recording, point to the corresponding item in the picture and then repeat the vocabulary in chorus. The children listen to the recording and say which word is missing in chorus. The children listen to the song and gradually join in singing themselves. Play the song several times.
Tour of a Unit
Then they do a pair work activity relating to the picture that prompts them to produce the vocabulary actively.
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In the first activity, the children practise recognizing the vocabulary by reading and writing the correct number next to each item. In the second activity, the children write each of the key words next to the pictures. An activity suggestion for fast finishers keeps all children engaged. This feature is present in all lessons.
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Lesson 2
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Story
Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story, and introduces the grammar point presented in Lesson 3. The story is based on the same context as the imaginary world. The children also practise the language by acting out the story. Story consolidation through a listening activity.
Key structure and vocabulary contextualized in the children's story from the imaginary world.
Class Book presentation of the key structure through a story. Story is presented via storycards.
Children review the story in the Book Club feature.
Opportunity to act out the story.
Activity Book 3
Storycards for story presentation. Class Book 3
Extra story worksheet for literacy development.
Story worksheet
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Use the storycards and audio to present the story the first time. Alternatively, use the digital storybook on the iPack for presentation via an interactive whiteboard.
Storycards
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The children listen to the story again and read along. The children listen to frames from the story out of order and say the frame number, to consolidate their memory of the story. The children act out the story, either as a whole class or in small groups.
In the second activity, the children complete a summary of the story with words in a word pool. There are three Book Club review activities to develop literacy skills. In the first one, the children indicate how much they enjoyed the story and say what k ind of story it is by copying words from a word pool. In the second activity, they write the name of their favourite character from the story. In the third activity, they write the number of their favourite storycard.
Optional •
The optional story consolidation worksheet offers reinforcement of the story to focus on developing literacy skills and awareness of narrative.
Activity Book •
In the first activity, the children practise recognizing and saying the vocabulary from Lesson 1, within the story context.
Tour of a Unit
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t T our o f a U n Lesson 3
Grammar
Lesson 3 teaches and practises the grammar structure which was introduced in the story in Lesson 2. Children practise the structure through a reading activity and in a pair work game. Reading activity to recognize the key vocabulary within the new structure.
Sentence-level reading and writing practice of the key structure and vocabulary.
Listening and repeat activity to practise the key structure.
Presentation of the grammar structure in a table.
Active production of the key structure in a communication pair work game.
Activity Book 3
Class Book 3
Extra grammar practice worksheet.
Vocabulary and grammar 1 worksheet
Storycards •
Review the story using the storycards, or alternatively, using the digital storybook on the iPack via the interactive whiteboard.
Class Book •
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A reading activity teaches the new structure. The children read short texts containing the key vocabulary within the key structure and say the correct picture. The children then practise producing the key structure by listening to the sentences and repeating them. Then they actively produce the key language by playing a communication game in pairs, using a grammar table.
Tour of a Unit
Storycards
Activity Book •
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In the first activity, the children practise listening and recognizing the new grammar structure by ticking, numbering or matching activities. In the second activity, they practise reading the new structure at sentence-level through a simple ‘read and do’ activity. In the third activity, they practise the new structure by writing complete sentences using picture prompts and word pools.
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Extra grammar practice can be found in the form of the Vocabulary and grammar 1 printable worksheet on the Teacher’s Resource CD-ROM.
T our
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Lesson 4
a U n t
Secondary new vocabulary
Lesson 4 teaches and practises the second set of six to nine new vocabulary words. It also involves the children in singing a song that includes the new words and a new grammar structure which will be further practised in Lesson 5. Class Book presentation of the secondary vocabulary set and secondary grammar structure through a song.
Practic e of the new vocabulary and grammar structure by singing.
New grammar structure presented in a table.
Class Book 3
New vocabulary set presentation via flashcards.
Word-level and sentence-level reading and writing practice of the secondary vocabulary set and the secondary grammar structure. Activity Book 3
Songs CD
Flashcards Set 2
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Present the new secondary vocabulary using the flashcards. Alternatively, use the digital flashcards on the iPack for presentation via an interactive whiteboard.
Class Book •
The children listen to the recording and point to the pictures on the page and repeat the words.
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Then they practise producing both the vocabulary and the structure in the song. They listen to the song and gradually join in singing themselves. Play the song several times.
Activity Book •
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In the first activity, the children practise recognizing the new vocabulary by reading. In the second activity, the children practise writing the new vocabulary and grammar at sentence-level with picture prompts or a word game.
Tour of a Unit
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t T our o f a U n Lesson 5
Communicative practice
Lesson 5 involves the children in filling in a chart, map or grid, which they then use in a pair work game to practise the new grammatical structure from Lesson 4.
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Lesson 5 Pairwork activity
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1 Draw two people from your family. Look and tick ✓. Play the game. Hello.
B y filling in a chart, map or grid, etc. to produce an information gap activity, children practise speaking in pairs.
Key speaking practice via a communicative pair work game using the chart, grid or map.
2 Ask and complete the chart. Hello.
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Class Book 3
Extra grammar practice worksheet.
Reading, listening and writing practice of the secondary grammar structure. Activity Book 3
Vocabulary and grammar 2 worksheet
Activity Book •
The children work in pairs to complete the chart, grid or map which is at the back of the Activity Book.
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The children listen to the recording and repeat the grammatical model for the pair work game. Then the children play the game in pairs.
Activity Book •
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In the first activity, the children practise recognizing the new grammar structure in a reading activity.
Tour of a Unit
In the second activity, they practise the new grammar structure in a listening activity. In the third activity, they practise again in a writing activity using picture and word prompts.
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Extra grammar practice can be found in the form of the Vocabulary and grammar 2 printable worksheet on the Teacher’s Resource CD-ROM.
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Cross-curricular topic
Lesson 6 presents cross-curricular content from key areas of the curriculum and new vocabulary. The story world is now left behind and Rose, Jeb, Rory and June are back in their classroom, in a Science, Art, Music, PE, History or Maths class. The section is called ‘Rose knows about …’ and Rose ‘presents’ the information in the Class Book through her magic book. The content is presented using a cross-curricular card which introduces the content and new items of vocabulary linked to the theme, and consolidated and practised on the Class Book page. Clearly modelled free communication activity to practise the new language.
Consolidation of the key concepts through a listening and reading activity.
Activity Book 3
Content presentation contextualized in Rose's real world.
Cross-curricular worksheet 1
Cross-curricularcard
Art
Lookat this woman. Is sheateacher oran artist?
(She’s anartist.) Is she painting aperson ora thing?
(A person.) She’s painting aperson. She’s painting aportrait. Who is she painting?
(A woman/A girl.) What does she looklike?
(She’s got blond hair. / She’s got straight hair.) Has she got freckles / a fringe / glasses?
(Yes, shehas. She’s got a fringe and she’s got sunglasses.) Has she got white teeth?
(Yes, shehas.) Is she happy orsad?
(She’shappy.) Is she grumpy orfriendly?
(She’sfriendly.)
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Controlled listening and speaking practice of the new vocabulary.
Class Book 3
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Use the unit cross-curricular card to present the new vocabulary during the Lead-in section of the lesson. Alternatively, use the digital card on the iPack for presentation via an interactive whiteboard.
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First, the children look at the heading and the pictures in the activity to guess what the recording will be about. The teacher elicits as many relevant words as possible. Then the children listen to each section of the recording while they read and they say the number of the corresponding picture. Then they listen to the recording and read sentences about the text. In the third activity, children practise the new concepts through a controlled speaking activity.
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Content and new vocabulary is presented via the card and / or interactive whiteboard.
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Cross-curricular card
In the fourth activity, after a clearly modelled example, the children then do a freer speaking activity in pairs or as a class.
Activity Book •
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In the first activity, the children do a labelling or numbering activity to practise reading the new concepts they have learned. In the second activity, they practise reading and writing the new vocabulary. In the third activity, they have further reading and writing practice of the new concepts.
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The Cross-curricular worksheet on the Teacher’s Resource CD-ROM offers further exploitation of the content in the form of a project task .
Tour of a Unit
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t T our o f a U n Lesson 7
Phonics
Lesson 7 presents and practises two par ticular sounds and their spelling. The children listen to and practise saying known words which contain these sounds and practise recognizing and making the connection between their phonetic and written forms, and distinguishing between the two sounds. They also revise earlier sounds in the Activity Book.
Presentation of key sound within context of known words.
Practice producing the sounds within simple chants or rhymes. Practice identifying the sounds via a listening activity.
Practice saying the sounds within context of known words.
Class Book 3
Practice distinguishing between sounds / spelling through a writing activity. Revision of previously learned sound through a listening and repeat activity.
Activity Book 3
Further practice of the revised sound through a circle the picture activity.
Class Book •
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The children listen and say the number for the known words containing the target sounds / letters. The teacher explains that the highlighted letters in the words are making particular sounds. The children listen and repeat the words several times, before moving on to listen and read two chants or rhymes with examples of the target sounds / letters. The children listen and repeat the chants line by line and then listen and repeat the chants with the recording.
Tour of a Unit
Activity Book •
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In the first activity, the children listen to eight known words. They identify the words with the target sound, by colouring, circling or ticking the correct pictures. In the second activity, they write the missing letters in the words of the two chants with the help of picture prompts. This practises blending the target sounds with others to make full words. They finish by revising a previous sound, first in a listen and repeat activity and then in a circling activity.
T our
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Lesson 8
a U n t
Culture
Lesson 8 provides key cultural input, focusing on a particular cultural aspect of life in an English-speaking country. The children practise reading more extended texts and learn more new vocabulary items. Pre-reading activity to familiarize children with the cultural topic and the reading task.
Comprehension questions to reinforce understanding of the reading task.
Real photos of different aspects of English-speaking countries’ culture to increase children’s intercultural awareness.
Carefully supported extended reading and listening.
Reading activity to practise culture vocabulary.
Class Book 3
Full cultural teaching support via notes in the T eacher’s eacher’s Book. Lesson 8
CBPAGE12andABPAGE11
CULTUREANDINTEGRATEDSKILLS LESSON Lessonobjectives Raiseawarenessof British culture. Presentandpractisevocabularyfor describingpeople. Developintegratedskills.
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thedame
theprince
Optionalactivity
CD1 $ track30; Unit1wordcards Set2(adjectives)
• Do a drawingdictation. • Drawa stickperson on theboardandaskthe children to copyit.
• Nowdictatesentencesto buildupa pantomime
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1 Lookat the photos. Find and say.
• Askthechildren tolookatthe restof thephotosandfind theitemsin thebox. thebox. Askquestions,e.g. Wherearethe earrings? earrings?andencourage andencourage thechildren to tellyouthenumber of thephoto (2).
Activity Book • Thechildren readthe sentencesin Activity1. • Theycirclethe correctwordto completethe sentences. • Theychecktheir work bylookingback attheir ClassBook, Lesson8. ANSWERS 1 6
ANSWERS
earrings 2 fringe4 eyebrows 2
character. Asyousaythesentences, askthechildren to drawthefeaturesonto their stickperson. She’s wearingacurlywig. She’s wearingabig hat. She’s wearinga dress. She’sgotearrings. She’s gotbigshoes. She’s gotglasses. She’s apantomimedame. Tellthechildren to getinto pairs. Askthem to draw another stickperson andto taketurnsto dictate anddraw.
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ClassBook
moustache3 a che3
glasses es 3
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• Playtherecording again, thistimepausingafter each paragraph andphoto to askquestionsto check understanding.Introduction: Whichcountrycanyou seea pantomimein? (In theUK) Arepantomimes theUK) Arepantomimes sador funny? (Funny) Whathavepantomimes (Funny) Whathavepantomimes got?(Music, got? (Music,dancingand jokes) Photo 1:Who’s 1:Who’sthis? (Theprince)I s theactoragirl oraboy?(Agirl) oraboy? (Agirl)Is theprincegoodorbad?(Good) e goodorbad?(Good) Photo 2: Who’sthis? (Thedame) Is theactoramanorawoman?
funny 2 girl 3 good Two peopleact
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turnsto choosewordsfromthe Unit1 wordcardsSet2 (adjectives) to mime. Theother teammustraceto guess thewordthatis beingmimed. Theteamthatguesses first winsa point.
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KEY COMPETENCE: Artisticandculturalcompetence Exposureto traditionsfromother countrieshelps children to developa senseof respectfor andinterestin other cultures. Encouragea gea positiveattitudeby asking questionssuch as Has anyonebeento onebeento thetheatre? Has anyonebeento thetheatrein theUK? Hasanyoneseena pantomime? Wouldyou liketosee apantomime? Who is yourfavouritecharacter inthepantomime?
• Playa mimegame. mimegame. • Dividetheclassinto threeteams. Askteamsto take
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Core: fairhair, wig, magicwand, funny, friendly, grumpy; Core:fairhair, He’s got / She’s got(aponytail). He’s / He’s / She’s(funny).They’ve got(music) Review: moustache, beard, earrings, fringe, glasses, eyebrows, ponytail, prince, horse, music, dance, man, woman, trousers, help, shout, good, old; He / Shewears … Extra: pantomime, theatre, characters, jokes, fair y, villain, Extra: dame, costume
Warmer
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Practice of new vocabulary and consolidation of the cultural information.
(Aman) Whatdoes hewearon his head? ead?(Awig) (Awig) Is thedame agoodcharacterorabadcharacter? e rorabadcharacter? (Good) Photo 3: Who’s this? (Thevillain) Isthevillainagoodcharacterorabadone? t erorabadone? (Bad) Photo 4: Who’sthis? (Afairy) Whathas thefairy got? (Fair hair anda magic wand) wand)I sshegoodorbad?(Good) shegoodorbad? (Good) Photo 5: What’s this?(Thehorse) this? (Thehorse) How manyactors areinthe horsecostume? (Two) (Two).. Then askJeb’squestions, andencouragethechildren to giveyouthe answers.
descriptionsof thepantomimecharacters. ANSWERS 1 2 3
good fairy;a magic wand;helpful dame;a wig;funny villain;He’s got a moustache;He’s grumpy.
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Teacher’s Book
Class Book •
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The children children use the known words words to help help piece together the meaning of the text and guess what it is likely to be about. They find the words in the photos before reading it. The children children listen to the the text and follow follow it in the the Class Book. Then they read and answer related questions.
Activity Book 3
Activity Book •
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In the first activity, the children do a reading and writing activity to practise the new concepts and vocabulary from the Class Book. In the second activity, they practise further by completing sentences about the text.
Tour of a Unit
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t T our o f a U n Lesson 9
Culture and Citizenship Values
Lesson 9 focuses on consolidating the cultural input, through an interesting fact. The children children also consolidate consolidate the vocabulary vocabulary from Lesson Lesson 8 through through listening, listening, reading,, writing and speaking activities. This lesson also has a key focus on reading citizenship values, presented by Jeb in a special box called ‘Jeb Jeb says ….’
Focus on values develops citizenship education and social awareness, presented by Jeb.
Extension of the cultural information through an interesting fact. Listening and speaking practice of the new cultural vocabulary vocabulary..
Communication activity using the new cultural vocabulary. Class Book 3
Reading and writing prac tice tice of the new culture language in the form of typical texts (e-mails, brochures, posters, recipes, etc.).
Activity Book 3
Class Book •
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The children children read and listen to an interesting interesting fact, fact, linked to the cultural theme of the unit. Then the children children are introduced to the ‘Jeb says …‘ value for the unit, which makes them aware of a particular value of good citizenship. The children should be encouraged to employ the value in their everyday lives. In the next activity, the children read and listen to a dialogue between Jeb and a character related to the culture presented in Lesson 8.
Tour of a Unit
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They then do do further speaking practice practice in a communication communicat ion game using the culture vocabulary from Lesson 8.
Activity Book •
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In the first activity, the children read a text and make notes about it. In the second activity, they make notes for a new text and then write the text in a template provided. provided.
T our
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Lesson 10
a U n t
Review
Lesson 10 provides a comprehensiv comprehensive e review of all the vocabulary and grammar structures from the unit through through a series of activities. This lesson reviews all four skills of listening, speaking, reading and writing and provides opportunity for s elf-evaluation. Reading and listening to the key vocabulary and grammar in the context of an interview.
Pair work speaking personalization activity reinforces spoken production of key vocabulary.
Speaking activity reviews the key language in the context of the interview. Class Book 3
Writing practice of main vocabulary and grammar.
Further speaking prac tice tice of vocabulary and grammar.
Self-evaluation section.
Activity Book 3
Class Book •
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In the first activity, the children read and listen to the interview with one of the course characters. In the second activity, the children answer a comprehension comprehensio n question which focuses them on the detail of the interview. In the third activity, the children read and say true or false for each sentence to review main and secondary vocabulary and grammatical structures from the interview. Then they answer answer the interview interview questions for themselves with a friend.
Activity Book •
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In the first activity, the children write answers to the interview questions to review main and secondary vocabulary and grammar. In the second activity, they practise the spoken form of main and secondary vocabulary and grammar by asking and answering the questions in pairs. In the My Work section, children review their own work in the unit by reading four ‘I can’ sentences and colouring stars using a colour code for Difficult, OK and Easy.
Tour of a Unit
21
ns o O p t o na l l ess
us
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the
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Main language and story practice Lesson 3a
Cross-curricular project Lesson 6a
The language and story reinforcement lesson is optional in each unit, but it gives teachers a great opportunity to enhance their pupils’ learning experience and enjoyment by introducing an animated version of the unit story and engaging follow up activities. The lesson starts by reviewing the main vocabulary from the unit, using the flashcards and the song. The second activity reviews the story using the storycards with a fun, class participation game. The third activity introduces the animated version of the story on DVD. Play the DVD story as many times as possible, encouraging children to focus on a different aspect of the story each time. First, focusing on the order of the story frames to help foster key literacy skills, then playing a game to develop listening for key language. The lesson concludes with a drawing or craft activity linked to the theme of the story and the language worked on in the DVD. As further practice, the children can make mini books of each story to take home, using the story frames worksheets on the Teacher’s Resource CD-ROM. At least one activity in each Lesson 3a has a specific focus on one of the Key Competences, for example, these include craft activities for artistic and cultural competence or looking at the underlying message in the story to help develop autonomy and personal initiative.
This second optional lesson is designed to allow the teacher to reinforce and extend the cross-curricular topic for the unit through more practical project work. I t gives teachers a great opportunity to exploit the cross-curricular content in ways which develop pupils’ key project work skills. The lesson begins by reviewing the cross-curricular topic with the unit card. New items of vocabulary are then introduced to extend the content presented on the Class Book page in Lesson 6. In the second part of the lesson, teachers are encouraged to present the pupils with simple outside research linked to the topic. For example, in Unit 1 this might be pictures of similar portraits from books, magazines and the internet. The children then begin work on a project task based on the topic, which ranges from creating a photo portrait, to making a weather map. To conclude the lesson, a range of follow up activities are suggested, which include presenting the projects to the class to further practise the subject-specific language and displaying the projects for the rest of the s chool. For further practice and extension, the teacher can play the relevant real world film clip from the DVD. Play the DVD as many times as possible, pausing it and eliciting language so the children can repeat or describe scenes on the screen. The children can then complete the activities on the DVD cross-curricular worksheet on the Teacher’s Resource CD-ROM. You can also exploit the scenes for cultural content and use them to talk about the children’s own experiences.
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DVD story sample screen
Unit 6 DVDStory Cutoutand order. Makeaminibook. 1
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DVD cross-curricular sample screen
S u p e r h e r o s c h o o l g r l
DVD story worksheets sample
By 3
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Unit 6 DVDStory dialogue
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Mum: Jill:
Jill!It’s time to wake up! Thanks, Mum! Ilike Mondays!
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Teacher’sResourceCD-ROM©OxfordUniversityPress Photocopiable
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Jill:
Now I’m Ace Girlthe superhero … Now I’m Jillthe school girl!
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Mum: Jill:
Can you feedthe fish please, Jill? OK, Mum!No problem!
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Boy:
Can you help me, please?My cat isunder the car. Wow!Thank you, Ace Girl.
Girl:
Look!It’s Ace Girl!
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Girl1: Girl2: Girl1:
Can you help me, please?My kite is on the roof. Wow!Look!It’sAceGirl! She can fly!
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Bus driver : Jill: Bus driver :
Where’smy key?Can you help me, please?
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Mum: Jill(thinks) :
Jill, can you help me, please? Oh!I’m very tired. OK!I’m coming. Don’tworry!
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Mum: Jill: Jill:
Can you help me wash the dishes, please?
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Optional lessons using the DVD
It’sunder the seat! Thank you, Ace Girl. You’re fantastic!
Oh! Ofcourse Ican, Mum!
Teacher’sResourceCD-ROM© OxfordUniversityPress Photocopiable
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DVD cross-curricular worksheet sample
Ace D g ta l Teacher’s Resource CD-ROM
External Exams Practice CD-ROM
The Teacher’s Resource CD-ROM contains a full range of supplementary photocopiable worksheets for Ace! 3. This includes: Extra story worksheets for every unit. Two vocabulary and grammar practice worksheets per unit. Cross-curricular worksheets for every unit. Starter unit and Festival worksheets. DVD worksheets for use in the optional DVD lesson. It also includes all the material you will need for assessing your class. This includes: A full suite of course-specific unit, term and end-of-year tests. These tests are available as printable PDFs and as editable Word documents to adapt to your own classes. Key Competences notes and worksheets. Evaluation grid and portfolio material.
A second CD-ROM contains a comprehensive range of practice papers for the external Trinity, Cambridge English: Young Learners and Cambridge English: Key suite of examinations, to help your class prepare for external exams.
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Oxford Online Learning Zone The Oxford Online Learning Zone includes extra practice material for the pupils to use online – either individually, at home or at school. The material includes interactive versions of the songs and stories, extra vocabulary and grammar practice activities, and exciting new games.
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Oxford Online Learning Zone
Printable and editable tests.
Teacher’s Resource CD-ROM
Worksheets to print out and photocopy. 24 Ace! Digital
Ac e D
g ta l
iPack
The Ace! 3 iPack includes all the presentation and practice material you need to make the most of the new technology in the classroom. Use it on your Interactive Whiteboard or data projector to deliver key aspects of the language presentation and engage the attention of the whole class. The iPack offers: All the pages of the Class Book and Activity Book on screen. Quick, easy navigation between the corresponding pages of the Class Books and Activity Books. Extra vocabulary and grammar practice activities for each unit accessible from clickable links on the page, along with all the audio, video, flashcards and cross-curricular cards. Both interactive storybook and animated versions of the stories, and interactive versions of the songs accessible from the page. Answers to all activities, which can be revealed either one by one or all at the same time, depending on which way works best for your class. Separate resource banks containing all the video, flashcards, posters, stories and songs, so that you can access them whenever you need them. •
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iPack
Click easily between the Class Book and Activity Book pages.
iPack sample
Play the audio by clicking on the page.
Practise vocabulary and grammar with the whole class using the fun, interactive games in each unit.
Ace! Digital
25
o t k c a B Lesson 1
CB PAGE 2 and AB PAGE 2
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Practise asking for and giving personal information. Identify ordinal numbers 1st–31st. Review the months of the year.
Language Core: 1st–31st, When’s your birthday? It’s on (10th March) Review: Months of the year. How old are you? I’m (eight). What’s your surname? It’s (Jones)
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Transcript Listen and repeat. 1 How old are you? I’m eight. 2 What’s your surname? It’s Jones! 3 When’s your birthday? It’s on the tenth of March.
3 Listen and say the answer. $ 1•03 •
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Say Hello! Welcome back! to the class. Point to yourself and say I’m (name). Encourage the children to do the same. Encourage everyone in the class to do the same one by one quickly.
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Use the Starter Unit flashcards Set 1 (characters) to introduce the new characters. Show the flashcards one at a time and say the name of each character, Rose, Jeb, June, Rory and Miss Snow.
Class Book 1 Listen, point and repeat. $ 1•01 •
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Ask the children to open their Class Books and to look at the picture on page 2. Ask Where are the children? (At school / In the classroom) What is the teacher’s name? (Miss Snow). Ask the children to look at the words on the classroom whiteboard. Play the recording and ask the children to listen, point and repeat the months of the year. Now ask the children to point and say the months without the recording.
Transcript
3 a
Point to the picture of the calendar on the classroom wall. Ask What month is it? Now point to the ordinal numbers and say them, e.g. first, second, third. Ask the children to repeat them. Play the recording of the song through once. Play the recording of the song again, encouraging the children to join in. Repeat as necessar y.
5 Ask and answer the questions in the picture. Talk about you. •
Lead-in
2 c
4 Listen and sing. $ 1•04
(characters)
Warmer
Ask the children to listen to the questions and find the correct answer for each question. Then play the recording. Play the recording again and pause after each question and ask volunteers to answer each question.
ANSWERS
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Materials CD1 $ tracks 01–04; Starter Unit flashcards Set 1
c h o o l
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Tell the children to work in pairs. Tell them to take turns to ask and answer the questions in the picture. Check the activity by asking the questions round the class.
Activity Book 1 Read and write the name. •
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The children look at the pictures. They read the sentences, look at the pictures and write a name next to each sentence.
ANSWERS
1 Jeb
2 Rory
3 Rose
2 Write the months in order. •
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The children look at the names of the months in the box. They write the months in order. Check the activity by asking the children to recite the months in the correct order.
ANSWERS
Listen, point and repeat. January, February, March, April, May, June, July, August, September, October, November, December
1 January 2 February 3 March 4 April 5 May 6 June 7 July 8 August 9 September 10 October 11 November 12 December
2 Listen and repeat. $ 1•02
3 Write questions and answers.
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Now tell them that it is the first day of school and the children are meeting each other. Play the recording and ask the children to listen and repeat the questions and answers.
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The children use the words in the box to complete the questions and then write answers about themselves. Check the activity by asking children to read out their questions and answers.
ANSWERS
Children’s own answers. 26
4 June
Starter Unit
Lesson 2
CB PAGE 3 and AB PAGE 2
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives
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Identify classroom objects. Understand a story. •
Language Core: show, stories, songs, pen, microphone, laptop, website, book, summer, This is / These are Extra: magic, excited, project, special, fun
Materials CD1 $ tracks 05–06; Starter Unit flashcards Set 1 (characters); Teacher’s Resource CD-ROM $ worksheet
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Explain that June is good at music and that the microphone is magic because it can come up with ideas for tunes. Explain that Jeb is good with computers. His laptop is magic and can come up with the perfect website Jeb needs. Explain that Rose likes reading and knows lots of things. The book is magic because it can come up with pictures about anything, anywhere in the present or in the past. Now write the following words on the board in two columns: (first column) story, tune, web, knows (second column) June, Rory, Rose, Jeb. Ask the children to tell you which word rhymes with which name. (Rory – story, June – tune, Jeb – web, Rose – knows).
2 Listen and say the number. $ 1•06 Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
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section, Starter Unit, mini storycards worksheet
Transcript Warmer •
Play Keep your eyes on the cards with the Starter Unit flashcards Set 1 (characters). (See Ideas bank.)
Lead-in •
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Ask the children to work in pairs. Ask them to look at the pictures in the story and to say any words that they know in English.
Listen and say the number. Miss Snow This book is yours, Rose. [pause] Miss Snow Who would like this microphone? Rory Yes, please, Miss Snow! [pause] Miss Snow The show is on the 20th of July. [pause] Miss Snow Good morning, children. This is a special lesson. It’s a fun project! [pause] June Wow! Magic songs! ANSWERS
Class Book
Frame 6
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Tell the children to look at the pictures. Tell them that Miss Snow is telling the children about a special show (explain the word if the children do not know it) that they are going to prepare for. Write the following question on the board: When is the show? Tell them to listen and read and enjoy the story, and to listen out for the answer to the question. Play the recording. Ask the children if they have the answer to the question. (20th July). Play the recording again, stopping after each s ection to ask the following questions: Picture 1: Who is going to do the show? (the children). Picture 2: What is in the show? (songs and stories). Picture 3: What special tools do the children need for the show? (a pen, a microphone) Who would like the microphone? (June) Who has the pen? (Rory). Picture 4: What is special about the pen and the microphone? (they are magic). Picture 5: What does Miss Snow give to Jeb? (a laptop). What is special about the laptop. (it’s magic). Picture 6: What does Miss Snow give to Rose? (a book). Picture 7: What is special about the book? (it’s magic). Explain that Rory is good at writing stories and that the pen is magic because it can come up with images for story ideas.
Frame 2
Frame 1
Frame 4
Optional activity
1 Listen and read. $ 1•05 •
Frame 3
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Tell the children to choose one of the characters from the story. Play the story again and ask them to join in when their character speaks.
Activity Book 1 Make the mini Storycards. Play the game. •
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Give each child a copy of the photocopiable worksheet of the mini storycards from the Teacher’s Resource CD-ROM. (See Teacher’s Resource CD-ROM $ worksheet section, Starter Unit, mini storycards worksheet.) They cut out the mini storycards and put them in the order they think they go in to tell the story. The children listen to the recording so that they can check the order. They play the game, taking turns to ask and answer questions about the order in which characters speak.
Starter Unit
27
Lesson 3
CB PAGE 4 and AB PAGE 3
MAIN LANGUAGE PRACTICE Lesson objectives
ANSWERS
blue
pink
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red
Language
Listen and say the date. blue, orange, purple, pink, yellow, red, green
Warmer $ 1•04 Play the song from Lesson 1 again.
Lead-in Present the Starter Unit vocabulary using the wordcards Set 2 (classroom objects).
ANSWERS
Thursday 4th September Tuesday 2nd September Friday 5th September Sunday 7th September Monday 1st September Saturday 6th September Wednesday 3rd September Mathematical competence Children of this age are developing an understanding of key concepts. The concept of date is a basic crosscurricular concept which is reinforced in the English class. KEY COMPETENCE:
5 Listen and repeat. $ 1•11 •
Play the recording for the children to listen and repeat the conversation.
6 Ask and answer with a friend. •
Ask the children to work in pairs, taking it in turns to ask and answer the questions in Activity 5.
Class Book
Activity Book
1 Listen, point and repeat. $ 1•07
1 Read and write the dates.
Play the recording, pausing after each word for the children to say the word. Ask them to point to the corresponding picture.
green.
Ask the children to listen to the recording. Tell them to look at the dates and to say the date that corresponds to the colour that they hear.
Transcript
(characters) and wordcards Set 2 (classroom objects)
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yellow
4 Listen and say the date. $ 1•10
Materials CD1 $ tracks 04 and 07–11; Starter Unit flashcards Set 1
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purple
Identify classroom objects. Practise saying dates. Review colours, letters and numbers.
Core : microphone, laptop, folder, book, scissors, table, ruler, pen, glue, crayons, pencil sharpener, notebook; Monday 1st September. How do you spell your name? (L-O-C-K). What’s your phone number? It’s (01487 678 910) Review: Days of the week, colours, numbers 1–10, letters of the alphabet
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The children find the number on the left in the calendar. They write out the dates in full as in the example.
ANSWERS
2 Listen and say the word. $ 1•08 •
Ask the children to listen to the spelling of a word and then say the word. Pause the recording after each word.
Transcript Listen and say the word. L-A-P-T-O-P T-A-B-L-E C-R-A-Y-O-N-S S-C-I-S-S-O-R-S M-I-C-R-O-P-H-O-N-E R-U-L-E-R B-O-O-K P-E-N F-O-L-D-E-R N-O-T-E-B-O-O-K G-L-U-E P-E-N-C-I-L S-H-A-R-P-E-N-E-R
1 Wednesday 3rd July 2 Friday 5th July 3 Tuesday 9th July 4 Sunday 14th July 5 Saturday 20th July 6 Monday 22nd July
2 How do you spell these things? Write and say. •
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The children look at the pictures and write the names of the classroom objects. Check the answers by asking How do you spell (book)?
ANSWERS
1 book
2 laptop
3 folder
4 ruler
5 glue
ANSWERS
laptop, table, crayons, scissors, microphone, ruler, book, pen, folder, notebook, glue, pencil sharpener
3 Read and colour. Write. •
3 Listen and say the colour. $ 1•09 •
Ask the children to listen to the recording. Tell them to look at the dates and to say the colour that corresponds to each one they hear.
Transcript Listen and say the colour. Thursday the 4th of September, Tuesday the 2nd of September, Friday the 5th of September, Sunday the 7th of September, Monday the 1st of September, Saturday the 6th of September, Wednesday the 3rd of September
28
Starter Unit
The children read the sentences and colour each object accordingly. Then they complete the sentences.
ANSWERS
1 (blue) pencil sharpener 2 (red) microphone 3 (green) notebook 4 (yellow) pen 5 (pink) scissors
4 Remember the story. Circle and write his or hers. •
The children remember the story and decide whether each item belongs to the girl ( hers) or boy (his).
ANSWERS
1 his
2 hers
3 his
4 hers
Reinforcement Lesson 3a (optional) VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
2 Make a date board. Divide the class into three groups. Give each group some card. Ask one group to write the days of the week on the card in nice big letters. When they have finished, ask them to cut out each day. Ask the second group to do the same for the months of the year. Ask the third group to write the ordinal numbers 1st–31st on their card. Collect all the cards. Now ask the children What’s the date today? Select a card from each group and stick them at the top of the board to write the date, e.g. Monday 2nd September. Do this every lesson. Ask a child to take a turn to come out and ask the date and stick the cards on the board.
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Lesson objectives Practise asking for classroom objects and materials. Practise saying dates.
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Language Core: microphone, laptop, folder, book, scissors, table, ruler, pen, glue, crayons, pencil sharpener, notebook; What’s the date today? It’s Monday 1st September. How do you spell (laptop)? L-A-P-T-O-P. Can I have a (pencil) please? Yes, here you are Review: Letters of the alphabet, days of the week
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3 Complete the worksheet. Give each child a photocopy of the second Starter Unit worksheet. See Teacher’s Resource CD-ROM $ worksheet section, Starter Unit, vocabulary and grammar 1. Ask the children to complete the activities on the worksheet. See Notes and answers on the CD-ROM.
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Materials Starter Unit flashcards and wordcards Set 2 (classroom objects); card; Teacher’s Resource CD-ROM $ worksheet section, Starter Unit, vocabulary and grammar worksheet
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4 Make birthday charts. Warmer •
Give each child a piece of card and ask them to copy the following grid:
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Play Find the pairs with the Starter Unit Set 2 flashcards and wordcards (classroom objects). (See Ideas bank.)
January
February
March
April
May
June
July
August
September
October
November
December
Lead-in •
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Have a spelling quiz. Divide the class into three or four teams. Shuffle the classroom object wordcards. Ask the first team to take a card but keep it secret. Tell them to ask the second team How do you spell (pencil sharpener)? The second team should spell the word. They win a point if they spell the word correctly. Now ask the second team to take a word, and then team three, and so on until all the words have been spelled.
1 Find the object. •
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Take the Starter Unit flashcards Set 2 (classroom objects). Choose one of them and keep it secret. Invite the children to ask you for the object by saying: Can I have a (ruler) please? If they ask for the object you have chosen, give them the flashcard and say, Yes, here you are. If they ask for a different object say, No, I’m sorry. I haven’t got a (ruler). KEY COMPETENCE:
Competence in social skills and
citizenship The activity above helps the children to learn language which they can use in everyday situations and teaches them to ask politely for things that they need. Encourage the children to ask for classroom materials in English from now on.
Ask them to write the name of the months in order at the top of each box. Now ask the children to go round the class and ask everyone When’s your birthday? Ask them to write the name and the date for each person under the relevant month to make a birthday calendar. At the beginning of each month, check who has a birthday.
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5 Say the month. Say the place of a month in the year , e.g. the sixth month, the fourth month, the twelfth month. Ask the children to use their birthday calendars to count and say the name of the month.
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Starter Unit
29
P o p Lesson 1
s t a r s
CB PAGE 5 and AB PAGE 4
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives
2 ponytail, fringe, earrings, straight hair, beard, curly hair, moustache, wavy hair, eyebrows, freckles, glasses. ANSWERS
1 straight hair
3 Listen and sing. $ 1•14
Identify features of faces and hair. Introduce adjectives relating to facial features and hair. Practise describing people’s appearance through a song and follow up activities.
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Core: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair; He’s got (wavy hair) Extra: too; They’re the pop stars
Materials CD1 $ tracks 12–14; Unit 1 flashcards Set 1 (appearance)
4 Play the game. •
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Play Little by little with a selection of the classroom vocabulary flashcards from the Starter Unit. (See Ideas bank.)
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Tell the children they are going to learn to describe people’s faces and hair. Use the Unit 1 flashcards Set 1 (appearance) to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus. Ask the children to raise their hands if they have the particular feature, e.g. Put your hand up if you have straight hair.
Tell the children to work in pairs or groups of three. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to describe one of the pop stars while their partner guesses who.
Optional activity •
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Play the recording of the song once, pointing to the people in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the person being described. Play the recording again while children sing along.
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Divide the class into several teams. Teams take turns to describe one of their classmates. The other teams race to guess who is being described. Award a point for each correct guess.
Learning to learn Personalized activities such as the Optional activity above allow the children to use the language as their own. Ownership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
Class Book
Activity Book
1 Listen, point and repeat. $ 1•12
1 Read and number.
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
2 Listen and say what’s missing. $ 1•13 •
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Ask the children to look at the picture in their Class Books. Play the first example from the recording and ask them to listen and say which word is missing. Now play the remaining examples, one by one, stopping for the children to tell the person next to them what is missing. Check the answers with the whole class.
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and ask ing the children to tell you the number.
ANSWERS
10 straight hair 5 moustache 6 beard 11 wavy hair 8 freckles 7 ponytail 12 eyebrows 2 plait 3 earrings 9 glasses 4 curly hair 1 fringe
2 Write. Listen and check. $ 1•14 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
Transcript Listen and say what’s missing. 1 ponytail, fringe, earrings, beard, curly hair, moustache, wavy hair, eyebrows, freckles, plait, glasses. 30
Unit 1
1 wavy hair 2 big eyebrows 3 moustache 4 ponytail 5 freckles 6 earrings 7 curly hair 8 fringe 9 beard 10 straight hair 11 glasses 12 plait
Lesson 2
CB PAGES 6 and 7 and AB PAGE 5
STORY AND MAIN LANGUAGE PRESENTATION
Class Book 1 Listen and read. $ 1•15 •
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Lesson objectives Ask about and describe people’s appearance. Understand a story.
Language Core: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair, Has he / she got (glasses)? Yes, he / she has. No, he / she hasn’t. He / She has / hasn’t got … Review: guitar, tall, short, park, favourite, jump, under; Where’s (Sam Star)? I can / can’t (see). I love (The Stars). I / We haven’t got (tickets) Extra: pop stars, concert, problem, tonight, meanwhile, excited, tickets, look for, crawl, pull, give, start; Are you ready? Let’s play
Materials CD1 $ tracks 15–16, Unit 1 flashcards and wordcards Set 1 (appearance); Unit 1 storycards
Warmer •
Play Find the pairs with the Unit 1 flashcards and wordcards Set 1 (appearance). (See Ideas bank.)
Lead-in •
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With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. What are they doing? (Playing music) Who are they? (They’re pop stars / a pop group) What do you think happens in the story?
2 Listen and say the number. $ 1•16
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Answer the storycard questions. •
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
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Transcript Listen and say the number. Sam You’ve got my guitar! Thank you! Here are tickets for the concert. [pause] Fred Has he got glasses? Yes, he has. Molly I don’t know! I can’t see. And we haven’t got tickets. [pause] Fred Pat, who’s Sam? Has he got curly hair? [pause] Narrator Meanwhile, Pat, Molly and Fred are in the park. Pat and Molly are excited about the concert. [pause] Fred Look! It says ‘Sam Star’. Molly He hasn't got his guitar! ANSWERS
Frame 8 Frame 2
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Frame 4
Frame 5
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Divide the children into five large groups and assign a role from the story to each group, e.g. one group is the drummer, one group is Sam Star, one group is Molly, etc. Play the part of the narrator yourself and encourage the groups to act out their part, saying the words from the story and doing appropriate actions of their choice. Then divide the class into smaller groups of five children to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class.
Optional activity •
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Competence in autonomy and personal initiative Focusing on the underlying message of stories is a good way to raise awareness of values and, often, to develop strategies for confronting problems. Ask the children what they would do if they found a guitar. Talk about the right and wrong things to do when you find something. Ask the class how the children feel in Frame 8. Ask how Sam feels in Frame 8. KEY COMPETENCE:
Frame 6 Frame 3
3 Act out the story.
Listen to the story with the storycards. $ 1•15 •
Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Tell the children that you are going to try to retell the story from memory but you might need some help. Ask them to stop you if you make a mistake. Say the following: The Stars are a famous dance group. Sam hasn’t got his piano. Fred, Molly and Sophie find Sam Star’s guitar. They have got tickets to the concert. The children give Sam Star his guitar and Sam gives them some money. Fred is very unhappy.
Unit 1
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Activity Book
Lesson 3
1 Remember the story. Write S for Sam, P for Pat or F for Fred.
MAIN LANGUAGE PRACTICE
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The children look at the phrases from the story. The children try and remember the story and write S, P or F in the correct box. Encourage the children to check their answers by looking at the Class Book story. Check the activity by saying the sentence and ask ing who said it.
Lesson objectives Read and understand short texts about people’s appearance. Ask and answer questions about people’s appearance.
Language Core: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair; Has he / she got (wavy hair)? Yes, he / she has. No, he / she hasn’t Review: It’s (a boy) Extra: Your turn
ANSWERS
1 S
2 S
3 P
4 F
5 P
6 F
2 Remember the story. Read and write. •
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CB PAGE 8 and AB PAGE 6
The children read the text and complete the gaps with words from the box. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Materials CD1 $ tracks 15 and 17–18; Unit 1 storycards
ANSWERS
1 pop stars 2 guitar 3 park 4 excited 6 can’t 7 tall 8 under 9 tickets
5 guitar
Warmer $ 1•15 •
Book Club •
3 Read and tick ✓. Write. •
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The children tick the boxes that match their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard. Display the storycards on the board in order and numbered to elicit their favourite card.
Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you again which is their favourite character and their favourite storycard.
Lead-in •
Tell the children to open their Class Books and look at the pictures of the people. Ask Who’s in the pop group? Is Mike in the pop group? (Yes), etc.
Class Book
ANSWERS
Children’s own answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
1 Read and say the name. •
Story worksheet. Notes and answers on CD-ROM.
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Read out the first text. Stop after each phrase and ask the children to tell you the names of the people who fit that description, e.g. She hasn’t got curly hair. Who is it? (Sophie and Molly) She hasn’t got a ponytail. Who is it? (Sophie and Molly) When you have read the complete text ask the children to tell you who it is. Ask a volunteer to read the second text. Establish with all the children in the class who fits the description. Repeat with text 3.
ANSWERS
1 Sophie
2 Sam
3 Mike
2 Listen and repeat. $ 1•17 •
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Unit 1
Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
KEY COMPETENCE:
Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to the rules. Before playing the game in Activity 3, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
3 Look at the pictures. Play the game. •
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Tell the children that you have picked a person and they have to ask questions and guess who it is. Say e.g. It’s a boy. Ask the children to work in pairs. Ask one child in each pair to choose one person from Activity 1. Ask the other child to ask questions and find out which person the other child picked. Ask the children to take turns to ask and answer.
You can increase the challenge of the game by asking the child who is guessing to close their book and remember. NOTE:
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They tick the correct answer to each question.
ANSWERS
1 No, he hasn’t. 4 Yes, she has.
2 No, he hasn’t.
3 No, she hasn’t.
3 Order and write questions. Look and write answers. •
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The children use the words provided to write questions about the pictures. The children look at picture 1 and write the correct answer. They repeat the process for the other three pictures.
ANSWERS
1 2 3 4
Has he got glasses? Yes he has Has he got straight hair? No, he hasn’t. Has she got a fringe? No, she hasn’t. Has she got a plait? Yes, she has.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Optional activity •
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Divide the class into several teams. Ask each team to think of a famous pop star. Choose one team to answer while the others take turns to ask questions about the pop star until one team guesses who it is. The winning team takes the next turn to answer.
Optional activity •
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Ask the children to write a description of themselves. When they have finished, post the descriptions on a display board. Give each child a small piece of paper. Ask them to read the descriptions and to write a name on the piece of paper next to one of the descriptions. When they have finished, read each description out. Ask the person who wrote it to put up their hand. Check to see if the other children have guessed correctly.
Activity Book 1 Listen and number. $ 1•18 •
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The children look at the pictures of the people and listen to the recording. They find the picture that matches the dialogue and write the number.
Transcript Listen and number. 1 Has he got a beard? No, he hasn’t. 2 Has she got a plait? Yes, she has. 3 Has he got glasses? No, he hasn’t. 4 Has she got curly hair? No, she hasn’t. ANSWERS
a 2
b 1
c 3
d 4
2 Read and tick ✓. •
The children look at the pictures of Sam and Suzy. Unit 1
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Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE
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ANSWERS
1 Mike
Review and practise vocabulary relating to facial features and hair. Review and practise describing people’s appearance. Practise asking about people’s appearance.
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Language Core: beard, eyebrows, freckles, fringe, moustache, earrings, glasses, ponytail, plait, wavy hair, straight hair, curly hair; Has he / she got (blond hair)? Yes he / she has. No, he / she hasn’t. She’s a (woman). She’s got (blond hair) Extra: dark / ginger hair
Materials CD1 $ track 14; Starter Unit flashcards Set 1 (characters); DVD Story 1; Photocopies of Unit 1 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 1, worksheets 1 and 2)
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Stick the flashcards of the characters from the Starter Unit on the board. Divide the class into several teams. Ask one team to choose one of the characters without saying the name. The other teams take turns to ask the first team questions in order to guess which character they have chosen, e.g . Has he got brown hair? The first team to guess the character wins a point.
Lead-in •
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4 Molly
5 Sam
Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 1, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
Tell the children that they are going to listen and draw a pop star. Read out the following description and ask the children to draw in their notebooks as you read: She’s a woman. She’s got long, curly hair. Her hair is blue. She’s got big, blue eyes. She hasn’t got freckles. She’s got dark glasses. She’s got one big earring. Her name is Bibi. Repeat the description several times so that the children can check their picture. Ask the children to compare their pictures with a friend.
4 Draw a person. •
Give each child a large piece of paper and ask them to draw and colour a pop star. When they have finished ask them to invent a name and write it at the bottom of the picture.
5 Write a song. $ 1•14 •
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DVD Story 1
Tell the children they are going to watch the story Where’s my guitar? on DVD. Write the following phrases from the story on the board and ask the children to copy them into their notebooks. 1 Are you ready Sam? Let’s play! 2 Who’s Sam Star? 3 Where’s Sam Star? 4 Excuse me, please! 5 Here are tickets for the concert. Ask the children to write the name of the character who says each phrase as they watch the DVD. Play Story 1 on the DVD.
Unit 1
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Stick a big piece of paper on the board. Draw the outline of a head and neck in the centre of the paper. Ask the children to help you invent and draw a pop star by describing features for you to draw, e.g. She’s got long hair. She’s got big eyes. Draw the features on the picture as the children describe them.
1 Watch the story on DVD.
3 Fred
3 Draw a person.
Warmer
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2 Fred
2 Make a mini book.
Lesson objectives
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If necessary, play the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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Ask the children to work in pairs. Ask them to look at their Activity Books, Lesson 1, Activity 2. Play the song from Lesson 1 again. Now ask the children to write a new verse for the song, but this time about the two pop stars that they and their partner have drawn. They should substitute the descriptions to fit their pictures. When they have finished, ask them to practise singing the song. Ask any children who are confident and who want to, to come out and perform their verse to the song in front of the class. Artistic and cultural competence By inventing and drawing a pop star, and writing and performing a verse to a song, the children will have a chance to demonstrate their own personal creativity both musically and artistically. KEY COMPETENCE:
Lesson 4
CB PAGE 9 and AB PAGE 7
Play the recording a second time for children to sing along. Repeat as necessary.
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VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
Optional activity •
Lesson objectives •
Use adjectives to describe people’s personality. Practise describing people’s personality through a song and follow up activities.
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Language Core: clever, helpful, grumpy, friendly, funny, lazy ; He’s (grumpy) and he’s very helpful. She’s (funny), but she’s (lazy) Extra: my friend
Competence in autonomy and personal initiative Asking children to devise puzzles for one another helps develop problem solving and cooperative skills, which in turn help with learning to learn. Where possible, encourage children to create puzzles for one another to practise writing the words they are learning. This gives them a purpose for reading and writing the words. KEY COMPETENCE:
Materials CD1 $ tracks 19–20; Unit 1 wordcards Set 1 (appearance); Unit 1 flashcards Set 2 (adjectives)
Warmer •
Play Diving board with the core vocabulary from Unit 1 so far. Use the Unit 1 wordcards Set 1 (appearances) to select the word each time. (See Ideas bank.)
Lead-in •
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Tell the children they are going to learn some new adjectives. Ask them if they know what an ‘adjective’ is. Remind them that it is a word that describes something or somebody. Draw pictures on the board to demonstrate the examples ‘big’ and ‘small’ in a sentence, e.g. A big cat. A small cat. Ask the children to suggest other adjectives that they know. Now tell them that they are going to learn adjectives to describe people’s personality – things you can’t see. Use the Unit 1 flashcards Set 2 (adjectives) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Activity Book 1 Read and write the number. Colour the positive words. •
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1 Listen, point and repeat. $ 1•19 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus. Play the recording again for individual children to say the words for the class. Repeat as necessary.
2 Listen and sing. $ 1•20 •
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Play the recording for children to listen to the song once through, looking at the picture and pointing at the person being described. Ask questions to check comprehension, e.g. Who’s lazy? (Daisy) Who’s grumpy? (Tony) Is Tony funny? (No, he isn’t).
The children look at the picture of the people and number the sentences according to the pictures. Check the activity by saying the numbers and eliciting the words. Now tell the children to colour in the positive adjectives. Check the activity by saying each adjective and ask ing them to show you a thumbs-up gesture (positive) or a thumbs-down (negative).
ANSWERS
4 clever 2 helpful 6 funny 5 lazy 1 grumpy 3 friendly positive words = clever, helpful, funny, friendly
2 Find the words and write. •
Class Book
Give each child a piece of card and show them how to cut out an oval approximately the size of their own face. Ask them to draw their face with two different expressions, one on each side of the card, e.g. grumpy and friendly or sad and happy. When they have finished, ask them to hold up their mask in front of their face and say, e.g. Now I’m sad. Now I’m happy.
The children find and circle the words and write them below the corresponding pictures.
ANSWERS
1 grumpy 6 funny
2 lazy
3 helpful
4 clever
5 friendly
Optional activity •
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Display the Unit 1 wordcards Sets 1 and 2 on the board. Show the children how to make a wordsnake by copying the words together without spaces, then drawing a snake around the words. Ask them to make a wordsnake for a friend. When they have finished, ask them to swap wordsnakes. Their partner should find the words in the wordsnake and circle them.
Unit 1
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Lesson 5
CB PAGE 9 and AB PAGES 94 and 8
COMMUNICATIVE PRACTICE Lesson objectives
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Describe and ask about people’s personality. Play a communicative game using the unit cut-out.
KEY COMPETENCE:
Core: clever, helpful, grumpy, friendly, funny, lazy; What ’s your brother’s / sister’s name? His name is ( Tony). Her name is (Daisy). What’s (your brother / sister) like? He’s / She’s (funny). She’s (clever), but she’s (grumpy)
Set 2 (adjectives)
Warmer •
Play Keep your eyes on the cards with the Unit 1 wordcards Set 2 (adjectives). (See Ideas bank.)
Activity Book 1 Read and write the number. •
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Lead-in •
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Use the Unit 1 flashcards Set 2 (adjectives) to practise adjectives. Hold up each flashcard one by one and ask about the people shown in the pictures, e.g. What’s he / she like? (He’s clever).
Class Book 1 Listen and repeat. $ 1•21 •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 94. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise family vocabulary. Write the names ( brother, sister, granny, uncle, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your chart and play. •
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Ask the children to open page 94 in their Activity Books. Ask them to draw two people from their family in Activity 1 and to complete the chart by putting ticks and crosses in the boxes to describe their family members. Tell them that they can choose where they put the ticks and crosses. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you. Use your own chart and ask the volunteer to use theirs. Establish which family members they have drawn. Ask the questions about the people in his / her chart, e.g. What’s your brother’s name? (His name is Rafael) What’s your brother like? (He’s grumpy, but he’s funny).
Unit 1
Competence in social skills and
citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn taking. This activity presents children with an opportunity to use English in an everyday situation in which they need to communicate.
Language
Materials CD1 $ tracks 21–22; Unit 1 flashcards and wordcards
Show the children how you complete the second chart, ticking the boxes according to the answers you hear. Divide the children into pairs to play the game with their own charts. Monitor, encouraging the children to use the target language.
The children look at the pictures of the family. Ask the children whether they can guess the meaning of granddaughter and grandad . The children read and match the pictures to the sentences by writing the numbers in the correct boxes.
ANSWERS
1 This is my son. He’s friendly and he’s helpful. 2 I’m Henry Star. I’m Sam Star’s grandad. This is Sam. He’s lazy, but he’s clever. 3 This is my son. He’s clever and he’s funny. 4 This is my daughter. She’s very clever, but she’s grumpy. 5 This is my granddaughter. She’s funny, but she’s lazy.
2 Listen and tick ✓ or cross ✗. $ 1•22 •
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The children look at the pictures of Fred, Molly and Pat and listen to the recording. They put a tick if the pictures match the descriptions and a cross if they don’t.
Transcript Listen and tick or cross. 1 What’s Fred like? He’s clever, but he’s very grumpy. 2 What’s Molly like? She’s clever, but she’s lazy. 3 What’s Pat like? She’s lazy, but she’s friendly. ANSWERS
1 ✓
2 ✗
3 ✓
3 Write. Then draw and write for you. •
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The children look at the pictures and complete the descriptions of the granny and grandfather. They draw a family member in the third box and write their own description of that person. Go round and ask the children about their pictures and check their descriptions as they work.
ANSWERS
1 clever, grumpy
2 funny, lazy
3 clever, friendly
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Lesson 6
CB PAGES 10 and 11 and AB PAGE 9
3 Say a sentence for each picture. •
CROSS-CURRICULAR LESSON Lesson objectives Understand descriptions of people in portraits. Practise describing people in portraits. Become familiar with four famous paintings.
Language Core: sad, scared, ginger hair, fair skin, bald, dark hair; She’s / He’s (sad). She’s / He’s got (big eyes) Review: moustache, beard, earrings, clever, big, eyebrows, tall, pretty, nose, cheeks, pink, woman, man Extra: portrait, pearl, famous, artist
Materials CD1 $ tracks 23–24; Unit 1 cross-curricular card; a large piece of paper to make a poster
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ANSWERS
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4 Describe the portraits. Tell your friend.
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Model the example dialogue in Activity 4 with a child in the class. Ask the children to look at the two portraits and to take turns to describe them.
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Optional activity
Stick a large piece of paper on the wall. Write the heading Famous artists we know . Ask the children to say the names of any famous artists they know (e.g. Picasso). Write the names on the poster.
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Lead-in •
He’s sad. She’s got dark hair. He’s bald. She’s got ginger hair. He’s scared. She’s got fair skin.
1 2 3 4 5 6
Warmer •
Ask the class to read the sentences in the box aloud with you. Stop after each phrase and ask them to tell you the matching number. Tell the class a number of a picture and ask volunteers to tell you the matching phrase. Say Number three. What’s the sentence? (He’s bald).
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card. Artistic and cultural competence Raising children’s awareness of famous works of art develops artistic and cultural competence. You can show the children more paintings by the same artists (or introduce new artists) with books or the internet.
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Ask the children to work in pairs and say which of the four portraits they like best. Write the names of the paintings on the board. Say each name and ask the children to put up their hand if it is their favourite. Count the number of children who prefer each painting and write it next to the name to find out which are the most and least popular paintings. Ask the children to tell you why they like or don’t like each portrait.
KEY COMPETENCE:
Activity Book 1 Write. •
Class Book
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1 Listen, read and say the number. $ 1•23 •
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause after each description and ask Which painting is it?
ANSWERS
a 3
b 4
c 1
d 2
2 Listen and point. $ 1•24 •
Play the recording. Ask the children to look at the pictures and point to each one as they hear the phrase.
ANSWERS
happy, moustache, ginger, wavy, pretty, She’s, pearl, fair.
2 Write. •
Ask the children to use the symbols in Activity 1 to discover the secret text.
ANSWERS
My favourite portrait
3 Write and circle. •
Transcript Listen and point. 1 He’s sad. 2 She’s got dark hair. 3 He’s bald. 4 She’s got ginger hair. 5 He’s scared. 6 She’s got fair skin.
The children finish the descriptions of the paintings by completing the missing words. Check the activity by asking a volunteer to read out each completed description.
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Ask the children to complete the paragraph about their favourite portrait by circling the correct words and filling the gaps. Ask one or two children to read out their paragraphs.
ANSWERS
Children’s own answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Cross-curricular worksheet. Notes and answers on CD-ROM. Unit 1
37
Extension Lesson 6a (optional)
3 Drawing pictures and taking photos. •
CROSS-CURRICULAR LEARNING AND PROJECT WORK Lesson objectives Describe people’s appearance and emotions. Explore portraits in photography. Provide links with other areas of the curriculum and opportunity for creative project work.
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Language Core: photo, worried, relaxed, shy, confident; I like this photo because … Review: Lesson 1 appearance words; Lesson 4 adjectives Extra: What do you think?
Materials Several large photos of people from magazines or books, magazines for children to cut up; a digital camera and the lead for transferring photos onto the computer
Warmer •
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Display several contrasting photo portraits from magazines or books. Try to find photos to represent the words worried, relaxed, shy and confident . Give each a number. Tell the children to look at the photos and suggest words to describe them. Write the words on the board next to the relevant number.
Lead-in •
Describe each of the photos in turn and ask the children to guess which one you are describing, e.g. He’s tall and bald. He’s relaxed. He isn’t shy. He’s confident.
1 Photo portraits. •
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Tell the children they are going to look for interesting photo portraits in magazines. Organize the class into small groups and give out several magazines to each group. Ask each child to find a photo of a person in one of the magazines and to cut it out. Give each child a piece of card and some glue. Ask them to mount their photos and cut around them to create a frame. Ask the children to write a short title for their photo, e.g. A happy man.
2 Create a photo gallery. •
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Choose a space in the classroom or a corridor where children can display the portraits they have found. Ask them to arrange their photographs thinking about how high they should be, how close together, etc. When all of the photos are displayed, ask them to walk around and look at the portraits and to choose one or two they particularly like. Once they have finished looking, ask the children to tell each other about the photos they like best and why they like them. Ask one or two volunteers to share their ideas with the whole class.
Unit 1
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Find photos of old cameras on the internet (e.g. http://www.ukcamera.com/classiccameras) or in books. Show the children. Ask how many people have a digital camera at home now. Explain that before there were cameras, people had to paint portraits. Organize the children into pairs and ask them to draw a portrait of one another. While they are drawing, set up a photo studio in the class using a digital camera. Ask pairs to take turns to come and pose for a portrait while the other takes a photo of them. Please ensure beforehand that you have permission from the parents to do so. Download the portraits onto a computer and show them as a slideshow to the class. Display the portraits that the children have drawn. Ask them to talk about whether they prefer the photos or the pictures and why. Competence in processing information and the use of ICT Activities that involve the use of the internet for research help children to learn the mechanics of information processing. Where possible, include internet research, using English websites, to help the children become familiar with the use of the internet in English. KEY COMPETENCE:
Lesson 7
Encourage children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 11 and AB PAGE 10
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PHONICS LESSON
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Lesson objectives
Learning to learn By learning a group of words with a common sound, the children are preparing the foundations for recognizing and categorizing words with the same sound in their future learning. Help them to see their progress by preparing a wall chart for the /s/ and /st/ sounds and adding to it every time they come across a new word with the same sounds. KEY COMPETENCE:
Practise pronouncing words beginning with /s/ and /st/. Practise reading words beginning with the sounds /s/ and /st/.
Language Core: silly, socks, sea, sings, sand, strong, stands, street, statue, strawberries Review: jacket, jeans, July, jam, juice, guitar, chair, pencil, chicken Extra: wears, under, eats, jolly
Optional activity •
Materials CD1 $ tracks 25–29 Warmer •
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Play The alphabet game to revise vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
Activity Book 1 Listen and tick ✓ the words with st (Stan). $ 1•28
Class Book
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1 Listen and say the number. $ 1•25 •
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /s/ and ask the children to repeat it. Say the /st/ sound and ask the children to repeat it.
Transcript
Listen and tick the words with st (Stan). 1 strawberries 2 socks 3 sea 4 strong 6 sand 7 street 8 sing
Ticked pictures: 1, 4, 5, 7
2 Write s or st . Say.
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statue 5
2 Listen and repeat. $ 1•26 •
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Transcript Listen and repeat 1 sea 2 socks 3 sing 4 sand 5 statue 6 strawberries 7 strong 8 street
3 Listen and repeat the sentences. $ 1•27 •
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Play the recording, all the way through. Play the recording again, stopping after the first sentence.
5 statue
ANSWERS
ANSWERS
street 8
The children listen to the recording and tick the words with the /st/ sound at the start of the word.
Transcript
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Microphonics. Listen and say the number. sand sea socks sing street statue strawberries strong
sand 4 sea 1 socks 2 sing 3 strawberries 6 strong 7
Teach the children the following traditional song. A sailor went to sea, sea, sea, To see what he could see, see, see, But all that he could see, see, see, Was the bottom of the deep blue sea, sea, sea. Indicate the meaning of the word sea by making a wave motion with your hands. Indicate the meaning of the word see by putting your hand over your eyes as if you are searching. Encourage the children to sing the song and do actions to indicate the difference between sea and see.
The children look at the pictures and complete the words with /s/ or /st/. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
ANSWERS
1 socks 2 street 3 strawberries 4 sand 5 sing 6 statue 7 strong 8 sea
3 Listen and repeat. $ 1•29 •
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The children revise the /dʒ/ sound as in jeans. They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with j. •
The children look at the pictures and circle those words that begin with /dʒ/.
ANSWERS
jam
juice
jeans
jacket Unit 1
39
Lesson 8
CB PAGE 12 and AB PAGE 11
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Raise awareness of British culture. Present and practise vocabulary for describing people. Develop integrated skills.
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(A man) What does he wear on his head? (A wig) Is the dame a good character or a bad character?(Good) Photo 3: Who’s this? (The villain) Is the villain a good character or a bad one? (Bad) Photo 4: Who’s this? (A fairy) What has the fairy got? (Fair hair and a magic wand) Is she good or bad? (Good) Photo 5: What’s this? (The horse) How many actors are in the horse costume? (Two). Then ask Jeb’s questions, and encourage the children to give you the answers.
ANSWERS
1 the dame
Language
Artistic and cultural competence Exposure to traditions from other countries helps children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as Has anyone been to the theatre? Has anyone been to the theatre in the UK? Has anyone seen a pantomime? Would you like to see a pantomime? Who is your favourite character in the pantomime?
Materials CD1 $ track 30; Unit 1 wordcards Set 2 (adjectives)
Optional activity
KEY COMPETENCE:
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Warmer •
Play a mime game. Divide the class into three teams. Ask teams to take turns to choose words from the Unit 1 wordcards Set 2 (adjectives) to mime. The other team must race to guess the word that is being mimed. The team that guesses first wins a point.
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Lead-in •
Tell the children to open their Class Books and look at the first photo. Ask the children what the photos show ( a theatre, a show ). Establish that it is a special type of show called a pantomime.
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Ask the children to look at the rest of the photos and find the items in the box. Ask questions, e.g. Where are the earrings? and encourage the children to tell you the number of the photo (2).
ANSWERS
earrings 2 fringe 4 eyebrows 2
Activity Book •
1 Look at the photos. Find and say.
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moustache 3
glasses 3
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2 Read and listen. $ 1•30 Play the recording for the children to listen and read.
3 Answer the questions. •
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Play the recording again, this time pausing after each paragraph and photo to ask questions to check understanding. Introduction: Which country can you see a pantomime in? (In the UK) Are pantomimes sad or funny? (Funny) What have pantomimes got? (Music, dancing and jokes) Photo 1: Who’s this? (The prince) Is the actor a girl or a boy? (A girl) Is the prince good or bad? (Good) Photo 2: Who’s this? (The dame) Is the actor a man or a woman?
Unit 1
The children read the sentences in Activity 1. They circle the correct word to complete the sentences. They check their work by looking back at their Class Book, Lesson 8.
ANSWERS
1 funny 2 girl 3 good 6 Two people act
4 wig
5 bad
2 Write. •
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Do a drawing dictation. Draw a stick person on the board and ask the children to copy it. Now dictate sentences to build up a pantomime character. As you say the sentences, ask the children to draw the features onto their stick person. She’s wearing a curly wig. She’s wearing a big hat. She’s wearing a dress. She’s got earrings. Sh e’s got big shoes. She’s got glasses. She’s a pantomime dame. Tell the children to get into pairs. Ask them to draw another stick person and to take turns to dictate and draw.
1 Read and circle.
Class Book •
3 the prince
Core: fair hair, wig, magic wand, funny, friendly, grumpy; He’s got / She’s got (a ponytail). He’s / She’s (funny). They’ve got (music) Review: moustache, beard, earrings, fringe, glasses, eyebrows, ponytail, prince, horse, music, dance, man, woman, trousers, help, shout, good, old; He / She wears … Extra: pantomime, theatre, characters, jokes, fairy, villain, dame, costume
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2 the villain
The children use the words in the box to complete the descriptions of the pantomime characters.
ANSWERS
1 good fairy; a magic wand; helpful 2 dame; a wig; funny 3 villain; He’s got a moustache; He’s grumpy.
Lesson 9
CB PAGE 13 and AB PAGE 12
2 Listen and read. Read in pairs. $ 1•32 •
CULTURE AND INTEGRATED SKILLS LESSON
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Lesson objectives Learn facts about British culture. Develop good citizenship values. Practise asking and answering questions about pantomimes. Practise language for describing people.
Point to the dialogue in Activity 2. Play the recording. Ask the children to listen and check. Tell the children to work in pairs. Ask one of them to be the dame and one to be Jeb. Tell them to say the dialogue using the pictures to help them.
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Language
Optional activity
Core: Who’s your character in the pantomime? I’m the dame. I’ve got (a wig and earrings). What are you like? I’m (funny) Review: Christmas, be quiet, prince, good fairy, villain, horse
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Materials CD1 $ tracks 31–32; Unit 1 flashcards
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Warmer •
Play Missing card with all of the flashcards from Unit 1. (See Ideas bank.) •
Lead-in •
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Ask the children to open their Class Books and look at the picture in Activity 1. Ask them to tell you in their language what they think the poster is advertising.
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Tell the children to get into groups of five. Ask each child to choose one character from a pantomime, a prince, a dame, a pantomime horse, a villain or a fairy. Ask them to draw their character on a piece of A4 card, colour it in and cut it out. Show the children how to make a theatre stage using a cardboard box. They can stick cloth or coloured paper to the sides to represent the curtains and draw some background scenery between the curtains. Ask the children to stick their characters onto the stage and to label them. Ask them to make a big banner for the top of the scene saying Pantomime. Display the theatres around the room.
Class Book
Activity Book
1 Read and listen to the fact. $ 1•31
1 Read and make notes from the film poster.
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Now ask the children to read the fact and then play the recording so that they can listen to it. Ask comprehension questions to help them understand, e.g. Do you know any famous actors who could play the dame, the villain, the fairy, the prince and the horse in a pantomime?
Jeb says … •
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Point to Jeb and say Jeb says ‘Be quiet in the theatre. Listen to the actors.’ In subsequent lessons before Unit 2 Lesson 9, praise the children who listen quietly to the teacher and their classmates in class. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done this particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc. KEY COMPETENCE:
Competence in social skills and
citizenship ‘Jeb says …‘ values routine develops social skills and focuses on civic education. Talk to the children about why it’s important to be quiet and listen in public places such as the theatre, a classroom or the cinema.
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The children read the Activity 1 text and look at the picture. Ask Has anyone seen High School Musical ? If somebody has, ask about the film and their favourite characters. The children complete the notes about the film, extracting the information from the poster text.
ANSWERS
Actor: Zac Efron Character: Troy What does he look like?: straight brown hair, blue eyes, tall What’s he like?: friendly and funny
2 Make notes for a film poster. Write and draw. •
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The children think of their favourite film and write notes about it on the left hand side of the page. Monitor the children’s work as they write. Then they create a poster by drawing a picture to represent the film and writing information about the film using their notes to help them. When they have finished they swap books and read about one another’s favourite films.
ANSWERS
Children’s own answers.
Unit 1
41
Lesson 10
Optional activity
CB PAGE 14 and AB PAGE 13
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REVIEW LESSON
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Lesson objectives Review all the vocabulary and language from the unit. Provide opportunity for self-evaluation.
Language Review: Lesson 1 appearance words; Lesson 4 adjectives; He’s / She’s (lazy). He’s / She’s got (curly hair). Has he / she got (freckles)? What’s he / she like?
Activity Book 1 Write your answers. •
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Materials CD1 $ tracks 20 and 33
Children’s own answers.
Sing the song from Lesson 4 again to energize children at the start of the lesson.
Lead-in •
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2 Ask and answer the questions with another friend. •
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Ask the children to open their Class Books and look at the interview. Explain that Rory is being interviewed for the school magazine. Ask if anyone has ever been interviewed for a magazine.
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Class Book
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Ask the children to work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Optional activity
1 Read and listen. $ 1•33 •
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
ANSWERS
Warmer $ 1•20 •
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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2 Answer the question. •
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Ask the children to look at the question at the top of the page. Which of Rory’s favourites are your favourites? Now ask them to read and listen to the interview again to find Rory’s favourite things. Ask them to decide if any of their favourite things are the same as Rory’s favourite things in his interview.
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Read the sentences. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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2 false
3 true
4 false
5 false
6 false
4 Ask and answer questions 1–10 with a friend. •
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Ask the children to get into pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
If the children haven’t completed page 103 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
ANSWERS
1 true
Ask the children to write some new magazine interview questions. Ask them to interview a friend and make notes of the answers. When they have finished, ask them to write up the interview for the magazine giving it a heading An interview with … Ask the children to swap their interview write ups and read one another’s.
Bilingual dictionary and grammar
3 Read and say true or false. •
Invite the class to interview you. Tell them to choose questions from the interview. Select children to ask you the questions, and answer their questions.
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit. Learning to learn Self-evaluation activities are very important in this competence, as children focus on their own efforts and learn about their strengths. KEY COMPETENCE:
The children are now ready to do the Unit 1 test. You will find the test on the Teacher’s Resource CD-ROM $ Test section, Unit 1 Test. Notes and answers on CD-ROM. NOTE:
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Unit 1
s t r o S p Lesson 1
d a y
CB PAGE 15 and AB PAGE 14
3 Listen and sing. $ 1•36 Play the recording of the song, asking children to point to the activities as they hear them. Play the recording again, stopping after the first verse to ask the children to tick the activity that the singer likes, and after the second verse to ask the children to cross the activities the singer doesn’t like Play the recording again while the children sing along.
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MAIN VOCABULARY PRESENTATION AND PRACTICE
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Lesson objectives Identify sports and say which sports you like and don’t like. Practise saying which sports you like and don’t like through a song and follow up activities.
Language Core: dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking; I like / I don’t like (sailing). Do you like (running)? Extra: Sports day, Let’s go, at all
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4 Ask and answer. •
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Materials CD1 $ tracks 34–36; Unit 2 flashcards Set 1 (sports)
KEY COMPETENCE:
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Draw a big spider on the board. In the centre of its body write the word Sports. Ask the children if they know the name of any sports in English. Write any sports they suggest next to each leg of the spider. Encourage them to guess one for each leg.
Lead-in •
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Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 4 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
Warmer •
Tell the children to get into pairs to play a communication game. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to look at the picture and to ask their partner which sports they like and don’t like.
Optional activity
Tell the children they are going to learn some sports words. Use the Unit 2 flashcards Set 1 (sports) to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
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Write the 12 sports on the board. Ask the children to take turns to mime one of the sports. Ask their classmates to guess the activity. The person who guesses correctly takes the next turn.
Class Book 1 Listen, point and repeat. $ 1•34 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
Activity Book 1 Read and number. •
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2 Listen and say the activity. $ 1•35 •
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Tell the children to look at the sports in the picture in their Class Books. Tell them that they will hear the sound of people doing some of the activities. Play the first example from the recording and ask them to listen and say the activity. Now play the remaining examples, one by one, stopping for the children to tell the person next to them what the activity is. Check the answers with the whole class.
Transcript Listen and say the activity. Sound effects of: 1 a football match 2 a tennis match 3 riding a horse 4 swimming 5 dancing 6 running 7 playing basketball 8 fishing
The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and asking children to tell you the number.
ANSWERS
5 7 9 1
playing tennis 2 playing football playing basketball 6 riding a horse 12 riding a bike swimming 11 walking 3 surfing 10 dancing running 4 sailing 8 fishing
2 Write. Listen and check. $ 1•36 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 sailing 2 fishing 3 riding a horse 4 playing basketball 5 riding a bike 6 walking 7 running 8 surfing 9 dancing 10 playing football 11 playing tennis 12 swimming Unit 2
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Lesson 2
CB PAGES 16 and 17 and AB PAGE 15
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Ask and answer questions about what sports you lik e and don’t like doing. Understand a story.
Language Core: dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking; Do you like (jumping)? Yes, I do. No, I don’t. I like (surfing), but I don’t like jumping Review: jump, water, fun, big, orange, head Extra: leaf, frog, hit, ball
Transcript Listen and say the number. Narrator Does Frank like playing basketball? Yes, he does. [pause] Phil The other frogs are jumping. They like jumping. Does Frank like jumping? No, he doesn’t. [pause] Phil Suddenly, something hits Frank on the head. [pause] Phil I like surfing, swimming and playing basketball. And now I like jumping too! [pause] Phil Frank doesn’t like jumping, but does Frank like surfing? ANSWERS
Frame 7
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1 (sports); Unit 2 storycards
Warmer •
Play Find the pairs with the Unit 2 flashcards and wordcards Set 1 (sports). (See Ideas bank.)
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Lead-in •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
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1 Listen and read. $ 1•37 •
Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
2 Listen and say the number. $ 1•38 •
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Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
Divide the children into three groups. Assign a role from the story to each group, e.g. one group is Frank, one group is Phil and one group is the other frogs. Play the part of the narrator yourself and then encourage the groups to act out their part, saying the words from the story and doing appropriate actions of their choice. Then divide the children into groups of three to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class.
Optional activity
Class Book •
Frame 2
Competence in autonomy and personal initiative Working in groups encourages the development of cooperative skills. Acting out stories gives children the chance to work in groups and to gain in confidence and self-esteem. When asking children to perform the story for the class, don’t force reluctant children, but gradually encourage everyone to try this at some point during the course. Encourage the rest of the class to applaud their classmates’ performance so as to give them positive feedback and help raise their self-esteem.
Answer the storycard questions. •
Frame 8
KEY COMPETENCE:
With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. What are the animals? (frogs) Where are they? (In the water) What are they doing? (jumping).
Listen to the story with the storycards. $ 1•37 •
Frame 6
3 Act out the story. •
Materials CD1 $ tracks 37–38; Unit 2 flashcards and wordcards Set
Frame 1
Tell the children to work in pairs. Ask one of the children to sit with their back to their partner. Their partner should choose a sport and write it with one finger on their partner’s back. When their partner guesses the sport, the pair swaps over and repeats the game.
Activity Book 1 Remember the story. Circle. •
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The children look at the phrases from the story. They try and remember the story and circle the frog who says the words. Check the activity by saying the phrase and asking which frog they have chosen.
ANSWERS
1 Fiona
44
Unit 2
2 Phil
3 Frank
4 Phil
5 Frank
6 Fiona
2 Remember the story. Read and write. •
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The children read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Lesson 3
MAIN LANGUAGE PRACTICE Lesson objectives Practise asking and answering questions about likes and dislikes. Review sports vocabulary.
ANSWERS
1 jumping 2 doesn’t 3 surfing 4 doesn’t 6 swimming 7 basketball 8 playing
5 Fiona
Book Club
Language Core: dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking; Does he like (dancing)? Yes, he does. No, he doesn’t. He likes (sailing). He doesn’t like (running) Review: boy, girl Extra: Your turn!
3 Read tick ✓. Write. •
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CB PAGE 18 and AB PAGE 16
The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard.
ANSWERS
Children’s own answers.
Materials CD1 $ tracks 37 and 39–40; Unit 2 storycards; Unit 2
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2,
wordcards Set 1 (sports)
Story worksheet. Notes and answers on CD-ROM
Warmer $ 1•37 •
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Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you which is their favourite activity from the story.
Lead-in •
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Tell the children to open their Class Books and look at the pictures. Ask them to tell you what activities they can see.
Class Book 1 Read and say the name. •
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Ask the children to look at the chart about six characters. Read the first text. Stop after each phrase and ask the children to tell you the name of the frog that fits the description, e.g. He likes surfing, sailing and walking.(Felix). Read the rest of the text to check it is Felix. Ask a volunteer to read the second text. Establish with all the children in the class which frog fits the description. Repeat with text 3.
ANSWERS
1 Felix
2 Dora
3
Phil
2 Listen and repeat. $ 1•39 •
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Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Tell the children that you have picked a frog and they have to ask questions and guess who it is. Say, e.g. Do you like fishing? Ask the children to work in pairs. Ask one child in each pair to choose one person from Activity 1. Unit 2
45
Ask the other child to ask questions and find out which frog the other child picked. Ask the children to take turns to ask and answer.
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KEY COMPETENCE:
Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 3 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
Optional activity •
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Stick the Unit 2 wordcards Set 1 on the board. Choose one of the cards. Choose a child in the class and ask if they like the activity, e.g. Juan, do you like surfing? If the child says ‘yes‘, give them the card. If they say ‘no‘, keep asking individuals until you get a positive answer. Now choose children to come out and choose a card and ask the questions. Continue until all of the cards have been given out.
Optional activity •
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Have a running dictation. Write several copies of the following text about frogs on separate pieces of paper. Stick them on the walls of the classroom: Frogs can swim and jump. They live in water and on land. They lay eggs. Frogs can be green, brown or yellow. Some frogs can climb trees. Baby frogs are called tadpoles. Ask the children to work in pairs. One is the runner. The other is the writer. The runner goes to the text, reads and remembers as much as they can and comes back to dictate it to their partner. Their partner writes it down. The runner can go to the text as many times as necessary. When all pairs have finished, write the text on the board and ask them to check their own version against it and correct any errors.
Activity Book 1 Listen and number. Draw or . $ 1•40 •
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The children listen to the recording once and number the pictures in the order they hear them. Play the recording again and ask them to draw a happy face or an unhappy face next to each example. Check the answers by saying the letters and ask ing the children to tell you the number and make a happy face or an unhappy face.
Transcript Listen and number. Draw. 1 Does Frank like fishing? No, he doesn’t. 2 Does Phil like riding his bike? Yes, he does. 3 Does Dora like surfing? Yes, she does.
46
Unit 2
4 Does Daisy like playing tennis? No, she doesn’t. 5 Does Phil like playing football? No, he doesn’t. ANSWERS
a 3
b 1
c 4
d 5
e 2
2 Read and circle. •
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The children read the questions, look at the pictures and circle the correct answer. Check the answers by saying the number and ask ing a pair of children to ask and answer the question correctly.
ANSWERS
1 No, he doesn’t. 2 Yes, he does. 4 No, she doesn’t.
3 No, he doesn’t.
3 Write questions and answers. •
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The children look at the pictures in number 1 and the example question and answer. Then they look at the other pictures and happy and sad faces. They write the questions and the answers.
ANSWERS
1 2 3 4
Does she like riding a bike? Yes, she does. Does he like dancing? No, he doesn’t. Does she like playing tennis? No, she doesn’t. Does he like riding a horse? Yes, he does.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives Review and practise sports vocabulary. Review and practise asking and answering questions about likes and dislikes.
Language Core: dancing, fishing, playing football / basketball / tennis, running, riding a bike / a horse, surfing, sailing, swimming, walking; He likes (surfing). He doesn’t like (dancing). Does he like (sailing)? Yes, he does. No, he doesn’t. Do you like (jumping)? Yes, I do. No, I don’t Extra: My favourite sport is (swimming)
Materials CD1 $ track 36; Unit 2 wordcards Set 1 (sports); DVD Story 2; Photocopies of Unit 2 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 2, worksheets 1 and 2)
Warmer •
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Mime a sporting activity. Ask the children to guess what activity it is. Ask the children to take turns to come out and mime while the rest of the class guess.
1 Listen and sing. $ 1•36 •
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ANSWERS
1 jumping, surfing, basketball, swimming 3 Phil, Frank and Fiona 4 orange
Tell the children they are going to sing the Sports day song again. Play the recording for children to sing along. Now ask the children to see if they can sing the song without the recording.
Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 2, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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5 Ask your friends. •
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Ask the children to choose five sporting activities and to write them down the side of a blank page. Now ask them to ask five children in the class if they like these activities, e.g. Do you like riding a horse? The children should put a tick or a cross next to each activity for each person. Listen as the children ask and answer the questions. KEY COMPETENCE:
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Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 Which activities did the frogs do in the story? 2 How many frogs were there? 3 What were the names of the frogs? 4 What colour was the ball? Write the questions on the board and ask the children to copy them into their notebooks.
Optional activity •
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3 Watch the story on DVD. •
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DVD Story 2
Competence in social skills and
citizenship Survey type activities encourage the development of social skills and recognition of the need to adhere to the rules. Before doing the survey in Activity 5, talk to the children about any rules they think will be important, e.g. listen to others, speak in English, don’t shout, take turns. Write them on the board and ask the children to keep to them.
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2 Can you remember the story?
2 three
4 Make a mini book.
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Lead-in •
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Take the sports wordcards one by one. Use a book or piece of card to cover the word. Reveal the word letter by letter for the children to guess.
Play Story 2 on the DVD. If necessary, play the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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Tell the children to work in pairs. Tell one of them to be the owner of a new sports centre. Tell the other one to be somebody who wants to work in the sports centre. Ask them to role play an interview. The sports centre owner should ask questions to find out what sports the applicant likes / can do, e.g. Can you swim? Do you like climbing? Can you play tennis? Do you like running? When they have finished, the children can swap roles and repeat the role play. Invite those children who would like to perform their role play for the class.
Tell the children they are going to watch the story I don’t like jumping! on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2. Ask the children to write the answers to the questions as they watch the DVD. Unit 2
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Lesson 4
Optional activity
CB PAGE 19 and AB PAGE 17
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VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
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Lesson objectives Identify words and actions related to sports. Describe what people are doing using present continuous. Practise words and actions related to sports through a song and follow up activities.
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Language Core: bouncing the ball, catching the ball, throwing the ball, net, points, match; What’s he / she doing? He’s / She’s (throwing the ball)
Optional activity •
Materials CD1 $ tracks 41–42; Unit 1 flashcards Set 2 (appearance);
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Unit 2 flashcards Set 2 (sports verbs)
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Warmer •
Play Can you remember? with the Unit 1 Set 2 flashcards (appearance). (See Ideas bank.)
Lead-in •
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Tell the children they are going to learn some new words related to sports. Use the Unit 2 flashcards Set 2 (sports verbs) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Class Book 1 Listen, point and repeat. $ 1•41 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus. Play the recording again for individual children to say the words for the class. Repeat as necessary.
2 Listen and sing. $ 1•42 •
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Play the recording for children to listen to the song once through, looking at the pictures and pointing to things they hear. Ask questions to check comprehension, e.g. Where are they? Play the recording a second time for children to sing along. Repeat as necessary.
Unit 2
Tell the class that you are going to be a sports commentator and ask them to imagine that they are playing basketball. Tell them to listen to the commentary and to do the actions. Use an expressive voice to do an imaginary sports commentary, e.g. The match has star ted. He’s got the ball. He’s running. He’s bouncing the ball. He’s throwing the ball. Has he scored a point? No he hasn’t! Ahhh! No, he’s catching the ball. He’s bouncing the ball. He’s throwing the ball. Yes! He’s scoring a point!
Ask the children What do you wear when you (play tennis / play football / ride a horse / swim?) Revise the vocabulary of clothes and teach the children any new words that they want to say. Ask them to draw and label a picture of themselves in sports kit for a particular sport.
Learning to learn Personalized activities such as the Optional activity above, allow children to use the language as their own. Ownership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
Activity Book 1 Read and write the number. •
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The children look at the pictures of the basketball match. They read the sentences and put the numbers next to the correct pictures. Check the activity by reading the sentences and eliciting the numbers.
ANSWERS
a 3
b 6
c 1
d 2
e 5
f 4
2 Find the words. Look and write. •
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The children find words in the wordsnake and circle them. They look at the pictures and read the commentary. They use the words from the wordsnake to complete the text. Check the answers by reading the text and stopping before each gap for children to tell you the correct word.
ANSWERS
1 match 2 catching 5 net 6 point
3 bouncing
4 throwing
Lesson 5
CB PAGE 19 and AB PAGES 95 and 18
COMMUNICATIVE PRACTICE
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Lesson objectives
Optional activity
Identify words and actions related to sports. Describe what people are doing using present continuous. Play a communicative game using the unit cut-out.
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Language Core: bouncing the ball, catching the ball, throwing the ball, net, points, match; What’s he / he / she doing? He’s / She’s (throwing the ball) Review: TT-shirt, shirt, shorts, shor ts, yellow, orange, green, blue, red
Competence in processing information and the use of ICT Ask the children to search the internet using English as a medium. This will help them to understand the practical use of English in the realm of the internet.
Warmer
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Optional activity
Play a mime game with the Unit 2 wordcards Set 2 (sports verbs). Ask the children to take turns to come out and choose a word to mime to the class. The rest of of the class guess the the sport.
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Lead-in •
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Draw a boy and a girl on the board wearing basketball kit. Ask What is he / he / she wearing? (T-shirt, shorts) What shorts) What game are they playing? (basketball). Draw a square on each T-shirt and ask the children to suggest a number for each player.
Class Book 1 Listen and repeat. $ 1•43 •
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Tell the children Tell children that they are are about to to play a game game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 95. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise sports verbs vocabulary. Write Write the words ( catching the ball, bouncing the ball, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your picture and play. play. •
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Ask the children to open page 95 in their Activity Books. Ask them to write the numbers 1–6 on the T-shirts in Activity 1. Tell them that they can choose which numbers they put. There is no ‘correct’ answer here. Ask for a volunteer to demonstrate the game with you. Use your own Activity 1 and ask the volunteer to use theirs. Establish what numbers are on the frog’s T-shirts by asking questions, e.g. What’s e.g. What’s number 2 doing? Show the children how you complete the Activity 2 picture according to the answers they hear.
Ask the children to search on the internet for pictures of sports men and women playing sports. Print out the pictures that they find. Ask them to stick their pictures onto a poster and write a sentence about what the person is doing, e.g. She’s e.g. She’s running. He’s bouncing the ball.
KEY COMPETENCE:
Materials CD1 $ tracks 43–44; Unit 2 wordcards Set 2 (sports verbs)
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Divide the children into pairs to play the game with their own picture. Monitor, encouraging the children to use the target language.
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Play Simon Says to practise sports vocabulary vocabulary.. Ask the children to listen and do the actions you tell them to do, but only if you say Simon Says, e.g. e.g. Simon Simon says throw the ball. If you don’t say Simon says … the children should not do the action. If they do the action, they are eliminated until the next round of the game.
Activity Book 1 Read and colour. •
The children children look at the pictures, read read the sentences sentences and colour the balls.
ANSWERS
a yellow
b blue
c green
d orange
e red
2 Listen and number. $ 1•44 •
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The children children look at the three pictures pictures carefully. carefully. They listen to to the recording recording and write write the correct correct number next to each picture.
Transcript Listen and number. 1 He’s throwing the ball and she’s catching the ball. 2 She’s walkin walking g and he’s bouncing the ball. 3 He’s running and she’s at the net. ANSWERS
a 2
b 1
c 3
3 Follow and write. •
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The children children follow the lines that join the the pictures. They complete complete sentence 1 and and write sentences sentences 2 and 3.
ANSWERS
1 He’s running and she’s bouncing the ball. 2 He’s catching the ball and she’s throwing the ball. 3 He’s walking and she’s catching the ball.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 2
49
Lesson 6
CB PAGES 20 and 21 and AB PAGE 19
3 Mime and say a sentence sentence for each picture. •
CROSS-CURRICULAR LESSON Lesson objectives Listen to someone talking about safety in sport. Use the present simple to talk about actions to do before, during and after sports for safety.
Language Core: before, during, after; I do exercises / exercises / stretches, I run / run / throw / / wear / / eat / / catch catch / / have a shower Review: TT-shirt, shirt, shorts, shor ts, legs, fruit, water Extra: footballer, goalkeeper, shin pads, football boots, stretches, exercises, football pitch, warm up
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4 Find six things you do and say. Tell Tell your friend. •
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Competence in autonomy and personal initiative Asking children to write questions for one another helps develop problem solving and cooperative skills. This gives them a purpose for reading and writing the words.
Activity Book
Warmer •
1 Write.
Play Diving board to revise the sports words from Lessons 1–5. (See Ideas bank.)
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Hold up the cross-curricular card. Talk T alk to the children children about the photo by by following the questions on the back of the card.
Class Book
1 exercises 2 throw 5 fruit 6 shower
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause Pause after each section and ask Which photo is this? Repeat Repeat as necessary.
ANSWERS
a 2
b 1
c 3
2 Listen. Say before before,, during during or or after . $ 1•46 •
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Play the recording, pausing after each sentence. Ask the children to say if the footballer does this before, during or after the football match.
Transcript Say before, during or after . 1 I do exercises exercises to warm up. up. 2 I wear shin pads. pads. 3 I throw and catch the ball. 4 I wear football boots. 5 I drink lots of water. 6 I do stretches. ANSWERS
1 2 3 4 5 6
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I do exercises to warm up. before I wear shin pads. during I throw and catch the ball. before I wear football boots. during I drink lots of water water.. after I do stretches. after
Unit 2
3 shin pads
4 football boots
2 Write B (before), D (during) or A or A (after). •
1 Listen, read and say the number. $ 1•45 •
The children children look at the pictures and complete complete the sentences using the words from the box.
ANSWERS
Lead-in •
Ask the children to look at the picture and find six things that they do when they play a sport. Ask them to tell a friend. KEY COMPETENCE:
Materials CD1 $ tracks 45–46; Unit 2 cross-curricular card; pieces of card
Ask the class to read the sentences in the box aloud with you, and ask them to mime the sentences. Stop after each sentence and ask them to tell you the matching number. Tell T ell the class a number number of a picture picture and ask volunteers volunteers to tell you a matching sentence, e.g. Number three. (I throw and catch the ball.)
The children children look at the activities and write write B, D or A in the box to show if the activity is done before, during or after a match.
ANSWERS
1 B
2 B
3 D
4 D
5 A
6 A
3 Write about you. •
The children children think of a sport sport that they do and to complete complete the sentences about themselves.
ANSWERS
Children’s own answers.
4 Write the mystery mystery answer and circle. circle. •
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The children children look at the secret code. code. Tell Tell them that each letter has a number. They use the code to work work out the mystery mystery answer and and then circle the correct picture.
ANSWERS
I do stretches.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Cross-curricular worksheet. Notes and answers on CD-ROM.
Extension Lesson 6a (optional)
2 Make a medal. Write the words gold, silver and and bronze bronze on on the board. Add numbers 2, 3 and 1. Ask the children to come out and match the number with the colour of the medal you get in the Olympic Games if you come first, second or third. Distribute pieces of yellow, grey and brown card. Tell them that the yellow is for gold, the grey is for silver and the brown is for bronze. Ask the children to draw a medal and write the number 1, 2 or 3 on the medal and the name of the sport it is for. When they have finished, help them to make a hole with a hole punch and give them a piece of ribbon to thread through the medal.
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CROSS-CURRICULAR LEARNING AND PROJECT WORK Lesson objectives Learn about the Olympic Games. Practise talking about sports. Provide Provid e links with other areas of the curriculum and opportunity for creative project work.
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Language Core: Olympic Games, medal Core: Olympic Review: Lesson 1 sports words; Where? What colour? How many? Extra: gold, Extra: gold, silver, bronze
Materials CD1 $ trac trackk 36; Unit 2 flashcards Set 1 (sports); books about sport and / or internet access; yellow, grey and brown card; ribbon or string; a hole punch
3 Have an Olympic ceremony. Ask the children to wear their medals. Call them to the front of the class in groups of five or six. Call out their names and sports as if in an Olympic ceremony, ceremony, e.g. José e.g. José Gonzalez, bronze medal for swimming. Ask the other children to clap each person.
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Optional activity •
Warmer $ 1•36 Play the song from Lesson 1 again and ask the children to sing along.
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Lead-in Stick up the Unit 2 flashcards Set 1 (sports) on the board. Point to each card and ask the children to say the word. Ask individuals if they do any of these sports.
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1 The Olympic Games. •
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Tell the children Tell children they are going going to find find out about about the Olympic Games. Ask them which of the sporting activities on the flashcards they think are in the Olympic Games. Put a tick next to each sport they say. Ask the following questions about the Olympic Games and write them on the board: Where are the next Olympic Games? (2016 Rio de Janeiro in Brazil) How Brazil) How many sports are there in the Olympic Games? (35) What colour are the medals in the Olympic Games? (gold, silver, bronze) How bronze) How many countries compete in the Olympic Games? (over 200). Ask the children to use books and / or the internet to find out the information about the Olympic Games. Ask them to find out if the sports on the board are in the Olympic Games. Once the children have had time to do this, check to see what answers they have. They may have found different answers to the questions. Accept the answers they have found.
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Ask the children to use reference books or the internet to find a picture of the Olympic flag. Ask them to find out what it represents. Ask them to copy the flag onto a piece of A4 paper. Tape T ape the flags to to a piece of string string to decorate decorate the classroom.
Competence in processing information and the use of ICT Activities that involve the use of the internet for research help children to learn the mechanics of information processing. Where possible, include internet research, using English websites, to help the children become familiar with the use of the internet in English. KEY COMPETENCE:
Optional activity •
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Ask the children to find out the name of an Olympic champion in the following sports: swimming, sailing, tennis, running. Ask the children to find three extra sports that are in the Olympic Games that are not on the board.
Unit 2
51
Lesson 7
3 Listen and repeat the sentences. $ 1•49
CB PAGE 21 and AB PAGE 20
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PHONICS LESSON
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Lesson objectives
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Practise pronouncing words beginning with the sound /tʃ/ and /ʃ/. Practise reading words with the sound /tʃ/ and /ʃ/. Revise words beginning with the sound /h/.
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Learning to learn By learning a group of words with a common sound, the children are preparing the foundations for recognizing and categorizing words with the same sound in their future learning. Help them to see their progress by preparing a wall chart for the /tʃ/ and /ʃ/ sounds and adding to it every time they come across a new word with the same sound. KEY COMPETENCE:
Language Core: cheese, chicken, chocolate, chair, sheep, shorts, shirt, shoes Review: helpful, happy, horse, house Extra: eats, under, wears, as well, hat, hair, eyes, apple, hand, ice cream
Activity Book
Materials CD1 $ tracks 47–51
1 Listen and tick ✓ the words with sh (Shirley). $ 1•50
Warmer •
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Play The alphabet game in teams to revise vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Play the recording all the way through. Play the recording again, stopping after the first sentence. Encourage the children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
The children listen to the recording and tick the words.
Transcript Listen and tick the words with sh (Shirley). 1 shorts 2 shirt 3 cheese 4 shoes 6 sheep 7 chicken 8 chair
5 chocolate
ANSWERS
1 shorts
2 shirt
4 shoes
6 sheep
2 Write sh or ch. Say.
Class Book
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1 Listen and say the number. $ 1•47 •
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /tʃ/ and ask the children to repeat it. Say the /ʃ/ sound and ask the children to repeat it.
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ANSWERS
1 shirt 2 chicken 3 shorts 4 sheep 6 chocolate 7 shoes 8 cheese
Microphonics. Listen and say the number. cheese chocolate chair chicken shoes shirt
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sheep
shorts
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cheese 4 chocolate 3 chair 1 chicken 2 sheep 5 shorts 7 shoes 8 shirt 6
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Transcript
52
Unit 2
The children look at the pictures and circle those words that begin with /h/.
ANSWERS
2 Listen and repeat. $ 1•48
Listen and repeat. 1 chair 2 chicken 3 chocolate 6 shirt 7 shorts 8 shoes
The children revise the /h/ sound as in helpful . They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with h.
ANSWERS
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5 chair
3 Listen and repeat. $ 1•51 •
Transcript
The children look at the pictures and complete the words with /ʃ/ or /tʃ/. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
4 cheese
5 sheep
house
hat
hair
hand
horse
Lesson 8
CB PAGE 22 and AB PAGE 21
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Raise awareness of different English speaking cultures. Present and practise sport-related vocabulary. Develop integrated skills.
Language Core: cricket, lacrosse, netball, court, pitch, helmet, racket, bat, players Review: skirt, top, trousers, clothes, white, seven, eleven, twelve, girls, boys, play; There are (eleven players), (A match) lasts (an hour) Extra: you need, you wear, an hour, a week, Australia, UK, Canada
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ANSWERS
1 lacrosse
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Lead-in •
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Ask the children to open their Class Books and look at the photos. Ask the children what the photos show and establish that the photos show the three sports of netball, cricket and lacrosse.
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Ask the children to look at the photos again and find the words in the box. Ask questions such as Where are the pads? and encourage the children to tell you the number of the photo. (2) Check the activity by saying each item and ask ing for the number of the photo.
ANSWERS
ball 1 or 3 skirt 1 gloves 2 or 3
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Ask the children what sports children play in their country. Write a list on the board. Ask the children to choose one of the sports from the list and to draw and write about it.
Activity Book •
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The children read the sentences and write netball , cricket or lacrosse. They check their answers by looking back at page 22 of their Class Book.
ANSWERS
1 netball 5 netball
1 Look at the photos. Find and say.
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Optional activity
1 Read and write netball, cricket or lacrosse.
Class Book •
3 netball
Learning to learn Encouraging the children to extract specific information from a text is a skill which will help them in their learning in all areas, not just in the classroom. Whenever possible, encourage the children to find information in a text for themselves before giving them the answers.
Warmer Play a spelling game in two teams. Say a word from Lesson 7 Activity 1. Choose a child from Team A to come to the front of the class and spell the word. If he / she is correct, his / her team gets one point, but if he / she is wrong the word is offered to the other team. The teams take turns and the team with the most points is the winner.
2 cricket
KEY COMPETENCE:
Materials CD1 $ track 52
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to play netball? (a ball and two nets) Where do you play netball? (on a court) What do you wear? (a skirt and a top) How long is a netball match? (an hour) Photo 2: Do boys or girls play cricket? (boys and girls) What do you need to play cricket? (a bat and a ball) Where do you play cricket? (on a pitch) What do you wear? (white trousers) How long is a cricket match? (sometimes a week!) Photo 3: Do boys or girls play lacrosse? (boys and girls) How many players are there on a lacrosse team? (12) What do you need to play lacrosse? (a ball and a special racket) Where do you play? (on a pitch) What do you wear? (sports clothes and a helmet) How long does a match last? (an hour). Then ask Jeb’s questions, and encourage the children to give you the answers.
net 1
pads 2
trousers 2
2 lacrosse 3 cricket 4 lacrosse 6 cricket 7 netball or lacrosse 8 cricket
2 Write. •
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The children complete the chart about the three sports using the words in the box. Check the answers for each sport by asking questions to the whole class, e.g. Where do they play cricket?
ANSWERS
cricket Australia a pitch eleven a bat a ball netball the UK a court seven a ball two nets lacrosse Canada a pitch twelve a ball a special racket
2 Read and listen. $ 1•52 •
Play the recording for the children to listen and read.
3 Answer the questions. •
Now play the recording again, this time pausing after each section and asking some comprehension questions. Photo 1: Do boys or girls play netball? (girls) How many players are there on a team? (seven) What do you need Unit 2
53
Lesson 9
CB PAGE 23 and AB PAGE 22
2 Listen and read. Read in pairs. $ 1•54 •
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Read and listen to facts and dialogues about sports. Read and write a newspaper article about sports. Develop good citizenship values. Practise sport-related vocabulary.
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Point to the dialogue in Activity 2. Tell the children that Jeb is interviewing a cricketer for the school website. Ask the children to work in pairs. Ask one of them to be the cricketer and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check.
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Language Core: I play (cricket, lacrosse, netball), There are (eleven) players on a team. We play on a (pitch) with (a bat and a ball). In (Australia / Canada / the UK) we play (cricket) Review: What sport do you play? Where do you play?
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Optional activity •
Materials CD1 $ tracks 53–54; Unit 2 colour flashcards
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Warmer •
Play Keep your eyes on the cards to revise the sports words using all of the Unit 2 flashcards. (See Ideas bank.)
Lead-in •
Ask the children to open their Class Books and look at the picture in Activity 1. Ask them what they can see in the picture.
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Activity Book 1 Read and make notes from the newspaper article. •
Class Book 1 Read and listen to the fact. $ 1•53 •
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Now ask the children to read the fact about cricket and then play the recording so that they can listen to it. Ask a few comprehension questions, e.g. Do Australia and England play an important cricket match every year? What is the match called? What prize does the winning team get? (You may need to explain the word ‘ash’ here. When you have a fire, you burn wood and when the fire is finished, there is ash. It is grey.)
Artistic and cultural competence These facts help children to develop an awareness of aspects of culture of English-speaking countries. Where possible, encourage the children to think about these facts in comparison to their own culture. For example, here, ask them to tell you some facts about an important sporting event in their country / region. KEY COMPETENCE:
Jeb says … •
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Point to Jeb and say Jeb says ‘Exercise is good for you. Do some exercise every day’. In subsequent lessons before Unit 3 Lesson 9, ask the children what exercise they have done and praise those children who have done a lot of activity. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
Unit 2
Ask the children to imagine that they are doing an interview with a famous sports person from their country. Ask them to role play the interview in pairs. When they have finished, ask them to swap roles and do another role play. Invite volunteers to choose one of their role plays to perform for the class.
The children read the newspaper article and make notes about it using the headings to help them.
ANSWERS
basketball
the USA
a court
five
a ball and two nets
2 Make notes for a newspaper article. Write and draw. •
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The children think of a sport that is played in their country and write notes about it using the headings to help them. They draw a picture and write a paragraph imagining that it is for a newspaper article.
ANSWERS
Children’s own answers.
Lesson 10
4 Ask and answer questions 1–8 with a friend.
CB PAGE 24 and AB PAGE 23
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REVIEW LESSON
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Lesson objectives
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Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
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Optional activity
Language
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Review: Lesson 1 sports words; Lesson 4 sports verbs ; netball, exercises, stretches, talking, writing, singing, have a shower, players; Do you like (swimming)? Yes, I do. No, I don’t. What’s your favourite (sport)? What’s (your friend) doing? He’s / She’s (talking). What do you do before / after sport? There are (seven players). I do (exercise)
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Competence in autonomy and personal initiative Asking the children for their personal opinion about a unit helps to show that you value their feedback. This helps to build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give children time to reflect and give their opinion about what they are learning.
Warmer $ 1•42
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Sing the song from Lesson 4 again to energize children at the start of the lesson. Turn down the volume when the children get to the chorus and encourage them to sing it unaccompanied.
Activity Book 1 Write your answers. •
Lead-in Ask the children to open their Class Books and look at the interview. Explain that June is being interviewed for the school magazine.
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Class Book
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
2 Answer the question.
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ANSWERS
Children’s own answers.
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Ask the children to look at the question at the top of the page. How many sports does June talk about? (7) Now ask them to read and listen to the interview again and count how many sports June talks about. Ask them to answer the question about June.
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Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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2 true
3 false
4 false
5 false
6 false
Optional activity •
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Invite the class to interview you about sport. Tell them to choose questions from the interview or invent their own questions. Select children to ask you the questions. Answer the questions.
If the children haven’t completed page 104 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
ANSWERS
1 true
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Bilingual dictionary and grammar
3 Read and say true or false. •
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
2 Ask and answer the questions with another friend.
1 Read and listen. $ 1•55 •
Ask the children to look through the unit. Ask them to tell a friend one thing they liked, one thing they learned, and one thing they didn't like.
KEY COMPETENCE:
Materials CD1 $ tracks 42 and 55
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Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 2 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 2 Test. Notes and answers on CD-ROM. NOTE:
Unit 2
55
f f o t f L Lesson 1
CB PAGE 25 and AB PAGE 24
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify jobs. Practise talking about people’s jobs through a song and follow up activities.
Language Core: actor, train driver, farmer, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut; He’s a (farmer). She’s an (artist). What’s his / her job? Extra: Everyone, ready, lift-off
Play the remaining examples one by one, stopping for the children to tell the person next to them who is missing. Check the answers with the whole class.
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Transcript Listen and say who’s missing. 1 actor, train driver, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut 2 librarian, teacher, cook, waiter, artist, astronaut, actor, train driver, farmer, doctor, nurse ANSWERS
1 farmer
3 Listen and sing. $ 1•58 Play the recording of the song once, pointing to the people in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the person being described. Play the recording again while children sing along.
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Materials CD1 $ tracks 56–58; Unit 3 flashcards Set 1 (jobs) •
Warmer •
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Optional activity
Draw a big sun on the board with eight radiating rays of sunshine. In the centre of the sun write the word Jobs. Ask the children if they know the name of any jobs in English. Write any jobs they suggest next to each ray of sunshine. Learning to learn Encouraging children to activate their existing k nowledge about a subject not only recycles vocabulary, but it helps children to see how much they know and how much they are learning. Wherever possible, when you introduce new language, ask the children what words they already know.
2 bus driver
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Ask the children to choose one of the jobs in the song. Play the recording of the song again and ask them to sing along and to stand up when their job is mentioned.
KEY COMPETENCE:
Lead-in •
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Tell the children they are going to learn some new job words. Use the jobs flashcards to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
Class Book
4 Play the game. •
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Activity Book 1 Read and number. •
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1 Listen, point and repeat. $ 1•56 •
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Ask the children to open their Class Books and look at the pictures and words. Ask them what is happening in the picture. Play the recording for the children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
2 Listen and say who’s missing. $ 1•57 •
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Tell the children to look at the people in the picture in their Class Books. Tell them that they will hear a list of the jobs with one job missing. Play the first example from the recording and ask them to listen and say who is missing.
Unit 3
Tell the children to work in pairs. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to say a number while their partner says what that person’s job is.
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and asking children to tell you the number.
ANSWERS
4 doctor 8 teacher 7 waiter 10 actor 6 cook 5 farmer 1 train driver 2 librarian 3 nurse 12 astronaut 9 bus driver 11 artist
2 Write. Listen and check. $ 1•58 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 farmer 2 waiter 3 cook 4 teacher 6 artist 7 librarian 8 actor 9 doctor 11 train driver
5 bus driver 10 nurse
Lesson 2
CB PAGES 26 and 27 and AB PAGE 25
STORY AND MAIN LANGUAGE PRESENTATION
Class Book 1 Listen and read. $ 1•59 •
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Lesson objectives Ask and answer questions about what people can and can’t do. Understand a story.
Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
2 Listen and say the number. $ 1•60 Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
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Language Core: actor, train driver, farmer, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut, alien; Can he (fix our rocket)? Yes, he can. No he can’t Review: dark, bus, friend Extra: rocket, strange, shadow, fix, rocket, planet
Materials CD1 $ tracks 59–60; Unit 3 flashcards and wordcards Set 1 (jobs); Unit 3 storycards
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Play Mystery words with the Unit 3 wordcards Set 1 (jobs). (See Ideas bank.) Once the word has been guessed, ask a child to come and choose the flashcard that matches the word.
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With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. Where are they? (on a planet) What is his job? (an astronaut) What’s this? (a dog). Help them with words they don’t know yet.
Listen to the story with the storycards. $ 1•59 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Answer the storycard questions. •
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story. Competence in autonomy and personal initiative Giving the children the opportunity to express their own personal opinion of the stories helps them to develop the competence of autonomy as they realize that their own opinions are valuable. Extend this activity by asking the children if they like the illustrations in this story. Ask them which story they prefer out of the three they have read so far. KEY COMPETENCE:
Transcript Listen and say the number. Can your friend fix rockets? Well, he can fix buses and he can fix spaceships … [pause] Can the aliens use a computer? [pause] Can he fix the rocket? [pause] What’s that? Can Arnie see it? No, he can’t. He’s reading. [pause] The alien has got a white coat and a black bag. I’m sorry. I can’t fix your rocket. I’m a doctor. [pause] Can they fly home now? Yes, they can. The rocket is fixed. ANSWERS
Frame 6 Frame 5
Frame 3 Frame 7
Frame 1
Frame 2
3 Act out the story. •
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Divide the children into four groups. Assign a role from the story to each group, i.e. one group is Arnie, one group is the dog, one group is the cat, and one group is the alien bus driver. Play the part of the narrator and the alien doctor yourself and then encourage the groups to act out their part, saying the words from the story and doing appropriate actions of their choice. Then divide the class into groups of four to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class.
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Ask the children which picture in the story they like best. Ask them to look back at the stories from Units 1 and 2 and decide whether they prefer story 1, 2 or 3.
Optional activity •
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Tell the children to draw aliens from Planet Zing with different jobs. Ask them to show their pictures to their friends and explain what job the aliens do.
Unit 3
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Activity Book
Lesson 3
1 Remember the story. Write A for Arnie, C for cat, or D for dog.
MAIN LANGUAGE PRACTICE
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The children look at the phrases from the story. They remember the story and write A, C or R according to who says each phrase in the story. Check the activity by saying the phrase and asking who says it.
Lesson objectives Practise asking about what people can do. Review jobs vocabulary.
Language Core: actor, train driver, farmer, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut, rollerblade, read, fix; The (aliens) have got (ears). They can (read). They can’t (paint) Review: ears, piano, read, dance, paint Extra: use a computer
ANSWERS
1 C
2 A
3 D
4 D
5 A
6 A
2 Remember the story. Read and write. •
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The children read the text and complete the gaps with words from the box. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Materials CD1 $ track 61 and CD2 $ track 01; Unit 3 storycards;
ANSWERS
1 cat 2 rocket 3 strange 4 scared 5 see 6 doctor 7 can’t 8 bus driver 9 can
Book Club
Unit 3 wordcards Set 1 ( jobs)
Warmer •
3 Read and tick ✓. Write. •
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The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard.
ANSWERS
Children’s own answers. Competence in autonomy and personal initiative Giving the children the opportunity to express their own personal opinion of the stories in Ace! helps them to develop the competence of autonomy as they realize that their own opinions are valuable. Extend this activity by asking the children if they like the illustrations in this story. Ask them which story they prefer out of the three they have read so far.
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Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you which is their favourite activity from the story.
Lead-in •
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KEY COMPETENCE:
Tell the children to open their Class Books and look at the pictures. Ask them who they can see in the picture and what they are doing.
Class Book 1 Read and say the planet. •
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Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Story worksheet. Notes and answers on CD-ROM.
CB PAGE 28 and AB PAGE 26
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Ask the children to look at the pictures of the four planets. Read out the first text. Stop after the first phrase and ask the children to tell you the names of the planets that fit that description, e.g. The aliens haven’t got ears. (Planet Ting and Planet Flash) They can play the piano and they can rollerblade. (Planet Flash). Ask a volunteer to read the second text. Establish with all the children in the class which planet fits the description. Repeat with text 3.
ANSWERS
1 Planet Flash
2 Planet Wow
3 Planet Zap
2 Listen and repeat. $ 1•61 •
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Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Unit 3
Tell the children that you have picked a planet and they have to ask questions and guess which one it is. Say, e.g. They can play the piano. Ask the children to work in pairs.
Ask one child in each pair to choose one planet from Activity 1. Ask the other child to ask questions and find out which planet the other child picked. Ask the children to take turns to ask and answer.
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KEY COMPETENCE:
Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 3 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
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Have a Can you? challenge. Set the children a list of challenges and ask them to see if they can do them. Write the following challenges on the board and add extra challenges that you think might be appropriate: Can you stand on one foot and count to thirty? Can you balance a pencil on your finger? Can you write your name with the wrong hand? Can you pat your head and rub your tummy? Can you say the name of five countries in Europe? Can you count backwards from twenty to one? Can you bounce a ball twenty times? When they have finished, ask the children to tell their friends what they can and can’t do. Ask one or two children to tell you about their friends saying , e.g. He can count backwards, but he can’t write his name with the wrong hand.
2 Read and tick ✓. •
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The children read the questions and look at the pictures. They tick the correct answer to each question.
ANSWERS
1 Yes, they can. 2 No, they can’t. 4 No, they can’t.
3 Yes, they can.
3 Look. Write questions and answers. •
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The children look at the example in number 1. Ask the children to write the questions and the answers.
ANSWERS
1 2 3 4
Can they fix a rocket? Yes, they can. Can they read a book? No, they can’t. Can they dance? Yes, they can. Can they rollerblade? No, they can’t.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Activity Book 1 Listen and number. $ 2.01 •
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The children look at the pictures and listen to the recording. They find the picture that matches the dialogue and write the number.
Transcript Listen and number. 1 Can he swim? Yes, he can. He likes swimming. 2 Can he play the guitar? Oh dear! No he can’t! 3 Can he ride a bike? Yes, he can. He can ride fast. 4 Can he play the guitar? Yes, he can. He’s great! 5 Can he ride a bike? No, he can’t. ANSWERS
a 4
b 5
c 1
d 3
e 2
Unit 3
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Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives Review and practise vocabulary of jobs. Review and practise asking and answering questions about what people can and can’t do.
Language Core: actor, train driver, farmer, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut; He’s a (farmer). She’s an (artist). What’s his / her job? Can he / she rollerblade? Yes he / she can. No, he / she can’t
Materials CD1 $ track 58; Unit 3 wordcards Set 1 (jobs); DVD Story 3; Photocopies of Unit 3 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 3, worksheets 1 and 2)
Write the questions on the board and ask the children to copy them into their notebooks.
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4 Watch the story on DVD. •
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Tell the children they are going to watch the story A visit to planet Zing! on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2. Ask the children to write the answers to the questions as they watch the DVD. Play Story 3 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
ANSWERS
1 Arnie 2 a dog and a cat 3 Zing 4 An alien doctor and an alien bus driver.
5 Make a mini book. Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 3, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Play Can you remember? with the Unit 3 wordcards Set 1 (jobs). (See Ideas bank.)
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Divide the class into teams. Say sentences about a job and ask the children to guess what job you are talking about, e.g. This person wears a helmet. This person works in a kitchen. This person works in a hospital.
1 Listen and sing. $ 1•58 •
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Tell the children they are going to sing the jobs song again. Play the recording for children to sing along. Now ask the children to see if they can sing the song without the recording. Artistic and cultural competence Inventing and drawing an alien gives the children an opportunity to demonstrate their own artistic creativity.
DVD Story 3
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Play a listening game. Tell the children that you are going to spell out the name of a job, letter by letter. Ask them to listen, but tell them that they must not write. Tell them to put up their hand when they think they know what job you are spelling. Repeat with a number of jobs.
KEY COMPETENCE:
2 Draw an alien from planet Zing. Ask and answer questions with a friend. •
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Ask the children to draw another alien from planet Zing. Ask them to write a sentence about them, e.g. This is Zak. He is a train driver. Now ask them to work in pairs to ask and answer questions about one another’s aliens, e.g. Can he read? Yes, he can.
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3 Can you remember the story? •
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Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 What is the name of the astronaut? 2 Who is with the astronaut? 3 What is the name of the planet? 4 Who do they see on the planet?
Unit 3
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Tell the children that you are going to write a list of words on the board. Write one of these lists: Teacher, doctor, ambulance, nurse Planet, rocket, alien, bus Swimming, surfing, sailing, tennis Moustache, beard, glasses, eyebrows Ask them to read the list and tell you which is the odd one out. Ask them to give you a reason for their choice. Accept any answers if they can give a good reason. Repeat with the remaining lists. If there is time, ask the children to write their own lists with one odd word and to play the game in pairs.
Lesson 4
CB PAGE 29 and AB PAGE 27
2 Listen and sing. $ 2•03 Play the recording for children to listen to the song once through, looking at the picture pic ture and pointing to things they hear. Ask questions to check comprehensio comprehension, n, e.g. Where are they? Whose blanket is it? Play the recording a second time for the children to sing along. Repeat as necessary. necessary .
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VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE •
Lesson objectives Identify things that a doctor has. Say who things belong to using the possessive ‘s. Practise words related to a doctor’s work through a song and follow up activities.
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Language Core: medicine, thermometer, blanket, plaster, bandage, cream; It’s (Doctor Zog’s) medicine / medicine / blanket. They’re his things Extra: things, Welcome! What a disaster!
Materials CD2 $ tracks 02–03; Unit 3 flashcards Set 1 (jobs); Unit 3 flashcards Set 2 (a doctor’s equipment)
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Activity Book 1 Read and write the number. number. •
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Play Missing card with the Unit 3 flashcards Set 1 (jobs). (See Ideas bank.)
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Lead-in •
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Tell the children Tell children they are going going to learn learn some words words for things a doctor has. Say Imagine what things a doctor has in his / his / her bag. Use the Unit 3 flashcards Set 2 (a doctor’s equipment) equipment) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard. Ask a few children, e.g. Have you got (some plasters / plasters / a blanket / / a thermometer, etc.) in your house? Learning to learn Encouraging children to activate their existing knowledge about a subject not only recycles vocabulary, but it helps children to see how much they know and how much they are learning. Wherever possible, when you introduce new language, ask the children what words they already know. KEY COMPETENCE:
Tell the children Tell children to think of of another job. job. Ask them to draw three or four things the person uses for their job. Ask them to work in pairs and guess the job from their partner’s pictures.
The children children look at the picture of Doctor Doctor Zog’s medicine cabinet. Say What can you see? They read the sentences and and write the numbers numbers next to the corresponding pictures. Check the activity by reading the sentences and eliciting the numbers.
ANSWERS
1 cream 2 plasters 3 medicines 5 blanket 6 bandages
4 thermometer
2 Write. •
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The children children use the pictures pictures to help them complete the words in the crossword. Check the answers by copying the completed crossword on the board.
ANSWERS
1 blanket 2 bandages 4 medicine 5 creams
3 thermometer
3 Write and draw the mystery word. •
The children children write the mystery mystery word ( plaster ) and draw a picture of a box of plasters in the space.
Class Book 1 Listen, point and repeat. $ 2•02 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus. Play the recording again for individual children to say the words for the class. Repeat as necessary.
Unit 3
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Lesson 5
Optional activity
CB PAGE 29 and AB PAGES 96 and 28
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COMMUNICATIVE PRACTICE
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Lesson objectives Practise talking about a doctor’s things. Practise asking who things belong to. Play a communicative game using the unit cut-out.
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Language Core: medicine, blanket, cream, thermometer, plaster, bandage; Whose is this (medicine)? It’s Doctor Zog’s (medicine). Whose are these (plasters)? Review: classroom objects vocabulary
Materials CD2 $ tracks 04–05; Unit 3 wordcards Set 1 (jobs)
Activity Book 1 Read. Circle Doctor Zog’s Zog’s things in blue and Doctor Zig’s things in red. •
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Play Little by little with the Unit 3 wordcards Set 1 (jobs). (See Ideas bank.)
Lead-in •
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Take a few items Take items that belong to to two children children in the class, e.g. a e.g. a book, a pencil, a bag, a pencil case. Hold up each item and ask the class to tell you who it belongs to, e.g. Whose is this pencil? Is it Fatima’s pencil?
Class Book 1 Listen and repeat. $ 2•04 •
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Tell the children Tell children that they are are about to to play a game game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 96. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise doctor’s equipment vocabulary. Write the words (medicine, thermometer, etc.) thermometer, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your picture and play. play. •
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Ask the children to open page 96 in their Activity Books. Ask them to draw the six items in the pictures in Dr Zig or Dr Zog’s bags in Activity 1. Tell them that they can choose where they put the items. There is no ‘correct’ answer here. Ask for a volunteer to demonstrate the game with you. Using your Activity 1, establish where they have drawn the items. Ask questions about who the items belong to, e.g. Whose is this medicine? Whose are these blankets? Show the children how you complete the bags in Activity 2, drawing the items in the correct bags according to the answers you hear. Divide the children into pairs to play the game with their own pictures.
Unit 3
Ask the children to work in several teams to play a class guessing game. Go round the class and collect one classroom item from each person in the class. Ask each team a question in turn, e.g. Whose e.g. Whose is this pen? Encourage the children to answer using the sentence It’s (Jordi’s) pen. When someone guesses correctly, the owner of the item should say Yes, it’s mine.
The children children look at the pictures. They read the sentences and and circle Doctor Doctor Zog’s things in blue and Doctor Zig’s things in red.
ANSWERS
1 red plasters 2 blue blanket 3 red bandage 4 blue cream 5 blue medicine 6 red thermometer
2 Listen and circle. $ 2•05 •
The children children listen to the the recording recording and circle circle the correct words for each picture.
Transcript Listen and circle. 1 Are these yours, Doctor Zig? Yes, they’re my plasters. No, it isn’t. It’s Doctor Zig’s Zig’s blanket. 2 Is this yours, Doctor Zog? No, 3 Is this yours, Doctor Zog? Yes, it’s my thermometer. 4 Is this yours, Doctor Zig? No, it isn’t. It’s Doctor Zog’s medicine. 5 Is this yours, Doctor Zog? No, No, it isn’t. It’s Doctor Zig’s cream. ANSWERS
1 Doctor Zig’s 2 Doctor Zig’s 3 Doctor Zog’s 4 Doctor Zog’s 5 Doctor Zig’s
3 Look. Write Write questions and answers. •
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The children children look at the pictures. They write questions questions about the the pictures. Then they write write the answers answers to their questions. questions.
ANSWERS
1 Whose are these blankets? They’re Doctor Zig’s blankets. 2 Whose is this medicine? It’s Doctor Zig’s Zig’s medicine. 3 Whose is this cream? It’s Doctor Zig’s cream. Zog’s plasters. 4 Whose are these plasters? They’re Doctor Zog’s 5 Whose is this bandage? It’s Doctor Zog’s bandage. Zog’s 6 Whose are these thermometers? They’re Doctor Zog’s thermometers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Lesson 6
CB PAGES 30 and 31 and AB PAGE 29
CROSS-CURRICULAR LESSON Lesson objectives Read and listen to a text about astronauts. Practise using the possessive ‘s to talk about an astronaut’s things.
Language Core: space, helmet, straw, planet, control panel, s pacesuit, Core: space, space, special food; It’s the astronaut’s (special food) Review: rocket, Review: rocket, They fly / / sleep sleep / / have got / / eat / / drink, water, bed, gloves Extra: mix, Extra: mix, need, air, moon, stars, s tars, exciting, bottles of air, camera, microphone, juice
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Tell the class a number Tell number of a picture picture and ask volunteers volunteers to tell you the matching phrase.
ANSWERS
It’s the astronaut’s bed. It’s the astronaut’s rocket. It’s the astronaut’s control panel. It’s the astronaut’s helmet. It’s the astronaut’s spacesuit. It’s the astronaut’s special juice.
1 2 3 4 5 6
4 Find the astronaut’s six things. Tell Tell your friend. Ask the children to look at the picture and find six things that belong to the astronaut. Ask them to work in pairs and to take turns to say sentences, e.g. It’s e.g. It’s the astronaut’s special food. f ood.
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Optional activity •
Materials CD2 $ tracks 06–07; Unit 3 flashcards and wordcards wordcards Set 1 (jobs); ( jobs); Unit 3 cross-curricular card
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Play Find the pairs with pairs with the Unit 3 flashcards and wordcards Set 1 (jobs) to revise the jobs words from Lessons 1–5. (See Ideas bank.)
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Lead-in •
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Hold up the cross-curricular card. Talk T alk to the children children about the photo by by following the questions on the back of the card.
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Write the following jumbled version of text a, Activity 1: rocket, fly a in They. very fast It ’s. big panel a control Inside there’’s fly to rocket the. sleep beds the in rocket special in there Astronauts. Ask the children to close their Class Books and to try to rewrite the text using the words. When they have finished, ask them to check the text against their Class Book. Now ask them to choose one of the other texts and to write all of the words in a different order. Tell T ell them to swap their jumbled jumbled text with a friend. Ask them to write and check their text as before.
Competence in autonomy and personal initiativ initiative e Asking children to devise puzzles for one another helps develop problem solving and cooperative skills. This gives them a purpose for reading and writing words. KEY COMPETENCE:
Class Book 1 Listen, read and say the number. $ 2•06 •
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Ask the children to open their Class Books and look at the photos. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and asking the children to say the number of the picture. b 3
1 Read and write the number. number. •
ANSWERS
a 2
Activity Book
c 1 •
2 Listen and point. $ 2•07 •
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Play the recording. recording. Ask the children to look at the pictures in Activity 2 and point to the astronaut’s things. Play the recording again, encouraging the children to repeat the words.
Transcript Listen and point. 1 It’s the astronaut’s bed. 2 It’s the astronaut’s rocket. 3 It’s the astronaut’s control panel. 4 It’s the astronaut’s helmet. 5 It’s the the astronaut’s astronaut’s spacesuit. 6 It’s the astronaut’s special juice.
3 Say a sentence sentence for each picture. •
Ask the class to read the sentences in the box aloud with you. Stop after each phrase and ask them to tell you the matching number.
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The children children open their Activity Activity Books and look at the picture. They number the sentences according according to the picture. picture. Check the activity by saying the numbers and eliciting the sentences.
ANSWERS
6 It’s the astronaut’ astronaut’ss spacesuit. 5 It’s the astronaut’ astronaut’ss special food. 3 It’s the rocket’ rocket’ss control panel. astronaut’ss 1 It’s a planet. 2 It’s space. 4 It’s the astronaut’ helmet.
2 Write. •
The children children use the words words in the box to complete the sentences about the astronauts.
ANSWERS
1 space 2 planets 3 rocket 4 control panel 5 helmets / spacesuits 6 helmets / spacesuits 7 special food
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Cross-curricular worksheet. Notes and answers on CD-ROM. Unit 3
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Extension Lesson 6a (optional)
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CROSS-CURRICULAR LEARNING AND PROJECT WORK
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Lesson objectives Learn about the equipment people need for different jobs. Practise talking and writing about jobs. Practise using a bilingual dictionary. Provide links with other areas of the curriculum and opportunity for creative project work.
3 Guessing game. •
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Language Core: actor, train driver, farmer, doctor, nurse, librarian, teacher, bus driver, cook, waiter, artist, astronaut; This is the nurse’s (hat) Review: clothes
Materials CD1 $ track 58; Unit 3 flashcards Set 1 ( jobs); bilingual dictionaries or picture dictionaries; reference books related to jobs and / or internet access; blank paper; 2 pieces of large card; a stapler
Warmer $ 1•58 •
Play the song from Lesson 1 again and ask the children to sing along.
Lead-in •
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Stick up the Unit 3 flashcards Set 1 ( jobs) on the board. Point to each card and ask the children What does he / she have for his / her job? Try and elicit one item of equipment or clothing for each profession.
1 Dictionary work. •
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Tell the children to work in pairs or groups. Give out the job flashcards, one to each pair or group. Give out bilingual or picture dictionaries and show the children how to find words in them. Ask the children to try and find out how to say four things that the person needs for their job and to write them down, e.g. A nurse – a special hat, gloves, medicine, bandages.
2 Make a class book. •
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Give each pair or group two pieces of paper, one for rough ideas and one for a neat copy. Ask them to draw a picture of the job they have chosen. Ask them to draw the four things they have found in the dictionary below the person and label them. When the children have finished, collect the pages in and make them into a class book. Stick a card cover on the book and staple the pages together. Label the front cover Our Book of Jobs.
Unit 3
Ask the children to find out the names of more jobs and to write and illustrate the word. Stick the pictures up on the classroom wall for others to see.
•
Read Our Book of Jobs book to the children, showing the pictures and pointing to them as you say the new words. Give plenty of praise for the work done. Now ask the children to remember the facts. Ask one person from each group to come out and say: For my job I have (a special hat, a cooker, a saucepan, some food). The other children guess the job.
4 Interview. •
Ask the children to interview each other about their favourite job. Tell them to ask Which is your favourite job? Why? Which job don’t you like? Why not? Competence in social skills and citizenship Pair work activities, particularly those that involve a personalized task such as Activity 3 above, present children with opportunities to use English for real purposes to talk about different aspects of society. When children are working in pairs, take the opportunity to ask a few personalized questions as you go round and monitor them to extend this interaction. KEY COMPETENCE:
Lesson 7
Encourage the children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 31 and AB PAGE 30
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PHONICS LESSON
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Lesson objectives
Optional activity
Practise pronouncing words ending with the sound /θ/ and /d/. Practise reading words with the sound /θ/ and /d/ at the end of words. Revise words beginning with the sound /w/.
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Tell the children to imagine their tongue is a snake. When they make the /d/ sound, tell them to close their teeth and keep the snake behind them like a cage. When they say the /θ/ sound, tell them to open the cage a little bit so that the snake can peep out.
Language Learning to learn By learning a group of words with a common sound, the children are preparing the foundations for recognizing and categorizing words with the same sound in their future learning. Help them to see their progress by preparing a wall chart for the /θ/ and /d/ sounds and adding to it every time they come across a new word with the same sounds.
Core: bath, fifth, mouth, teeth, old, blond, food, around, world, water, witch, walk Review: waiter, walks, witch, water, watch, window Extra: cleans, lady, eats, butterfly, ball, bike
KEY COMPETENCE:
Materials CD2 $ tracks 08–12
Activity Book
Warmer •
Play The alphabet game in teams to revise vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /θ/ and ask the children to repeat it. Say the /d/ sound and ask the children to repeat it.
Transcript Microphonics. Listen and say the number. fifth teeth bath mouth world
Transcript Listen and tick the words with th (Seth). 1 bath 2 fifth 3 old 4 teeth 5 food 7 mouth 8 world
world 8 old 5 bath 3 teeth 2 blond 6
old
food
blond
mouth 1
food 7
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7 mouth
The children look at the pictures and complete the words. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
1 fif th 2 mouth 7 teeth 8 old
3 bath
4 blond
5 world
6 food
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The children revise the /w/ sound as in water . They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with w. •
The children look at the pictures and circle those words that begin with a /w/.
ANSWERS
water
Transcript 4 fifth
4 teeth
ANSWERS
fifth 4
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
3 bath
2 fifth
3 Listen and repeat. $ 2•12
2 Listen and repeat. $ 2•09
Listen and repeat. 1 mouth 2 teeth 7 food 8 world
6 blond
ANSWERS
ANSWERS
•
The children listen to the recording and tick the words.
2 Write th or d . Say.
1 Listen and say the number. $ 2•08 •
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1 bath
Class Book •
1 Listen and tick ✓ the words with th (Seth). $ 2•11
5 old
witch
walk
watch
window
6 blond
3 Listen and repeat the sentences. $ 2•10 •
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Play the recording all the way through. Play the recording again, stopping after the first sentence. Unit 3
65
Lesson 8
ANSWERS
CB PAGE 32 and AB PAGE 31
1 red
CULTURE AND INTEGRATED SKILLS LESSON
2 white
3 black and red
Artistic and cultural competence Reading about aspects of life and culture in different countries helps children to expand their awareness of the English-speaking world. Ask the children if they have ever been to an English-speaking country and seen a police officer. Ask them if they have seen police officers from different countries in films or on television and, if so, ask what they wear. KEY COMPETENCE:
Lesson objectives Raise awareness of different English-speaking cultures. Present and practise job-related vocabulary. Develop integrated skills.
Language Optional activity
Core: police officer Review: shirt, hat, trousers, jacket, gloves, horse, bike, car, wear, walk, have got, ride, UK, Canada Extra: truncheon, badge, buttons, Jamaica, crime, uniform
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Materials CD2 $ track 13
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Ask the children to choose one job which requires a uniform. Ask them to use the internet to find a picture of someone in a different country who does that job. Ask them to write down what the person wears. Ask volunteers to tell the class about the uniform they have found.
Warmer •
Police officers in the UK use bicycles in some cities where the streets are too narrow or where cars are not allowed. Police cars have bright colours – yellow and green – so that they are easy to see. The emergency number in Europe is 112. In the UK it is 999. CULTURAL NOTE:
Play Little by little with the words from Lesson 7. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the photos. Ask the children if they can k now the names of anything they can see in the pictures. Ask them if they can guess which country the police officers are in.
1 Look at the photos. Find and say.
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Ask the children to look at the photos and find the items in the box. Check the activity by asking questions, e.g. Where is the black and red hat? and encouraging the children to say the number of the photo. (2)
ANSWERS
a black and red hat 3
a helmet 1
a tie 1
gloves 2
2 Read and listen. $2•13 •
Play the recording for the children to listen and read.
3 Answer the questions. •
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Play the recording all the way through, stopping after each section and asking some comprehension questions. Photo 1: What colour trousers do UK police officers wear? (black) What do they wear on their heads? (a helmet) What is on their helmet? (a badge) What is the big stick called? (a truncheon) What transport do they use sometimes? (a bike) Photo 2: What are some police officers called in Canada? (Mounties) What do they wear? (red jackets, blue trousers, brown gloves) Are their hats big or small? (big) What transport do they use sometimes? (a horse) Photo 3: What do police officers in Jamaica wear? (black and red trousers, white shirt) What colour are their hats? (black and red) What do they wear on special days? (white jackets) Do they ride horses? (No, they walk or drive a car). Then ask Jeb’s questions, and encourage the children to give you the answers.
Unit 3
1 Read and write UK, Canada or Jamaica. •
Class Book •
Activity Book The children read the sentences and write UK , Canada or Jamaica. They check their answers by looking back at page 32 of their Class Book.
ANSWERS
1 UK 2 UK 3 Jamaica 5 Jamaica 6 Canada
4 Canada
2 Write. •
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The children complete the chart about police officers using the words in the box. They check their answers with the person next to them. Check the answers for each country by ask ing questions to the whole class, e.g. In which country do police officers sometimes ride a bike?
ANSWERS
1 UK black trousers, white shirt, helmet bike 2 Canada big hat, brown gloves, red jacket, horse 3 Jamaica black and red trousers, black and red hat, car
Unit 3
Lesson 9
CB PAGE 33 and AB PAGE 32
2 Listen and read. Read in pairs. $ 2•15 •
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Read and listen to facts and dialogues about jobs. Read and write a newspaper article about a job. Develop good citizenship values. Practise job-related vocabulary.
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Point to the dialogue in Activity 2. Tell them that Jeb is interviewing a police officer for the school website. Ask the children to work in pairs. Ask one of them to be the police officer and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check.
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Language Core: Are you a ( police officer)? I’ve got a (black helmet), a (black jacket), a (white shirt) and (black trousers) Review: bike, horse, police car, jacket, hat, trousers Extra: ceremonies, festivals, clothes, tidy
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Optional activity •
Materials CD2 $ tracks 14 and 15 Warmer •
Play Little by little to revise vocabulary from the unit, particularly from Lesson 8 (e.g. a Mountie’s hat, a police officer’s helmet / truncheon). (See Ideas bank.)
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Activity Book 1 Read and make notes from the job advert. •
Lead-in •
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Ask the children to open their Class Books and look at the picture in Activity 1. Ask them what they can see in the picture.
ANSWERS
pop star sing 0234 786 6555
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1 Read and listen to the fact. $ 2•14
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The children read the job advert and make notes about it using the headings. play the guitar
going to concerts
2 Make notes for a job advert. Write and draw.
Class Book •
Ask the children to think about other people who work with animals in their job, e.g. a vet, a police officer, a farmer. Ask for volunteers to tell you their ideas.
Now ask them to read the fact about Mounties and then play the recording so that they can listen to it. Ask a few comprehension questions, e.g. Do Mounties always ride horses? When do they ride horses? Can you ride a horse? Is it a good job being a Mountie? Why? Why not?
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The children think of a job they like. They write notes for an advert for that job using the headings to help them. They draw a picture and write the advert in full.
ANSWERS
Children’s own answers.
Jeb says … •
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Point to Jeb and say Jeb says ‘Keep your clothes tidy‘. In subsequent lessons before Unit 4 Lesson 9, ask the children what they have done to keep their clothes tidy and praise those that have done well. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done this particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc. KEY COMPETENCE:
Competence in social skills and
citizenship ‘Jeb says …‘ values routine develops social skills and focuses on civic education. Talk to the children about why it’s important to keep their clothes tidy at school and at home.
Unit 3
67
Lesson 10
4 Ask and answer questions 1–10 with a friend.
CB PAGE 34 and AB PAGE 33
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REVIEW LESSON
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Lesson objectives
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Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
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Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
Optional activity
Language
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Review: Lesson 1 jobs words; Lesson 4 doctor’s equipment words ; Can he / she / they (paint)? Yes he / she / they can. No, he / she / they can’t. It’s the (doctor)’s bag
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Materials CD2 $ tracks 3 and 16
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Ask the children to imagine that they are a journalist for a magazine. Tell them to write their own interview questions. Ask them to interview a friend and to write down their answers. When they have finished, ask them to write up the interview neatly and add a picture. Display the interviews for others to read.
Warmer $ 2•03 •
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Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage the children to sing it unaccompanied.
Lead-in
1 Write your answers. •
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Ask the children to open their Class Books and look at the interview. Explain that Jeb is being interviewed for the school magazine.
•
Activity Book
ANSWERS
Children’s own answers.
2 Ask and answer the questions with another friend.
Class Book
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1 Read and listen. $ 2•16 •
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
2 Answer the question.
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3 Read and say true or false. •
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Bilingual dictionary and grammar •
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ANSWERS
1 false
2 true
3 false
4 true
5 false
6 true
Optional activity •
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Invite the class to interview you about your job. Tell them to choose questions from the interview or invent their own questions about your job as a teacher. Select children to ask you the questions. Answer the questions.
Unit 3
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
If the children haven’t completed page 105 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work
Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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Ask the children to look at the question at the top of the page. How many jobs does Jeb talk about? (3) Now ask them to read and listen to the interview again and count the number of jobs Jeb talks about. Ask them to answer the question about Jeb.
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The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 3 test or the Term 1 test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 3 Test or Term 1 test. Notes and answers on CD-ROM. NOTE:
l a m n A Lesson 1
f u n
CB PAGE 35 and AB PAGE 34
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify zoo animals. Practise talking about zoo animals through a song and follow up activities.
Language Core: monkey, tiger, bat, giraffe, elephant, lion, kangaroo, bear, snake, hippo, crocodile, lizard Review: The (monkey / bat) is (flying / walking / swimming / running / eating) Extra: zoo, swinging
Transcript Listen and say what’s missing. 1 bear, snake, kangaroo, lion, giraffe, bat, tiger, monkey, hippo, crocodile, lizard. 2 monkey, tiger, bat, giraffe, elephant, lion, kangaroo, bear, hippo, crocodile, lizard. ANSWERS
1 elephant
2 snake
3 Listen and sing. $ 2•19 Play the recording of the song once, pointing to the animals in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the animal. Play the recording again while children sing along.
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Optional activity •
Materials CD2 $ tracks 17–19; Unit 4 flashcards Set 1 (zoo animals)
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Ask the children to choose one of the animals in the song. Ask them to take turns to mime their animals for their classmates to guess.
Warmer •
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Draw a long snake on the board, with nine sections. Write the title Zoo animals in the head of the snake. Ask the children if they know the name of any zoo animals in English. Write any animals they suggest in the sections of the snake.
4 Ask and answer. •
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Lead-in •
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Tell the children they are going to learn some new animals. Use the zoo animals flashcards to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
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Learning to learn Activities like Activity 4 help to develop memory skills. Memory skills are important for language learning. Whenever possible, use the pictures for this k ind of memory game. Ask the children to close their books and remember information about the pictures. This can be done in pairs or as a team quiz. KEY COMPETENCE:
Class Book 1 Listen, point and repeat. $ 2•17 •
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Ask the children to open their Class Books and look at the pictures and words. Ask Where are the animals? Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
Activity Book 1 Read and number. •
2 Listen and say what’s missing. $ 2•18 •
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Tell the children to look at the animals in the picture in their Class Books. Tell them that they will hear a list of the animals with one animal missing. Play the first example from the recording and ask them to listen and say which animal is missing. Play the example again if necessary. Now play the remaining example, one by one, stopping for the children to tell the person next to them which animal is missing. Check the answers with the whole class.
Divide the class into pairs to play a communication game. Play the recording again to give the children an idea of what they should do. Ask the children to take turns to look at the picture and ask a question e.g. What’s the monkey doing? Their partner should close their book, remember the picture and answer the question.
The children find the item that matches the text in the picture and write the number in the box.
ANSWERS
5 lizard 7 elephant 3 monkey 4 lion 12 hippo 1 kangaroo 2 bat 8 bear 6 snake 11 giraffe 10 tiger 9 crocodile
2 Write. Listen and check. $ 2•19 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 bear 2 snake 3 kangaroo 4 elephant 5 tiger 6 hippo 7 monkey 8 bat 9 lizard 10 crocodile 11 lion 12 giraffe Unit 4
69
Lesson 2
CB PAGES 36 and 37 and AB PAGE 35
2 Listen and say the number. $ 2•21 Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
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STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Ask and answer questions about what characters are doing using the present continuous tense. Understand a story.
Language Core: monkey, tiger, bat, giraffe, elephant, lion, kangaroo, bear, snake, hippo, crocodile, lizard; Is it ( jumping)? Yes, it is. No, it isn’t Review: short, tall, jump, fly, run, water, brown, green Extra: sunny, safari park, Come back!
Materials CD2 $ tracks 20–21; Unit 4 flashcards and wordcards Set 1 (zoo animals); Unit 4 storycards
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Transcript Listen and say the number. What’s a kangaroo? [pause] Are you a kangaroo? No, I’m not. I’m a monkey. [pause] Is it jumping? Kangaroos jump. Err … No, it isn’t. It’s flying. [pause] Err … It isn’t brown and it isn’t jumping! [pause] Is it jumping? Yes, it is! And it’s brown. ANSWERS
Frame 1
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Warmer
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Using the Unit 4 flashcards Set 1 (zoo animals), choose an animal and use a book to cover all of it apart from one part of its body, e.g. its feet or its tail. Ask the children What animal is this? When they have guessed the animal stick the flashcards on the board. Now show the children the Unit 4 flashcards Set 1 (zoo animals), one by one. Ask volunteers to come and stick the words next to the corresponding flashcards.
Lead-in •
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With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. What animals can you see? (a lion and a giraffe) Where are they? (in a safari park). Ask if anyone has ever been to a safari park.
Listen to the story with the storycards. $ 2•20 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Class Book 1 Listen and read. $ 2•20 •
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70
Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Unit 4
Frame 6
Frame 7
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Divide the children into four groups. Assign a role from the story to each group. One group is the lion, one group is the giraffe, one group the monkey and one group the tiger. Play the part of the narrator and the kangaroo yourself. Encourage the groups to act out their part, saying the words from the story and doing appropriate actions. Then divide the class into smaller groups of four children to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class. Competence in autonomy and personal initiative Working in groups encourages the development of cooperative skills. Acting out stories gives children the chance to work in groups and to gain in confidence and self-esteem. When asking children to perform the story for the class, don’t force reluctant children, but gradually encourage everyone to try this at some point during the course. Encourage the rest of the class to applaud their classmates‘ performance so as to give them positive feedback and help raise their self-esteem. KEY COMPETENCE:
Optional activity •
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Answer the storycard questions. •
Frame 3
3 Act out the story. •
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Frame 5
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Stick the Unit 4 flashcards Set 1 on the board. Ask the children to work in small groups. Tell them to look at the animals and write a list of them in order from the biggest to the smallest. When all the groups have finished, ask them to help you order the flashcards on the board from the biggest to the smallest. There may be some disagreement. Try to come to a consensus as a whole class.
Activity Book
Lesson 3
1 Remember the story. Write L for lion or G for giraffe.
MAIN LANGUAGE PRACTICE
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The children look at the phrases from the story. They try and remember the story and write an L or a G according to who says each phrase in the story. Check the activity by saying the phrase and asking who said it.
Lesson objectives Practise asking about what animals are doing using the present continuous tense. Review zoo animals vocabulary.
Language
ANSWERS
1 L
2 G
3 G
4 G
5 L
Core: monkey, tiger, bat, giraffe, elephant, lion, kangaroo, bear, snake, hippo, crocodile, lizard; Is it ( jumping)? Yes, it is. No, it isn’t Review: sleeping, swimming, flying, running, swimming, swinging, sitting, eating, jumping, It’s got (a big mouth)
6 G
2 Remember the story. Read and write. •
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The children read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Materials CD2 $ tracks 20 and 22–23; Unit 4 storycards; Unit 4
ANSWERS
wordcards Set 1 (zoo animals)
1 kangaroo 2 jump 3 giraffe 4 tall 5 isn’t 6 crocodile 7 tiger 8 brown 9 frog
Book Club
Warmer $ 2•20 •
3 Read and tick ✓. Write. •
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CB PAGE 38 and AB PAGE 36
The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard. Display the storycards on the board in order and numbered to elicit their favourite card.
ANSWERS
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Lead-in •
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Children’s own answers. Learning to learn Asking children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning. KEY COMPETENCE:
Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you which is their favourite animal from the story.
Tell the children to open their Class Books and ask them to look at the pictures Ask them to tell you what animals they can see in the picture and what they are doing.
Class Book 1 Read and say the animal. •
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Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Story worksheet. Notes and answers on CD-ROM. •
Ask the children to look at the eight animals. Read out the first text. Stop after each phrase and ask the children to tell you which animals fit that description, e.g. It’s got four legs. What is it? (monkey, lizard, crocodile, hippo, lion, elephant, giraffe) It’s got a long tail. (monkey, lion, elephant, giraffe), etc. When you have read the complete text the children tell you the animal. Ask a volunteer to read the second text. Establish with all the children in the class which animal fits the description. Repeat with text 3.
ANSWERS
1 monkey
2 hippo
3 parrot
2 Listen and repeat. $ 2•22 •
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Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Tell the children that you have picked an animal and they have to ask questions to guess who it is. Say, e.g. Is it grey? Ask the children to work in pairs. Ask one child in each pair to choose one animal from Activity 1. Unit 4
71
Ask the other child to ask questions and find out which animal the first child picked. Ask the children to take turns to ask and answer.
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KEY COMPETENCE:
Competence in social skills and
citizenship Playing communicative games with an ‘information gap’ gives children a reason to communicate in English. Wherever possible, give children the opportunity to use English with a purpose, not just for the sake of repeating the words. Setting up communicative games like Activity 3 above, is a good example of how to do this.
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Ask the children to take turns to come out and choose one of the Unit 4 wordcards Set 1. They give clues to the word on the card saying, e.g. This animal begins with L or this animal ends with R. The other children guess the word on the card.
Activity Book 1 Listen and number. $ 2•23 •
Children listen to the recording and number the pictures in the order they hear them.
Transcript Listen and number. 1 Is the lizard sleeping? Yes, it is. 2 Is the hippo running? No, it isn’t. It’s eating grass. 3 Is the monkey eating a banana? No, it isn’t. It’s swinging. 4 Is the snake swimming? No, it isn’t. It’s lying in the grass. 5 Is the lion running? Yes, it is. ANSWERS
a 3
b 4
c 1
d 5
e 2
2 Read and circle. •
Children read the questions, look at the pictures and circle the answers.
ANSWERS
1 Yes, it is.
72
Unit 4
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The children use the words provided to write questions about the picture. The children look at animal 1 and write the correct answer. They repeat the process for the other four animals.
ANSWERS
1 2 3 4 5
Is it sleeping? No, it isn’t. Is it flying? No, it isn’t. Is it swimming? No, it isn’t. Is it swinging? Yes, it is. Is it eating? Yes, it is.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
Optional activity •
3 Look. Write questions and answers.
2 No, it isn’t.
3 Yes, it is.
4 No, it isn’t.
Vocabulary and grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives
Ask the children to write the answers to the questions as they watch the DVD. Play Story 4 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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ANSWERS
Review and practise vocabulary of animals. Review and practise asking and answering questions about what animals are doing.
1 The lion 2 a giraffe 3 a bat, a crocodile, a monkey, a tiger, a frog and a kangaroo 4 brown
4 Make a mini book. Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 4, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Language Core: monkey, tiger, bat, giraffe, elephant, lion, kangaroo, bear, snake, hippo, crocodile, lizard; The monkey is (eating), Is the bat (flying)? Yes, it is. No, it isn’t Review: It’s got …
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Materials CD2 $ track 19; Unit 4 wordcards Set 1 (zoo animals);
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DVD Story 4; Photocopies of Unit 4 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 4, worksheets 1 and 2)
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Warmer •
Play Diving board with the Unit 4 Set 1 wordcards (zoo animals). (See Ideas bank.)
Lead-in •
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Tell the children they are going to sing the animals song again. Play the recording for children to sing along. Now ask the children if they can sing the chorus to the song without the recording.
2 Can you remember the story? •
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Ask the children to design and draw a safari park with different areas for different animals. Tell them to write the names of the animals they would have in the safari park in the different places. When they have finished, ask them to tell a friend about their safari park. Artistic and cultural competence Inventing and drawing their own safari park gives the children the opportunity to demonstrate their own personal creativity. KEY COMPETENCE:
Optional activity •
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Tell the children to write a list of ten animals. Tell them to ask a friend to look at the list and choose the five animals they like the most. Encourage them to give reasons for their choices, e.g. I like giraffes because they are very tall.
Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 Who is looking for the kangaroo? 2 Who does she ask to help? 3 Which animals do they see? 4 What colour is the kangaroo? Write the questions on the board and ask the children to copy them into their notebooks.
3 Watch the story on DVD. •
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Play a word game together on the board. Write a word, e.g. crocodile on the board. Ask a volunteer to come out to the board. Ask them to use one of the letters in ‘crocodile’ to write another animal word, e.g. c for cat. The next child must choose a letter from the last word, e.g. cat, and so on.
1 Listen and sing. $ 2•19 •
5 Design a safari park. Tell a friend.
DVD Story 4
Tell the children they are going to watch the story What’s a kangaroo? on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2.
Unit 4
73
Lesson 4
Artistic and cultural competence Activities such as music and song help children to develop an awareness of artistic aspects of learning. Encourage the children to write an extra verse for the song to encourage their own creative and artistic input. Show them how to change the relevant words in the verse to words of their own choice. KEY COMPETENCE:
CB PAGE 39 and AB PAGE 37
VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE Lesson objectives Talk about animal habitats. Ask and answer questions about what animals like and don’t like. Practise words related to animal habitats through a song and follow up activities.
Optional activity •
Language Core: forest, jungle, land, water, desert, cave; Do (hippos) live in (deserts)? Yes, they do. No, they don’t Review: tigers, lizards, bats, hippos Extra: house, kitchen, hall
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Optional activity •
Materials CD2 $ tracks 24–25; Unit 4 flashcards and wordcards
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Set 1 (zoo animals); Unit 4 flashcards Set 2 (habitats)
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Warmer •
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Play Find the pairs with the Unit 4 flashcards Set 1 and wordcards Set 1 (zoo animals). (See Ideas bank.)
Lead-in Tell the children they are going to learn some words about where animals live. Ask them to think about a lion. Ask Where does it live? What does it like? Now ask the same questions about a crocodile. Use the Unit 4 flashcards Set 2 (habitats) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Class Book
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus. Play the recording again for individual children to say the words for the class. Repeat as necessary.
2 Listen and sing. $ 2•25 •
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Play the recording for children to listen to the song once through, looking at the pictures and pointing to things they hear. Ask questions to check comprehension, e.g. Tell me an animal in the song. Play the recording a second time for children to sing along. Repeat as necessary.
Unit 4
Display the Unit 4 wordcards Set 1 (zoo animals) on the board. Ask the children to work in pairs or threes. Ask each pair / group to take one wordcard. Ask them to use reference books or the internet to find out what that animal likes. When they have finished, ask each group to tell the rest of the class about the animal they have chosen.
Activity Book 1 Match. •
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The children look at the pictures and match the animal to its habitat. They read the sentences and match them to the pictures. Check the activity by reading the sentences and asking children to point to the habitats.
ANSWERS
1 d Tigers live in forests. 2 e Hippos live in water. 3 f Bats live in caves. 4 c Hippos live on land. 5 a Lizards live in deserts. 6 b Tigers live in jungles.
2 Find the words and write. •
1 Listen, point and repeat. $ 2•24 •
Tell the children to draw funny pictures of an animal in a place it doesn’t like and a place it does like. They write two questions, e.g. Do tigers like the bath? No, they don’t. Do tigers like water? Yes, they do. Encourage them to show their pictures to their friends.
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The children use the pictures to help them find the words in the wordsearch. Then they write the sentences from Activity 1 beside the corresponding pictures. Check the answers by asking children to read out their sentences.
ANSWERS
1 Tigers live in jungles. 2 Tigers live in forests. 3 Hippos live in water. 4 Bats live in caves. 5 Lizards live in deserts. 6 Hippos live on land.
Lesson 5
KEY COMPETENCE:
CB PAGE 39 and AB PAGES 97 and 38
Competence in social skills and
Practise asking questions about animals. Play a communicative game using the unit cut-out.
citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn taking. Activity 2 presents children with an opportunity to use English in an everyday situation in which they need to communicate.
Language
Optional activity
COMMUNICATIVE PRACTICE Lesson objectives
Core: forest, jungle, land, water, desert, cave, snake, hippo, tiger, bat, bear, monkey; Do crocodiles live in jungles? Yes, they do. No, they don’t
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Materials CD2 $ tracks 26–27; Unit 4 wordcards Set 2 (habitats)
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Do an animal survey with the Unit 4 flashcards Set 1 (zoo animals). Point to each animal in turn and ask, e.g. Who likes tigers? Ask the children to put up their hands and count the number of children who like each animal. Write the number next to the flashcard to find out which is the most and least popular animal.
Warmer •
Play Mystery words with the Unit 4 wordcards Set 2 (habitats). (See Ideas bank.)
In many countries people think that it is cruel to keep animals in zoos because they need to be in a more natural habitat. In the UK there are several animal parks where you can see animals from different countries in a habitat that is much more natural and free. One of the biggest animal parks in the UK is called Longleat Park. You can find it on the internet: www.longleat.co.uk CULTURAL NOTE:
Lead-in •
Ask a few questions around the class, e.g. Do you like forests? Do you like caves? Do you like deser ts?
Class Book 1 Listen and repeat. $ 2•26 •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 97. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise habitats vocabulary. Write the words ( forest, jungle, land, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your chart and play. •
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Ask the children to open page 97 in their Activity Books. Tell the children they have to ask their partner questions to complete the chart. Ask for a volunteer to come and demonstrate the game with you. Use your own chart and ask the volunteer to use theirs. Complete the ticks and crosses in the blank rows. Ask the questions about the animals in the chart, e.g. Do snakes live in jungles? Yes, they do. Show the children how you complete the blank rows, ticking or crossing the boxes according to the answers you hear. Divide the children into pairs to play the game with their own charts. Monitor, encouraging the children to use the target language.
Activity Book 1 Read and circle. •
The children read the questions and circle the answers.
ANSWERS
1 Yes, they do. 2 No, they don’t. 4 No, they don’t. 5 Yes, they do.
3 Yes, they do. 6 Yes, they do.
2 Listen and tick ✓ or cross ✗. $ 2•27 •
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The children look at the pictures and listen to the questions on the recording. They write a tick or a cross to answer the question.
Transcript Listen and tick or cross. 1 Do they live in jungles? 2 Do they live in caves? 3 Do they live in water? 4 Do they live on land? 5 Do they live in deserts? ANSWERS 2 ✓
1 ✓
3 ✗
4 ✓
5 ✗
3 Write questions and answers. •
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The children look at the pictures and write questions. They write the answers to their questions.
ANSWERS
1 Do they live in caves? No, they don’t. They live in forests and jungles. 2 Do they live in deserts? No, they don’t. They live on land and in water. 3 Do they live on land? Yes, they do.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Vocabulary and grammar 2. Notes and answers on CD-ROM. Unit 4
75
Lesson 6
CB PAGES 40 and 41 and AB PAGE 39
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CROSS-CURRICULAR LESSON
Tell the class a number of a picture and ask volunteers to tell you the matching phrase. Say Number three. What’s the sentence? (Polar bears eat fish).
ANSWERS
Lesson objectives Read and listen to a text about animal habitats. Practise describing animals, their habitats and what they like doing using the present tense.
Language Core: crocodile, panda, kangaroo, polar bear Review: cold, hot, sunny; They like (s wimming) They live / eat Extra: forests, rivers, the sea, Africa, China, the A rctic, Australia, fish, seals, bamboo, roots
4 Look at the animal habitats. Tell your friend. •
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Optional activity •
Warmer
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Play The alphabet game to revise vocabulary from previous units. (See Ideas bank.)
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Lead-in •
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card.
1 Listen, read and say the number. $ 2•28
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and ask the children to say the number of the picture.
1 Write.
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b 4
c 1
polar bears the Arctic crocodiles Africa pandas China kangaroos Australia Competence in autonomy and personal initiative Asking children to check their answers with a friend, rather than always depending on the teacher, can help children to develop autonomy and personal initiative. From time to time, try to encourage peer discussion of answers. KEY COMPETENCE:
d 3
2 Listen and point. $ 2•29 •
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Play the recording. Encourage the children to look at the pictures in Activity 2 and point to the animals, habitats and food. Play the recording again, this time encouraging the children to repeat the words.
2 Match and write. •
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Transcript Listen and point. 1 Pandas like climbing trees. 2 Pandas eat bamboo. 3 Polar bears eat fish. 4 Crocodiles like swimming in rivers. 5 Polar bears eat seals. 6 Kangaroos eat grass and roots.
3 Say a sentence for each picture. •
Ask the class to read the sentences in the box aloud with you. Stop after each phrase and ask them to tell you the matching number.
The children match the animals to their countries on the globe by drawing a line. They should check their answers with a friend.
ANSWERS
ANSWERS
a 2
Ask the children which countries the following animals come from: crocodiles, pandas, kangaroos, polar bears. Ask them if they know any more animals from Africa, China, Australia or the Arctic. Use an atlas or a globe to find the countries that these animals come from.
Activity Book •
Class Book •
Ask the children to work in pairs. Ask them to use the pictures to talk about animals and their habitats. Go round the classroom and listen to the pairs talking.
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Materials CD2 $ tracks 28–29; Unit 4 cross-curricular card
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Pandas like climbing trees. Pandas eat bamboo. Polar bears eat fish. Crocodiles like swimming in rivers. Polar bears eat seals. Kangaroos eat grass and roots.
1 2 3 4 5 6
The children draw lines to words and pictures from each column. They use the information to write sentences about the animals.
ANSWERS
1 Kangaroos live in Australia. They eat grass and roots. They like the sun and long grass. 2 Pandas live in China. They eat bamboo. They like cool weather and climbing. 3 Crocodiles live in Africa. They eat fish and small animals. They like the sun and swimming. 4 Polar bears live in the Arctic. They eat fish and seals. They like cold weather and the snow.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Cross-curricular worksheet. Notes and answers on CD-ROM.
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Unit 4
Extension Lesson 6a (optional)
Competence in autonomy and personal initiative Working in groups on projects such as making a board game, encourages the development of cooperation and organizational skills. This encourages learner autonomy. Where possible, include mini projects for groups to work on together. KEY COMPETENCE:
CROSS-CURRICULAR LEARNING AND PROJECT WORK Lesson objectives Learn about animals and their habitats. Practise talking and writing about animals. Practise using reference materials. Provide links with other areas of the curriculum and opportunity for creative project work.
3 Play the game. Ask the children to swap their board games with a different group. Give out dice and counters and ask the children to play the board games in their groups.
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Language Core: Lesson 1 zoo animals words, panda, polar bear, seal; Do pandas live in Australia? Can tigers swim? Do monkeys eat grass? Review: It lives / eats / likes … Extra: bamboo
Materials CD2 $ track 19; Unit 4 flashcards Set 1 (zoo animals);
4 Animal quiz. Collect in the board games and use the questions on them for a class quiz. Divide the children into teams and have them take turns to answer questions.
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Optional activity •
reference books about animals and / or internet access; blank paper; two pieces of large card; a stapler •
Warmer $ 2•19 •
Play the song from Lesson 1 again and ask the children to sing along.
Lead-in •
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Stick up the Unit 4 flashcards Set 1 (zoo animals) on the board. Point to each card and ask the children Which country is this animal from? What does it eat? Does it like swimming? Can it fly? etc.
Optional activity •
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1 Reference work. •
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Tell the children to work in pairs. Ask each pair to choose an animal. Each pair should choose a different animal. Give out reference books or allow the children to use the internet and ask them to write four interesting questions and answers to ask about their animal, e.g. What is a baby tiger called? What does a giraffe eat? Can a panda climb? Each person in the pair must make a copy of the questions and answers.
Ask the children to invent a crazy animal. Tell them to invent information about where it lives, what it eats and what it likes. Ask them to draw a picture and write sentences. Display the crazy animals descriptions for other children to read about.
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Tell the children they are going to make an animal bookmark. Give each child a long thin strip of card. Ask the children to choose an animal that is long or tall, e.g. a crocodile, a snake, a giraffe or a lizard. Ask them to draw the animal on the piece of card and colour it in. Now ask them to write some interesting facts about the animal on the back of the bookmark, e.g. A crocodile is a reptile. It eats fish and animals. It lives in water. When they have finished, ask them to swap bookmarks with a friend. Show them how to use the bookmark in their Class Book to mark the page they are working on.
2 Make a board game. •
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Now divide the class into two groups, one person from each pair goes into each group. If the class is very big, divide it into more groups. Give each group a big piece of card and tell them that they are going to make a board game. Ask them to draw a long snake and to divide the snake into 30 sections. Each section needs a number from 1 to 30. Now ask the children to take turns to write one of questions that they have about their animal in the squares on the board game. Continue until all of the squares have a question. Extra questions can be written on small cards as extra turns. Ask the children to decorate their board game with pictures of animals. Unit 4
77
Lesson 7
3 Listen and repeat the sentences. $ 2•32
CB PAGE 41 and AB PAGE 40
Play the recording all the way through. Play the recording again, stopping after the first sentence. Encourage the children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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PHONICS LESSON
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Lesson objectives
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Practise pronouncing words ending with the sound /ŋ/ and /n/. Practise reading words with the sound /ŋ/ and /n/ at the end of words. Revise words ending in the sound /ə/.
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Optional activity •
Language Core: young, long, earring, dancing, drinking, eating, clown, man, moon, melon, spoon Review: teacher, mother, waiter, brother, tiger, spider, computer, driver, flower Extra: girl, sees, hair, chair
Materials CD2 $ tracks 30–34
Activity Book 1 Listen and tick ✓ the words with n (Stan). $ 2•33 •
Warmer •
Play Words words words! in teams to revise vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
Listen and tick the words with n (Stan). 1 earring 2 moon 3 melon 4 eating 6 dancing 7 drinking 8 clown
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2 moon
Microphonics. Listen and say the number. eating dancing drinking earring melon moon
1 melon 2 spoon 3 earring 4 eating 6 clown 7 dancing 8 the moon
5 drinking
3 Listen and repeat. $ 2•34 •
The children revise the /ə/ sound as in teacher . They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
The children look at the pictures and circle those words that end with /ə/.
tiger
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Transcript
Unit 4
The children look at the pictures and complete the words. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
ANSWERS
2 Listen and repeat. $ 2•31
78
8 clown
ANSWERS
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4 dancing
5 spoon
4 Circle the words with er.
eating 3 dancing 4 drinking 2 earring 1 spoon 7 clown 5 melon 8 moon 6
Listen and repeat. 1 earring 2 drinking 3 eating 6 moon 7 spoon 8 melon
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spoon clown
ANSWERS
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3 melon
2 Write n or ng. Say.
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Transcript
5 spoon
ANSWERS
1 Listen and say the number. $ 2•30 Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the /ŋ/ sound and ask the children to repeat it. Say the /n/ sound and ask the children to repeat it.
The children listen to the recording and tick the words.
Transcript
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Class Book •
Teach the children the following traditional rhyme which relates to the theme of animals and practises the /ŋ/ sound at the end of some words. Hey diddle diddle, The cat and the fiddle, The cow jumped over the moon, The little dog laughed to see such fun, And the dish ran away with the spoon.
5 clown
spider
computer
bus driver
flower
Learning to learn Giving children the opportunity to review learning from previous levels and units can help them to see their own progress. This is part of learning to learn. When you do a recycling or revision activity such as this one, encourage children to focus on how much they can remember. Ask them how many words they remembered and praise them for remembering. KEY COMPETENCE:
Lesson 8
Learning to learn Encouraging children to extract specific information from a text is a skill which will help them in their learning in all areas, not just in the classroom. Whenever possible, encourage children to find information in a text for themselves before giving them the answers. KEY COMPETENCE:
CB PAGE 42 and AB PAGE 41
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to animals. Develop integrated skills.
Optional activity •
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Language
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Core: fur, island, old food, lake, plant, snow, habitat, lion, panda, fox, red deer, hedgehog Review: UK, safari park, zoo, insects, summer, winter; They live / eat. It’s cold Extra: country, urban, cities, mountains, valleys, gardens, rubbish
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Activity Book
Materials CD2 $ track 35
1 Read and write foxes, red deer or hedgehogs. •
Warmer •
Play Little by little with words from Lesson 7. (See Ideas bank.)
Lead-in •
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1 foxes 5 foxes
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Ask the children to look at the photos again and find the items in the box. Check the activity by saying each item and ask ing for the number of the photo.
ANSWERS
fur 1 / 2 snow 2
island 2
old food 1
lake 2
plant 3
2 Read and listen. $ 2•35 •
Play the recording for the children to listen and read.
2 red deer 3 hedgehogs 6 hedgehogs
4 red deer
2 Draw the animal in the habitat. Write.
1 Look at the photos. Find and say.
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The children read the sentences and write foxes, red deer or hedgehogs. They check their answers by looking back at page 42 of their Class Book.
ANSWERS
Ask the children to open their Class Books and look at the photos. Ask the children if they can tell you the names of the animals or where they live.
Class Book •
Ask the children to think of animals that are native to their own country. Ask them to write a list. When they have finished, ask them to tell you their ideas. Write the animals on the board. Now ask them to choose one of these animals to write about. Tell them to use the internet or reference books to find out information about this animal.
The children complete the pictures of the animals in their habitats by drawing the animals and labelling their pictures.
ANSWERS
city, mountains, garden, rubbish, valley, berries, insects
3 Colour the labels. Animal habitats = red Animal food = blue •
The children colour the labels that relate to habitats red and the labels that relate to food blue.
ANSWERS
city, mountains, garden, valley = red rubbish, berries, insects = blue
3 Answer the questions. •
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Play the recording again, this time pausing after each section and asking some comprehension questions. Photo 1: Where do foxes live? (in the country or the cities) What do they eat? (small animals, plants and rubbish) Can they see in the dark? (yes) Photo 2: Where do red deer live? (in Scotland, in the mountains and valleys) What do they eat? (plants and berries) Photo 3: Where do hedgehogs live? (in the country and in gardens) What do they eat? (insects). Then ask Jeb’s questions, and encourage the children to give you the answers.
ANSWERS
1 insects 2 small animals, plants and rubbish 3 plants and berries
Unit 4
79
Lesson 9
CB PAGE 43 and AB PAGE 42
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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CULTURE AND INTEGRATED SKILLS LESSON
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Lesson objectives
Optional activity
Read and listen to facts and dialogues about animals. Read and write a leaflet about an animal. Develop good citizenship values. Practise animal-related vocabulary.
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Language Core: hedgehogs, insects; Where does it live? It lives … What does it eat? It eats … Review: small, grey, brown, eat Extra: spines, wild animals, mammals
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Materials CD2 $ tracks 36–37; Unit 4 flashcards
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Warmer •
Play Missing card to revise vocabulary from the unit. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books, look at the picture in Activity 1. Ask them what they can see in the picture.
Play Animal house. Ask the children to draw a house with a bedroom, a bathroom, a kitchen, a hall, and a living room. Ask them to do a mutual drawing dictation. One of them should start by saying the name of an animal and where it is, e.g. There’s a lion in the kitchen. Both children draw a lion in the kitchen. Now the other child takes a turn to say another sentence about a different animal, e.g. There’s an elephant in the bedroom. When they have finished, ask them to compare pictures. Now ask them to complete the following poem, using their picture to help them. There’s a _____ in the bedroom. There’s a _____ in the hall. There’s a _____ in the bathroom. But I’m not scared at all! There’s a ____ in the kitchen. There’s a ____ in the hall. There’s a ____ in the living room. But I’m not scared at all!
Artistic and cultural competence Inventing a poem gives the children the opportunity to demonstrate their own personal, artistic creativity. KEY COMPETENCE:
Class Book 1 Read and listen to the fact. $ 2•36 •
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Now ask them to read the fact about wild mammals and then play the recording so they can listen to it. Ask a few comprehension questions to help them understand, e.g. What is a mammal? What does ‘wild’ mean? What does ‘native’ mean?
Jeb says … •
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Point to Jeb and say Jeb says ‘Wild animals need a habitat. Protect the habitats of animals in your area‘ . In subsequent lessons before Unit 5 Lesson 9, ask the children to tell you what they have done to protect animal habitats, e.g. clearing up broken glass in the garden, putting plastic bags in the bin. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done this particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
2 Listen and read. Read in pairs. $ 2•37 •
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Point to the dialogue in Activity 2. Tell them that Jeb is interviewing a park attendant for the school website. Ask the children to work in pairs. Ask one of them to be the park attendant and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check.
Unit 4
Activity Book 1 Read and make notes from the animal leaflet. •
The children read the leaflet and make notes about it using the headings.
ANSWERS
hedgehog, small, grey and brown, country or gardens, insects, 5000 spines.
2 Make notes for an animal leaflet. Write and draw. •
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The children think of an animal they like. They write notes for a leaflet about that animal using the headings to help them. They draw a picture and write the leaflet in full.
ANSWERS
Children’s own answers.
Lesson 10
4 Ask and answer questions 1–11 with a friend.
CB PAGE 44 and AB PAGE 43
Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
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REVIEW LESSON •
Lesson objectives Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
Optional activity •
Language Review: Lesson 1 zoo animals words; Lesson 4 habitats words; Is the (monkey) (swinging)? Yes, it is. No, it isn’t. Do crocodiles like water? Yes, they do. No, they don’t. What do they eat? What’s the weather like?
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Materials CD2 $ tracks 25 and 38
If you have audio or video recording equipment, ask the children to prepare an interview for an imaginary radio or TV programme. Tell them to interview one another about animals and their habitats. When they have practised record each pair doing the interview. If there is time in this lesson, play the interviews to the children.
KEY COMPETENCE:
citizenship Recording children using English for imaginary situations such as radio or TV programmes, allows them to use language in different everyday situations. Playing the recordings back to children can help them see how much they are learning and can help them gain confidence about their ability to communicate in English.
Warmer $ 2•25 •
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Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage the children to sing it unaccompanied.
Lead-in Ask the children to open their Class Books and look at the interview. Explain that Rose is being interviewed about animals for the school magazine.
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Class Book •
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Activity Book 1 Write your answers. •
1 Read and listen. $ 2•38
Children’s own answers.
2 Ask and answer the questions with another friend. •
2 Answer the question. Ask the children to look at the question at the top of the page. How many animals does Rose talk about? (5) Now ask them to read and listen to the interview again and count how many animals Rose talks about. Ask them to answer the question about Rose.
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3 Read and say true or false. Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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2 false
3 true
4 true
5 false
6 true
Optional activity •
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Invite the class to interview you about animals. Tell them to choose questions from the interview or invent their own questions about animals. Select children to ask you the questions. Answer the questions.
The children work in pairs, with a different partner to Class Book Activity 4. They take turns to ask and answer the questions again.
Bilingual dictionary and grammar •
If the children haven’t completed page 106 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
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ANSWERS
1 false
The children imagine they are being interviewed. They read the questions and write the answers.
ANSWERS
Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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Competence in social skills and
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 4 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 4 Test. Notes and answers on CD-ROM. NOTE:
Unit 4
81
m e a r c a , , a c t s t h g L Lesson 1
CB PAGE 45 and AB PAGE 44
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify food. Practise talking about food through a song and follow up activities.
Transcript Listen and say what’s missing. 1 peas, biscuits, toast, meat, potatoes, onions, carrots, fish, burgers, chips, beans 2 carrots, fish, burgers, chips, beans, peas, biscuits, toast, sausages, meat, onions ANSWERS
1 sausages
Materials CD2 $ tracks 39–41; Unit 5 flashcards Set 1 (food)
Learning to learn Ask the children if they found this lis tening activity easy or difficult. Ask them why it was easy or difficult. Asking the children to reflect on learning activities can help raise their awareness of their own learning style and progress.
3 Listen and sing. $ 2•41 •
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Warmer •
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Draw a string of nine sausages on the board. Write the title Food in the first sausage. Ask the children if they know the name of any food in English. Write any foods they suggest in each sausage.
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Tell the children they are going to learn some new food words. Use the food flashcards to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
Class Book 1 Listen, point and repeat. $ 2•39 •
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Ask the children to open their Class Books and look at the pictures and words. Ask Where are the people? Point to the cook and the actors. Ask What is his / her job? What is he / she doing? Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
2 Listen and say what’s missing. $ 2•40 •
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Tell the children to look at the food in the picture in their Class Books. Tell them that they will hear a list of the foods with one food missing. Play the first example from the recording and ask them to listen and say which food is missing. Now play the remaining examples, one by one, stopping for the children to tell the person next to them which food is missing. Check the answers with the whole class.
Unit 5
Play the recording of the song once, pointing to the foods in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the foods being described. Play the recording again while children sing along.
4 Talk to your friend. •
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Lead-in
2 potatoes
KEY COMPETENCE:
Language Core: peas, biscuits, toast, sausages, meat, potatoes, onions, carrots, fish, burgers, chips, beans Review: cook, kitchen; I / We like (beans), I / We don’t like (potatoes), Good morning
o n
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Tell the children to work in pairs or groups of three. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to look at the picture and to say whether they like or don’t like each food.
Activity Book 1 Read and number. •
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and asking children to tell you the number.
ANSWERS
10 burgers 9 meat 3 toast 6 onions 1 chips 2 fish 12 potatoes 5 peas 11 beans 8 sausages 4 biscuits 7 carrots
2 Write. Listen and check. $ 2•41 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 fish 2 toast 3 meat 4 sausages 5 potatoes 6 peas 7 burgers 8 onions 9 biscuits 10 chips 11 beans 12 carrots
Lesson 2
Competence in autonomy and personal initiative Focusing on the underlying message of stories is a good way to raise awareness of values and, often, to develop strategies for confronting problems. Ask the children how Lenny feels in Frame 6 of the story. Ask the class what they think about the star actors. Ask them if it is OK to complain about food. KEY COMPETENCE:
CB PAGES 46 and 47 and AB PAGE 45
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Ask and answer questions about what characters are doing using the present continuous tense. Understand a story.
2 Listen and say the number. $ 2•43 Language Core: peas, biscuits, toast, sausages, meat, potatoes, onions, carrots, fish, burgers, chips, beans; Would you like some (fish)? Review: waiter, lunchtime, actor, cheese, chicken, friendly, happy, grumpy, hungry, food, lunch Extra: film studio, action
Materials CD2 $ tracks 42–43; Unit 5 flashcards Set 1 (food); Unit 5 storycards
Warmer •
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Stick the Unit 5 flashcards Set 1 (food) on the board. Choose a food and describe it, e.g. It’s green, its good with fish. It’s brown, it’s good with chips. Ask the children to guess what food it is.
Lead-in •
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With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. What are the people doing? (eating) What are their jobs? (actors, cooks). Explain that they are making a film. Ask if anyone has ever been in a film or on TV.
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Transcript Listen and say the number. We don’t like these sausages, or the burger! [pause] Would you like some chicken? Yes, please! [pause] It’s two o’clock. It’s time for work. [pause] I’d like a burger. And we’d like some sausages. [pause] Cut! It’s lunchtime. Come back in one hour. [pause] Would you like some cheese sandwiches, Penelope? No, I’d like some chicken. [pause] ANSWERS
Frame 6 Frame 1
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
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Answer the storycard questions. •
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Class Book 1 Listen and read. $ 2•42 •
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Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Frame 4 Frame 2
Frame 8
Frame 5
3 Act out the story.
Listen to the story with the storycards. $ 2•42 •
Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
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Write a list of the characters on the board: Penelope, Lavinia, Star actor, actor 1, actor 2, actor 3, Lenny, Tony, the director. Give each character a number. Go round the class and give each pupil a number from 1–9. They should look at the list to see which character is theirs. Play the part of the narrator yourself. Encourage the children to act out their part, saying the words from the story and doing appropriate actions of their choice. Then divide the class into groups of six to act out the story by themselves. As there are several small parts, ask some children to play two small parts, e.g. Tony and the director. Bring one or two groups to the front of the class to act out the story for the rest of the class.
Activity Book 1 Remember the story. Match. •
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The children look at the phrases from the story. They try and remember the story and match the speech bubbles to the correct person. Check the activity by saying the sentence and ask ing who said it.
ANSWERS
1 c
2 a
3 d
4 b
Unit 5
83
2 Remember the story. Read and write. •
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The children read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Lesson 3
CB PAGE 48 and AB PAGE 46
MAIN LANGUAGE PRACTICE Lesson objectives
1 hungry 2 cooking 3 friendly 4 some 5 like 6 chicken 7 sausages 8 a 9 stars 10 Lunchtime
Practise offering food to people and accepting or refusing. Review food vocabulary.
Book Club
Language
ANSWERS
Core: peas, biscuits, toast, sausages, meat, potatoes, onions, carrots, fish, burgers, chips, beans; Would you like (some sausages) / (a burger)? Yes, please. No, thank you Review: cheese, chicken, hungry, food, lunch Extra: film studio, action
3 Read and tick ✓. Write. •
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The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard. Display the storycards on the board in order and numbered to elicit their favourite card.
Materials CD2 $ tracks 42 and 44–45; Unit 5 wordcards Set 1
ANSWERS
(food); Unit 5 storycards
Children’s own answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Warmer $ 2•42 •
Story worksheet. Notes and answers on CD-ROM. •
Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you which is their favourite food. Ask them which characters they like and which characters they don’t like, e.g. Do you like Penelope? Why? Why not.
Lead-in •
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Tell the children to open their Class Books and look at the pictures. Ask them to say what foods they can see in the pictures. Ask the children Do you like sausages / meat / beans / peas?
Class Book 1 Read and say the menu. •
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Ask the children to look at the six menus. Read out the first text. Stop after each phrase and ask the children to tell you which menu fits that description, e.g. I’d like a burger. (Menu A and Menu B) I’d like some onions. (Menu A, Menu B and Menu E) I’d like some chips and peas too. (Menu A, Menu C and Menu E). Ask a volunteer to read the second text. Establish with all the children in the class which menu fits the description. Repeat with text 3.
ANSWERS
1 Menu A
2 Menu F
3 Menu B
2 Listen and repeat. $ 2•44 •
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Unit 5
Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Ask the children to look at the menus in Activity 1. Ask them to work in pairs and take turns to be the waiter from one of the tables in Lesson 2, Activity 1. They offer their partner some food, e.g. Would you like some sausages. The second child can answer Yes, please or No, thank you. The second child should then try and remember the number of the menu.
Optional activity •
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If it is easy to organize the classroom into tables, as in a restaurant, ask the children to sit in groups and put a number on each table. Ask for volunteers to be the waiters. Give each waiter two or three food flashcards and ask them to go to a table to offer the food to the other children saying Would you like a burger ? When they have finished, ask more children to take a turn at being waiters.
3 Write questions and answers. •
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The children use the words provided to write questions about the pictures. The children look at picture 1 and write the correct answer. They repeat the process for the other three pictures.
ANSWERS
1 2 3 4
Would you like some sausages? No, thank you. Would you like a burger? Yes, please. Would you like some fish and chips? Yes, please. Would you like some toast? No, thank you.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Competence in social skills and citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn tak ing. Activity 3 above, presents children with an opportunity to use English in an everyday situation in which they need to communicate. KEY COMPETENCE:
Activity Book 1 Listen and tick ✓ or cross ✗. $ 2•45 •
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The children look at the man in Activity 1. They listen and put a tick or a cross in the box for each food.
Transcript Listen and tick or cross. Waiter Would you like a burger, Mike? Mike Oooh, yes please! Waiter And would you like some peas? Mike Yes, please. I love peas! Waiter Would you like some carrots? Mike No, thank you. I don’t like carrots. Waiter But would you like some chips? Mike No, thank you. Waiter Would you like some bread? Mike Yes, please! Yum! ANSWERS a ✗ b ✓
c ✓
d ✓
e ✗
2 Read and write the number. •
The children read the speech bubbles. They look at the picture and write the correct number in the box for each picture.
ANSWERS
a 2
b 3
c 1
d 4
Unit 5
85
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives
Core: peas, biscuits, toast, sausages, meat, potatoes, onions, carrots, fish, burgers, chips, beans; I would like a (biscuit) Review: cheese, chicken, hungry, food, lunch Extra: film studio, action
Materials CD2 $ track 41; Unit 5 wordcards Set 1 (food); DVD Story 5; Photocopies of Unit 5 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 5, worksheets 1 and 2)
Warmer Play Bingo with the Unit 5 food wordcards Set 1 (food). (See Ideas bank.)
Lead-in •
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1 Lenny 2 Chicken, fish, sausages 4 No, he isn’t. 5 No, they aren’t.
Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 5, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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5 Draw a lunch you would like to eat. Tell a friend. Ask the children to draw and label a plate with food that they would like to have for lunch. Encourage them to ask you or to use a dictionary to find words that they don’t know. When they have finished, ask them to tell a friend what they would like for lunch.
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Play a memory game together on the board. Say I would like a burger. Choose a child to go next. They should add another food to the list, e.g. I would like a burger and some peas. Go round the class. Each time a child should add a word to the list, e.g. I would like a burger, some peas and some chips.
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Optional activity •
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1 Listen and sing. $ 2•41 •
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Tell the children they are going to sing the food song again. Play the recording for children to sing along. Now ask the children if they can sing the chorus to the song without the recording.
2 Can you remember the story? •
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Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 What is the waiter called? 2 What does Penelope want to eat? 3 Does Penelope like the chicken? 4 Is the waiter happy? 5 Are the other actors happy? Write the questions on the board and ask the children to copy them into their notebooks.
3 Watch the story on DVD. •
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DVD Story 5
Tell the children they are going to watch the story Hungry film stars! on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2.
Unit 5
3 No, she doesn’t.
4 Make a mini book. •
Language
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ANSWERS
Review and practise vocabulary of food. Review and practise offering and accepting food. Review and practise talking about likes and dislikes.
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Ask the children to write the answers to the questions as they watch the DVD. Play Story 5 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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Ask the children to tell you the words for different drinks, e.g. lemonade, milk, water, coffee, coke, orange juice. Write a list on the board. Help children with words that they do not know in English. Do a class survey about drinks. Say Do you like lemonade? Ask the children to put up their hands if they like lemonade. Count the hands out loud and encourage the children to join in to practise the numbers. Write the number next to the drink. Compare the numbers to see which is the most popular drink.
Competence in social skills and citizenship Survey type activities encourage the development of social skills and recognition of the need to adhere to the rules, e.g. listen to others, speak in English, don’t shout, take turns. Before playing the game in the Optional activity above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them. KEY COMPETENCE:
Lesson 4
Optional activity
CB PAGE 49 and AB PAGE 47
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VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
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Lesson objectives
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Talk about mealtimes using prepositions of time. Practise talking about mealtimes through a song and follow up activities.
Artistic and cultural competence Exposure to traditions from other countries helps children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as Has anyone been to the UK? KEY COMPETENCE:
Language Core: in the morning, in the afternoon, in the evening, have breakfast, have lunch, have dinner Review: food vocabulary Extra: orange juice, cup of tea, salad
Optional activity •
Materials CD2 $ tracks 46–47; Unit 5 flashcards Set 1 (food); Unit 5
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flashcards Set 2 (mealtimes and prepositions of time).
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Play Keep your eyes on the cards with the Unit 5 flashcards Set 1 (food). (See Ideas bank.)
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Lead-in •
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Tell the children they are going to learn some words about mealtimes. Ask them to think about their day. Ask How many times do you eat in a day? Now tell them that they are going to learn words for mealtimes and prepositions of time. Use the Unit 5 flashcards Set 2 (mealtimes and prepositions of time) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Class Book 1 Listen, point and repeat. $ 2•46 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus. Play the recording again for individual children to say the words for the class. Repeat as necessary.
Ask the children if they know which country the person in the song might come from. Tell them that you think it is the UK because the person drinks a cup of tea with breakfast, lunch and dinner. Ask the children What do you drink with your breakfast / lunch / dinner?
Ask the children to rewrite the verses of the song about their own breakfast, lunch and dinner. Show them how to change the second line of each verse to put in something that they eat for breakfast. If they don’t drink tea for breakfast, they can change the final line to But I don’t have a cup of tea in order to maintain the rhyme. Ask three volunteers to tell you a verse from their song. Write the three new verses up on the board and ask the class to sing the song with the new lyrics.
Activity Book 1 Match. •
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The children read the sentences. They look at the pictures and match them to the correct sentences.
ANSWERS
1 cheese, bread and salad sun going down (evening) 2 orange juice and toast sun coming up (morning) 3 chicken, chips and peas (afternoon)
2 Find the words and write. •
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The children use the pictures to help them find the words in the wordsearch and then complete the sentences. Check the answers by asking children to read out their sentences.
ANSWERS
1 I have dinner. 2 In the morning. 3 I have lunch. 4 I have breakfast. 5 In the evening. 6 In the afternoon.
2 Listen and sing. $ 2•47 •
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Play the recording for children to listen to the song once through, looking at the picture and pointing to things they hear. Ask questions to check comprehension, e.g. What is for breakfast / lunch / dinner? Play the recording a second time for children to sing along. Repeat as necessary.
Unit 5
87
Lesson 5
CB PAGE 49 and AB PAGES 98 and 48
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COMMUNICATIVE PRACTICE Lesson objectives Practise asking questions about meals and mealtimes. Play a communicative game using the unit cut-out.
Language Core: burger, potatoes, fish, chips, peas, sausages, toast, biscuits, orange juice; I have (breakfast) in the morning / afternoon / evening. What do you have for ( lunch)? I have (some toast and a biscuit)
Materials CD2 $ tracks 48–49; Unit 5 wordcards Set 2 (mealtimes
Monitor, encouraging the children to use the target language. KEY COMPETENCE:
Competence in social skills and
citizenship This kind of information gap activity allows the children to use English for a genuine communicative purpose and helps them to develop their use of English in a social situation. If you have time, encourage the children to swap partners and repeat the game, writing their partner ’s answers on a clean piece of paper.
Activity Book 1 Look. Read and circle. •
and prepositions of time)
The children look at the pictures, read the sentences in the speech bubble and circle the correct word in each sentence.
ANSWERS
Warmer •
Play Missing card with the Unit 5 wordcards Set 2 (mealtimes and prepositions of time). (See Ideas bank.)
Lead-in •
Ask a few questions around the class, e.g . When do you have breakfast? What do you have for lunch?
Class Book 1 Listen and repeat. $ 2•48 •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 98. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise food vocabulary. Write the words ( burgers, potatoes, peas, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your chart and play. •
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Ask the children to open page 98 in their Activity Books. Ask them to draw the food they eat for the three meals in the chart in Activity 1. Tell them that they can choose to draw the foods wherever they like. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you. Use your own chart and ask the volunteer to use theirs. Establish what foods they have drawn for each meal. Ask questions about the chart, e.g. What do you have for breakfast? Toast and orange juice. Show the children how you complete the second chart, drawing on the chart according to the answers you hear. Divide the children into pairs to play the game with their own charts.
1 morning 2 evening 5 sausages
3 afternoon
4 toast
2 Listen and number. $ 2•49 •
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The children look at the five pictures carefully. They listen to the recording and write the correct number next to each picture.
Transcript Listen and number. 1 Penelope I have dinner in the evening. Interviewer What do you have for dinner? Penelope I have fish and chips. 2 Actor 1 I have breakfast in the morning. Interviewer What do you have for breakfast? Actor 1 I have an apple, toast and tea. 3 Female actress 1 I have lunch in the afternoon. Interviewer What do you have for lunch? Female actress 1 I have sandwiches and chicken. 4 Actor 2 I have dinner in the evening. Interviewer What do you have for dinner? Actor 2 I have sausages and potatoes. 5 Penelope I have breakfast in the morning. Interviewer What do you have for breakfast? Penelope I have juice and toast. ANSWERS
a 5
b 4
c 1
d 2
e 3
3 Look. Write questions and Lenny’s answers. Draw your own dinner food and write. •
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The children look at the pictures and complete both the questions and Lenny’s answers. Then they draw themselves and what they are eating and write about it.
ANSWERS
1 What do you have for dinner? I have meat and carrots. 2 What do you have for breakfast? I have toast and juice. 3 What do you have for lunch? I have a burger and some chips. 4 Children’s own answer.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Vocabulary and grammar 2. Notes and answers on CD-ROM.
88
Unit 5
Lesson 6
Optional activity
CB PAGES 50 and 51 and AB PAGE 49
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CROSS-CURRICULAR LESSON
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Lesson objectives •
Read and listen to a text about healthy eating. Practise talking about food groups and healthy eating.
Make a food pyramid wall display. Create a background of a pyramid on the wall and divide it into five levels. Ask the children to make headings for the different food groups and to draw and label foods that fit into those groups.
Language Core: Lesson 1 food words; carbohydrate, vitamins, calcium, protein, fats, sugar Review: strong, teeth, fruit, vegetables, pyramid Extra: balanced diet, bones, energy, diseases, muscles, grow, healthy; We need (calcium) for (strong bones and teeth)
Activity Book 1 Write. •
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Materials CD2 $ tracks 50–51; Unit 5 cross-curricular card
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sugar protein calcium vitamins carbohydrate
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Play Words words words! to revise vocabulary from previous units. (See Ideas bank.)
Lead-in •
ANSWERS
2 Write.
Warmer •
Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card. Talk about healthy breakfasts.
1 Listen, read and say the number. $ 2•50
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and ask the children to say the number of the picture.
ANSWERS
a 5
b 3
c 4
d 2
e 1
2 Listen and read. What’s wrong? Say the sentences correctly. $ 2•51 •
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Play the recording, encouraging children to spot the mistakes. Play the recording again. Pause after each sentence for children to say it correctly.
The children look at the columns in the chart and write the appropriate words from the box in each one.
ANSWERS
vitamins: carrots, apples, peas protein: meat, eggs, fish calcium: cheese, yoghurt, milk
3 Write about you. •
Class Book •
The children look at the food pyramid and the types of food in each section. They label each section using the words in the box.
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The children think about what foods they eat for the different meals during the day. They write examples in the spaces provided. Then they write a sentence about each of the foods they have chosen.
ANSWERS
Children’s own answers. Learning to learn Personalized activities such as Activity 3 above, allow children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Cross-curricular worksheet. Notes and answers on CD-ROM.
ANSWERS
1 2 3 4 5 6
We need calcium to have strong bones. We need fruit and vegetables for vitamins. We need cereal to have energy. We need vitamins to stop diseases. We need some fat and sugar to grow. We need calcium to have strong teeth.
3 Find healthy foods. Tell your friend. •
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Ask the children to work in pairs. Ask them to use the picture to talk about the foods and say why they are good for you or not. Go round the classroom and listen to the pairs talking.
Unit 5
89
Extension Lesson 6a (optional) CROSS-CURRICULAR LEARNING AND PROJECT WORK
Give out reference books and magazines or allow the children to use the internet to help them with their research. Go round and help the groups with ideas. When the pages are finished, collate them into a magazine and staple them. Ask the children to decorate the cover and to write their names on the magazine. Read the magazine with the class and leave it on display for the children to look at in their own time.
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Lesson objectives Learn about food and healthy diets. Practise talking and writing about healthy eating. Practise using reference materials. Provide links with other areas of the curriculum and opportunity for creative project work.
Language Core: Lesson 1 food words ; carbohydrates, vitamins, calcium, protein, fats, sugar, meals; We need (calcium) for healthy (bones and teeth). Fruit is good for you. Do you eat fruit?
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2 Make a food diary. •
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Materials CD2 $ track 41; Unit 5 flashcards Set 1 (food); reference books about food, recipe books, food magazines, and / or internet access; blank paper; a stapler
Warmer $ 2•41 •
Play the song from Lesson 1 again and ask the children to sing along.
Lead-in •
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Stick up the Unit 5 flashcards Set 1 (food) on the board. Point to each card and ask the children What’s this? Is it good for you? Why?
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3 Keep a food diary. •
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1 Reference work. •
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Tell the children they are going to make a magazine about food. Organize the class into four groups. Each group will work on one page of the magazine. If the class is large, have eight groups and make two magazines. Write up the following page titles and explain them to the class. Quiz. Ask the Doctor. Recipe. Food Around the World. The ‘Quiz‘ page should be a quiz with questions about food and three answers to choose from, e.g. What is calcium good for? a) hair b) energy c) bones and teeth The ‘Ask the Doctor‘ page should be questions to a magazine doctor and the doctor’s answers, e.g. Dear Doctor, I like milk, but is it good for me? Yes, milk is very good for you. It has calcium. Calcium is good for healthy bones and teeth. The ‘Recipe‘ page should have recipes for a simple healthy dish, e.g. Summer Salad. You need: Tomatoes, carrots, onion, lettuce and olive oil. The ‘Food Around the World‘ page should have information about what people eat in a few different countries, e.g. In Italy people eat pizza, pasta and ice cream. Pizza has carbohydrate and calcium, but it has fat too. Ask each group to choose a page to work on.
Unit 5
Give each child three pieces of paper. Ask them to fold them in half to make a little book. Go round and staple the pages together as the children work. Tell the children that this is going to be their food diary. Ask them to write the heading Food Diary on the front and to illustrate it with a picture. Tell them to open up the book and to write the days of the week on each page, beginning with today. For each day ask them to write a heading for breakfast, lunch and dinner. On the final page, ask them to write the names of the food groups.
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Show the children how to keep the food diary and ask them to keep it for the coming week. Ask them to think about today so far and to write in the foods they have eaten. Ask them to turn to the back and tick the food groups for each thing they have eaten from that food group. Tell them that at the end of the week they can see how healthy their diet is. Learning to learn Personalized activities such as Activity 3 above, allow children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
Optional activity •
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Ask the children to invent and draw an extra special sandwich. Tell them to write what is in the sandwich. Display the sandwiches and ask the children to choose one that they would like to eat.
Lesson 7
Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 51 and AB PAGE 50
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PHONICS LESSON
Learning to learn By learning a group of words with a common sound, the children are preparing the foundations for recognizing and categorizing words with the same sound in their future learning. Help them to see their progress by preparing a wall chart for the /ɪ/ and /iː/ sounds and adding to it every time they come across a new word with the same sounds. KEY COMPETENCE:
Lesson objectives Practise pronouncing words with the sound /ɪ/ and /iː/. Practise reading words with the sound /ɪ/ and /iː/. Revise words with the sound /ʌ/.
Language Core: big, pig, drinks, milk, pink, hippos, teacher, eats, peas, ice cream, beach, sea Review: bunny, runs, jumps, drums, monkey, pumpkin, puppet, sun Extra: next to, plays, brush, bat, shoes, guitar
Optional activity •
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Materials CD2 $ tracks 52–56
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Warmer •
Play The alphabet game in teams to review vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
1 Listen and say the number. $ 2•52 •
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /ɪ/ and ask the children to repeat it. Say the sound /iː/ and ask the children to repeat it.
Transcript Microphonics. Listen and say the number. pig hippos milk pink sea beach
pink 4
ice cream peas
sea 5
beach 6
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2 sea
5 peas
6 ice cream
8 beach
2 Write i or ea. Say. •
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The children look at the pictures and complete the words. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
1 peas 2 pig 3 sea 4 beach 6 ice cream 7 milk 8 drink
5 hippo
3 Listen and repeat. $ 2•56 The children revise the /ʌ/ sound as in runs. They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
Transcript The bunny runs and jumps and plays the drums. 4 pink 5 sea
6 beach
3 Listen and repeat the sentences. $ 2•54 •
ANSWERS
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Listen and repeat. 1 pig 2 milk 3 hippos 7 ice cream 8 peas
The children listen to the recording and tick the words.
Transcript
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Transcript
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2 Listen and repeat. $ 2•53 •
1 Listen and tick ✓ the words with ea (teacher). $ 2•55
ANSWERS
ANSWERS
pig 1 hippos 3 milk 2 ice cream 7 peas 8
Activity Book
Listen and tick the words with ea (teacher). 1 hippo 2 sea 3 milk 4 drink 5 peas 6 ice cream 7 pig 8 beach
Class Book •
Choose five words from the Class Book page. Ask the children to guess which words you have chosen. Give them ten guesses. Have a few children take turns to choose five words while the rest of the class guess. Help children with the pronunciation of the target sounds where necessary.
Play the recording all the way through. Play the recording again, stopping after the first sentence. Encourage the children to repeat the first sentence.
4 Circle the words with u. •
The children look at the pictures and circle those words that have a /ʌ/.
ANSWERS
jungle
brush
pumpkin
puppet
sun
Unit 5
91
Lesson 8
ANSWERS
CB PAGE 52 and AB PAGE 51
1 Canada
CULTURE AND INTEGRATED SKILLS LESSON
Optional activity •
Language
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Core: oats, porridge, black pudding, honey, flour, pancakes, dumplings, herbal tea, special bread Review: milk, toast, an egg, sausages, bread, Scotland, England, Canada, Jamaica; People have (porridge) for breakfast. They drink
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1 Read and write Jamaica, Canada, England or Scotland.
Warmer
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Play Little by little with words from Lesson 7 (See Ideas bank.)
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Lead-in Ask the children to open their Class Books and look at the photos. Ask the children if they can tell you the names of the foods they can see in the pictures. Ask them if they can guess which countries the food comes from.
Class Book
ANSWERS
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ANSWERS
milk 1
toast 2
an egg 2
sausages 2
bread 4
2 Read and listen. $ 2•57 •
Play the recording for the children to listen and read.
3 Answer the questions. •
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Play the recording again, this time pausing after each paragraph and photo to ask questions: Photo 1: In which country do they eat porridge? (Scotland) How do you make porridge? (with a cereal called oats and hot milk) What do they drink in Scotland? (milk or tea) Photo 2: What is in a full English breakfast? (bacon, eggs, tomatoes, sausages, beans and black pudding) What do people drink in England? (tea) Photo 3: Which country do they eat pancakes in? (Canada) What do they drink? (coffee) Photo 4: What is the bread called in Jamaica? (hard dough) What fruit do they eat? (big bananas) What do they drink? (herbal tea). Then ask Jeb’s questions, and encourage the children to give you the answers.
Unit 5
3 Canada
4 Jamaica
2 Write and draw. •
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Ask the children to look at the photos and find the items in the box. Check the activity by saying each item and ask ing for the number of the photo.
The children read the sentences and write Jamaica, Canada, England or Scotland . They check their answers by looking back at page 52 of their Class Book.
1 Scotland 2 England 5 Jamaica 6 Canada
1 Look at the photos. Find and say. •
Do a survey about which of the breakfasts the children would prefer. Write the names of the countries on the board and ask the children to put up their hands if they prefer the breakfast from that country. Count the number of people who like each breakfast to find out which is the most popular.
Activity Book
Materials CD2 $ track 57
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4 Jamaica
Artistic and cultural competence Exposure to traditions from other countries helps children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as Has anyone been to Jamaica / Canada / England / Scotland? Which is your favourite breakfast?
Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to breakfast in different countries. Develop integrated skills.
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3 England
KEY COMPETENCE:
Lesson objectives
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2 Scotland
The children draw the foods on the plate for each country, using the words provided in the box. Then they label the drawings by writing the words in the correct places.
ANSWERS
1 2 3 4
bacon, tomatoes, sausages, eggs pancakes, honey fish, dumplings porridge
Lesson 9
CB PAGE 53 and AB PAGE 52
2 Listen and read. Read in pairs. $ 2•59 •
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Read and listen to facts and dialogues about meals in different countries. Read and write a menu for a restaurant. Develop good citizenship values. Practise animal-related vocabulary.
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Point to the dialogue in Activity 2. Tell them that Jeb is interviewing a Scottish boy for the school website. Ask the children to work in pairs. Ask one of them to be the Scottish boy and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check.
3 Act out new dialogues. Ask the children to act out new dialogue in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Language Core: breakfast, lunch; What do you have for (breakfast)? I have (porridge) for breakfast. What do you drink? Extra: brunch
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Optional activity •
Materials CD2 $ tracks 58–59; Unit 5 flashcards and wordcards
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Set 1 (food) and Set 2 (mealtimes and prepositions of time)
Optional activity
Warmer •
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Play Find the pairs to revise vocabulary from the unit. (See Ideas bank.) •
Lead-in •
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Ask the children to open their Class Books and look at the picture in Activity 1. Ask them what they can see in the picture.
Class Book 1 Read and listen to the fact. $ 2•58 •
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Now ask them to read the fact about brunch in the USA and then play the recording so that they can listen to it. Ask a few comprehension questions to help them understand, e.g. Where do people eat brunch? When do they eat brunch? Why is it called brunch?
Artistic and cultural competence These facts help children to develop an awareness of aspects of culture of English-speaking countries. Where possible, encourage the children to think about these facts in comparison to their own culture.
Ask the children to role play another dialogue in pairs. This time ask one of them to be a child in Canada, Jamaica or England and the other to be Jeb. Ask for volunteers to act out their role plays for the class.
Activity Book 1 Read and make notes from the menu. •
The children read the menu and make notes about it using the headings.
ANSWERS
Breakfast: pancakes, tea Lunch: sandwiches Dinner: fish and chips
2 Make notes for a menu. Write and draw. •
KEY COMPETENCE:
Invite the children to interview you about what you have for breakfast. Encourage them to ask questions as in the interview with Jeb.
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The children think of foods they like. They write notes for a menu using the headings to help them. They draw pictures and write the menu in full.
ANSWERS
Children’s own answers.
Jeb says … •
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Point to Jeb and say Jeb says ‘Have a good breakfast every day. A good breakfast gives you energy‘. In subsequent lessons before Unit 6 Lesson 9, ask the children to tell you what they have had for breakfast each day. Praise those that have chosen appropriate food. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
Unit 5
93
Lesson 10
4 Work in pairs. Ask and answer questions 1–10 with a friend.
CB PAGE 54 and AB PAGE 53
REVIEW LESSON
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Lesson objectives Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
Review: Lesson 1 food words; Lesson 4 mealtimes and prepositions of time; healthy eating. Would you like (a burger)? Yes, please. No, thank you. What do you have for (lunch / dinner)? I have (fish). What do you have for lunch / dinner? I have (sausages)
1 Write your answers. •
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Children’s own answers.
2 Ask and answer the questions with another friend.
Warmer $ 2•47 Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage the children to sing it unaccompanied.
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Lead-in Ask the children to open their Class Books and look at the interview. Explain that Rory is being interviewed about food for the school radio programme.
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Class Book
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
Ask the children to look at the question at the top of the page. How many foods does Rory talk about? (13) Now ask them to read and listen to the interview again and count how many foods Rory talks about. Ask them to answer the question about Rory.
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3 Read and say true or false. Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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ANSWERS
1 false
2 false
3 true
4 false
5 false
6 true
Optional activity •
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Ask the children to work in small groups. Ask them to write some true and false statements about food in different countries and healthy eating. When they have finished, join the groups into two teams. Teams take turns to read a statement about food, the other team says true or false.
Unit 5
If the children haven’t completed page 107 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
2 Answer the question. •
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Bilingual dictionary and grammar
1 Read and listen. $ 2•60 •
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
ANSWERS
Materials CD2 $ tracks 47 and 60
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Activity Book
Language
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Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit. Learning to learn Self-evaluation activities are very important in this competence, as children focus on their own efforts and learn about their strengths. KEY COMPETENCE:
The children are now ready to do the Unit 5 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 5 Test. Notes and answers on CD-ROM. NOTE:
r o e s e h r e p S u Lesson 1
CB PAGE 55 and AB PAGE 54
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify daily routines. Practise talking about routines through a song and follow up activities.
Language Core: wake up, get up, have a shower, get dressed, brush my teeth, feed the fish, go to school, go home, do my homework, wash the dishes, go to bed, go to sleep; I (get up) Review: days of the week, fast, morning, evening, afternoon Extra: superhero
Transcript Listen and say what’s repeated. 1 get up, have a shower, go to sleep, brush my teeth, do my homework, feed the fish, go to school, get dressed, go home, do my homework, wake up, wash the dishes, go to bed 2 wake up, have a shower, get up, wash the dishes, go to school, get dressed, go to sleep, brush my teeth, feed the fish, go home, wash the dishes, do my homework, go to bed ANSWERS
1 do my homework
3 Listen and sing. $ 2•63 •
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Materials CD2 $ tracks 61–63; Unit 6 Set 1 flashcards (daily routines)
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Warmer •
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Write on the board Morning, Afternoon, Evening. Ask the children to think about the morning and to imagine what they do. Ask volunteers to tell you something they do in the morning. Ask them if they know how to say it in English. If not tell them how to say it. Repeat for the afternoon and evening.
Lead-in •
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Tell the children they are going to learn some new words about daily routines. Use the daily routines flashcards to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
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1 Listen, point and repeat. $ 2•61 •
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Ask the children to open their Class Books and look at the pictures and words. Ask Where is the boy? Is he a normal boy? Do you know the names of any other superheroes? Play the recording for the children to listen and point to the pictures. Play the recording again for the children to repeat the words in chorus.
2 Listen and say what’s repeated. $ 2•62 •
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Tell the children to look at the activities in the picture. Tell them that they will hear a list of the daily routines with one repeated. Play the first example from the recording and ask them to listen and say which activity is repeated. Now play the remaining text, stopping for the children to tell the person next to them what is repeated. Check the answers with the whole class.
Before you play the song, review the days of the week. Ask What day is it today? Then ask the children to recite the days starting with today’s day. Play the recording of the song once, pointing to the daily routines in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the person being described. Play the recording again while the children sing along.
4 Play the game. •
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Tell the children to work in pairs. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to say an activity while their partner guesses what’s next.
Activity Book 1 Read and number. •
Class Book
2 wash the dishes
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and ask ing the children to tell you the number.
ANSWERS
2 3 8 1
get up 4 get dressed 7 feed the fish have a shower 9 wash the dishes 10 brush my teeth do my homework 12 go to sleep 5 go to school wake up 11 go to bed 6 go home
2 Write. Listen and check. $ 2•61 •
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The children read the song text and write the words. Play the song again so they can check their answers.
ANSWERS
1 wake up 2 get up 3 have a shower 4 get dressed 5 brush my teeth 6 feed the fish 7 go to school 8 go home 9 do my homework 10 wash the dishes 11 go to bed 12 go to sleep
Unit 6
95
Lesson 2
CB PAGES 56 and 57 and AB PAGE 55
STORY AND MAIN LANGUAGE PRESENTATION
Class Book 1 Listen and read. $ 2•64 •
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Lesson objectives Ask and answer questions about what characters are doing using the present continuous tense. Understand a story.
Optional activity •
Language Core: wake up, get up, have a shower, get dressed, brush my teeth, feed the fish, go to school, go home, do my homework, wash the dishes, go to bed, go to sleep; I (get up) Review: morning, breakfast, fish, cat, car, kite, under, on, tired; Can you (help me)? She can (fly) Extra: key, roof
Materials CD2 $ tracks 64–65; Unit 6 flashcards Set 1 (daily routines); Unit 6 storycards
Warmer •
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Use the Unit 6 flashcards Set 1 (daily routines). With their books closed, ask the children to remember daily activities from Lesson 1. When they say an activity, show the flashcard to the class or stick it on the board. Continue until they have remembered all twelve activities. Learning to learn Reviewing vocabulary from the previous lesson in this way can help raise children’s awareness of how much they remember and can help them develop a sense of progress. Wherever possible, review vocabulary at the beginning of the next lesson. KEY COMPETENCE:
Lead-in •
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With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. Who is this? (Jill) Where is she? (in her bedroom) Is it the morning or the evening? (the morning) Do you think she is a normal girl? Explain that her name is Jill and she is a schoolgirl, but also a superhero. Ask the children why superheroes are different to normal people, e.g. they are strong, they help people, they can fly, they have special powers.
Listen to the story with the storycards. $ 2•64 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Answer the storycard questions. •
96
Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Unit 6
Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Ask questions related to the theme of the story, e.g. Is it good to be a superhero? Why, why not? Do you want to be a superhero?
2 Listen and say the number. $ 2•65 •
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Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
Transcript Listen and say the number. Jill gets dressed. Then she gets dressed again. [pause] But sometimes she doesn’t need her superpowers. [pause] Then she goes to school. She helps people on her way. [pause] Can you help me, please? My kite is on the roof. [pause] Oh, I’m very tired. [pause] She has her breakfast and she feeds the fish at the same time. ANSWERS
Frame 2 Frame 8 Frame 4 Frame 7 Frame 3
Frame 5
3 Act out the story. •
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Write a list of the characters on the board: Ace Girl (Jill), Mum, the child with the cat, the child with the kite, the bus driver. Give each character a number from 1–5. Go round the class and give each pupil a number from 1–5. They should look at the list to see which character is theirs. Play the part of the narrator yourself. Encourage the children to act out their part, saying the words from the story and doing appropriate actions of their choice. Then divide the class into groups of five to act out the story by themselves. Ask one or two groups to volunteer to come to the front of the class to act out the story for the rest of the class.
Activity Book 1 Remember the story. Order the captions. •
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The children look at the phrases from the story. They try and remember the story and number the captions in the right order. Check the activity by saying the phrase and asking which number.
Lesson 3
MAIN LANGUAGE PRACTICE Lesson objectives Practise talking about daily routines. Review the days of the week.
Language
ANSWERS
a 1
b 2
c 4
d 3
Core: wake up, get up, have a shower, get dressed, brush my teeth, feed the fish, go to school, go home, do my homework, wash the dishes, go to bed, go to sleep, superhero, She (has a shower) and then she (goes to school); I (get up). What do you do (in the morning)? In the evening I (have a shower) Review: breakfast, lunch, dinner, days of the week
2 Remember the story. Read and write. •
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The children read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and s topping before each gap for the children to say the word.
Materials CD2 $ tracks 64 and 66–67; Unit 6 wordcards Set 1 (daily
ANSWERS
1 gets 2 has 3 dressed 4 superhero 5 feeds 6 goes 7 helps 8 friends 9 home 10 does 11 tired 12 washes
Book Club
routines); Unit 6 storycards
Warmer $ 2•64 •
3 Read and tick ✓. Write. •
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CB PAGE 58 and AB PAGE 56
The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number their favourite storycard. Display the storycards on the board in order and numbered to elicit their favourite card.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Story worksheet. Notes and answers on CD-ROM.
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Hold up the storycards and re-tell the story or play the recording of the story again. Stop after each frame and encourage the children to tell you what happens next.
Lead-in •
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Tell the children to open their Class Books and look at the pictures. Ask them to tell you what activities they can see in the pictures. Ask the children some questions, e.g. Do you play football on Saturday? Have you got some fish? Can you play tennis?
Class Book 1 Read and say the day. •
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Ask the children to look at the four days. Read out the first text. Stop after each phrase and ask the children to tell you the day that fits that description, e.g. She wakes up. (Monday morning, Friday morning) She has a shower. (Monday morning, Friday morning) She gets dressed, then she has breakfast and then she feeds the fish. (Friday morning). Ask a volunteer to read the second text. Establish with all the children in the class which day fits the description.
ANSWERS
1 Friday morning
2 Saturday afternoon
2 Listen and repeat. $ 2•66 •
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Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
Unit 6
97
3 Look at the pictures. Play the game. Ask the children to work in pairs. Ask one child in each pair to choose one part of a day, e.g. Sunday afternoon from Activity 1. Ask the other child to ask questions and find out which part of the day the other child picked. Ask the children to take turns to ask and answer.
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Optional activity •
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Ask the children to work in the same pairs again. Ask one of them to imagine that they are interviewing their friend for a radio programme. Tell them to ask the following questions. On school days, what do you do in the morning? What do you do in the afternoon? What do you do in the evening? When they have finished, ask them to swap roles. This time the interviewer should ask What do you do on Saturdays? What do you do on Sundays?
KEY COMPETENCE:
Competence in social skills and
citizenship Encouraging the children to use the target language to talk about themselves helps them to take ownership of the language. This can help them see how language can be used in social situations. Whenever possible, give the children the opportunity to use language to talk about their own opinions and experiences.
Activity Book 1 Listen and number. $ 2•67 •
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The children look at the pictures of Ace Girl and listen to the recording. They find the picture that matches the dialogue and write the number.
Transcript Listen and number. 1 After school Ace Girl washes the dishes and then she feeds the fish. 2 In the evening Ace Girl has a shower. Then she goes to bed. 3 In the morning Ace Girl wakes up. Then she has a shower. 4 Then Ace Girl has breakfast and she goes to school. 5 In the afternoon Ace Girl goes home. Then she does her homework. ANSWERS
a 5
b 2
c 3
d 4
e 1
2 Read and write M (morning), A (afternoon) or E (evening). •
The children read the dialogue with Ace Girl about what she does in the mornings, afternoons and evenings. They write M, A or E in the boxes.
ANSWERS
1 E
98
Unit 6
2 M
3 E
4 A
5 M
6 A
3 Write and draw. •
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The children look at the example in number 1. They write sentences about what Ace Girl does in the afternoon and evening. They draw pictures to illustrate their answers.
ANSWERS
In the morning, she has a shower and then she gets dressed. In the afternoon, she has lunch and then she goes home. In the evening, she does her homework and then she washes the dishes.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives
Ask the children to write the answers to the questions as they watch the DVD. Play Story 6 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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ANSWERS
Review and practise talking about daily routines. Review and practise asking about daily routines.
Language Core: wake up, get up, have a shower, get dressed, brush my teeth, feed the fish, go to school, go home, do my homework, wash the dishes, go to bed, go to sleep, superhero; I (get up). What do you do (Saturdays)? Review: days of the week; morning, afternoon, evening, mealtimes
Materials CD2 $ track 63; Unit 6 wordcards Set 1 (daily routines); DVD Story 6; Photocopies of Unit 6 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 6, worksheets 1 and 2)
1 Ace Girl 2 Jill 3 She gets up, has a shower, gets dressed, has her breakfast, feeds the fish 4 She helps a cat that is under a car. 5 He can’t find his key.
4 Make a mini book. Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 6, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Warmer •
Play Mystery words with the Unit 6 wordcards Set 1 (daily routines). (See Ideas bank.)
Lead-in •
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5 Write and say. Tell a friend.
Play an action game together on the board. Ask the children to stand up. Tell them to listen to you as you describe a day. Ask them to mime the actions as you say them, e.g. In the morning, I get up. I have a shower. I get dressed.
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Ask the children to choose one day of the week. Ask them to write the things they do on that day. Ask them to tell a friend about their day. Their friend should try and guess which day they are describing.
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Optional activity
1 Listen and sing. $ 2•63 •
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Tell the children they are going to sing the superhero song from Lesson 1 again. Play the recording for children to sing along. Play the song again and ask the children to mime the actions as they sing.
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2 Can you remember the story? •
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Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 What is the superhero called? 2 What is her real name? 3 What does she do in the morning? 4 What does she do on her way to school? 5 Why does the bus driver need help? Write the questions on the board and ask the children to copy them into their notebooks.
3 Watch the story on DVD. •
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Teach the children the following rhyme and encourage them to do the actions. This is the way I have a shower, have a shower, have a shower, This is the way I have a shower Early in the morning. This is the way I get dressed, I get dressed, I get dressed, This is the way I get dressed, Early in the morning. Now ask the children to write new verses for the rhyme, adding in the actions that they choose. Ask volunteers to come out and perform their new verses to one another.
Artistic and cultural competence Inventing a new verse for a rhyme and accompanying actions gives the children the opportunity to demonstrate their own musical creativity. KEY COMPETENCE:
DVD Story 6
Tell the children they are going to watch the story Superhero schoolgirl. Ask them to watch and check their answers to the questions you asked in Activity 2.
Unit 6
99
Lesson 4
CB PAGE 59 and AB PAGE 57
VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
Ask questions to check comprehension, e.g. Is Ace Girl a superhero? Is Ace Girl a schoolgirl? What time does Ace Girl wake up? Play the recording a second time for the children to sing along. Repeat as necessary.
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Lesson objectives
Optional activity
Practise telling the time. Practise talking about what time we do things.
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Language Core: o’clock, quarter past, quarter to, half past, at night Extra: schoolgirl, cool, late
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Materials CD2 $ tracks 68–69; Unit 6 flashcards Set 1 (daily routines); Unit 6 flashcards Set 2 (telling the time); a clock
Optional activity
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Play Can you remember? with the Unit 6 flashcards Set 1 (daily routines). (See Ideas bank.)
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Lead-in •
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Tell the children they are going to learn how to tell the time in English. Draw a big circle on the board. Draw a line down the middle and explain that each part is called a half in English. Now draw another line across the middle in the opposite direction. Explain that each part is called a quarter in English. Ask the children to repeat the words half and quarter . Use the Unit 6 flashcards Set 2 (telling the time) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Use a clock from the Teacher's Resource Pack or draw a big clock face on the board. Put the hands at two o’clock and say It’s two o’clock. Ask the children to repeat. Do the same for quarter past, half past and quarter to the hour. Now put the hands at different times and ask the children What time is it? to practise telling the time in English.
Ask the children to close their books and remember the song. Ask questions about the time Ace Girl does things during the day, e.g. What time does Ace Girl wake up? (At eight o’clock) What time does she fly home from school? (At quarter to four) What time does she have dinner? (At half past eight).
o’clock comes from the expression ‘of the clock’. The apostrophe replaces the words ‘of the’. CULTURAL NOTE:
Optional activity •
Show the children how to write o’clock on the computer. Show them where the apostrophe is on the keyboard and ask them to practise writing times of day, e.g. one o’clock.
Activity Book 1 Read and draw the times.
Mathematical competence Children of this age are developing an understanding of key concepts. The concept of using numbers to tell the time is a basic cross-curricular skill which is reinforced in the English class. KEY COMPETENCE:
Class Book 1 Listen, point and repeat. $ 2•68 •
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Ask the children to open their Class Books and look at the pictures and time phrases. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the phrases in chorus. Play the recording again for individual children to say the phrases for the class. Repeat as necessary.
2 Listen and sing. $ 2•69 •
100
Play the recording for children to listen to the song once through, looking at the pictures and pointing to daily routines they hear.
Unit 6
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The children look at the picture of Ace Girl. They read the sentences and draw the hands on Ace Girl’s watches.
ANSWERS
Refer to Activity Book illustrations for answers.
2 Write. Write and draw the mystery time. •
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The children look at the watches and complete the times in words. Then they use the symbols to decipher the code and find and write the mystery time. They draw the hands on the watch at the bottom of the page.
ANSWERS
1 It’s quarter to one 2 It’s half past seven 3 It’s three o’clock 4 It’s quarter past four The mystery time is half past ten.
Lesson 5
CB PAGE 59 and AB PAGES 99 and 58
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COMMUNICATIVE PRACTICE
KEY COMPETENCE:
Practise asking questions about what time people do daily activities. Play a communicative game using the unit cut-out.
Language
Materials CD3 $ tracks 01–02; Unit 6 wordcards Set 2 (telling the time)
Warmer •
Play Diving board with the Unit 6 wordcards Set 2 (telling the time). (See Ideas bank.)
Lead-in •
Ask a few questions around the class, e.g. What time do you get up? What time do you go to bed?
Activity Book 1 Match. •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 99. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise daily routines vocabulary. Write the words ( wake up, get up, have a shower, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your chart and play. •
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Ask the children to open page 99 in their Activity Books. Ask them to draw the times on the clocks that they do the different activities in Activity 1. Tell them that they can choose whatever times they like. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you. Use your own chart and ask the volunteer to use theirs. Establish the times they have drawn. Ask the questions about the chart, e.g. What time do you wake up? What time do you get dressed? Show the children how you complete the second chart, completing the clocks according to the answers you hear. Divide the children into pairs to play the game with their own charts.
The children look at the picture of the girl interviewing Ace Girl. Tell the children to match the interview questions to the answers, according to the times shown on the clocks.
ANSWERS
1 d
2 c
3 b
4 a
2 Listen and tick ✓ or cross ✗. $ 3•02 •
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Class Book 1 Listen and repeat. $ 3•01
Competence in social skills and
citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn taking. Activity 2 above, presents the children with an opportunity to use English in an everyday situation in which they need to communicate.
Lesson objectives
Core: o’clock, quarter past, quarter to, half past, at night; What time do you (get dressed)? I get dressed at (half past seven)
Monitor, encouraging the children to use the target language.
The children look at the pictures of Ace Girl. They listen to the recording and tick the box if the picture matches the time they hear or cross the box if they hear a different time.
Transcript Listen and tick or cross. 1 Adult What time do you brush your teeth, Ace Girl? Ace Girl Well, I brush my teeth at ten o’clock. 2 Adult What time do you go home? Ace Girl I go home at quarter past four. 3 Adult What time do you wash the dishes? Ace Girl Well, I wash the dishes for my mum at half past eight. 4 Adult What time do you feed the dog? Ace Girl I feed my dog at quarter to eight. 5 Adult And what time do you have dinner? Ace Girl I have dinner with my mum at quarter past eight. ANSWERS
1 ✓
2 ✗
3 ✗
4 ✓
5 ✓
3 Draw the times and write about you. •
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The children look at the daily activities pictures and think about their own day. They draw the time that they do each activity on the clock. They complete the questions and answers about their own day.
ANSWERS
Children’s own answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 6
101
Lesson 6
3 4 5 6
CB PAGES 60 and 61 and AB PAGE 59
CROSS-CURRICULAR LESSON Lesson objectives Read and listen to a text about time zones. Practise talking about daily routines and times.
Language
3 It’s midday in London. Find the cities and tell your friend the time. •
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Core: Lesson 1 daily routines words; Lesson 4 telling the time words Review: breakfast, lunch, dinner Extra: Toronto, New York, London, Moscow, Tokyo, Rio de Janeiro, Madrid, Canada, the United States, the UK, Russia, Japan, Brazil, Spain; It’s earlier / later than, midday, midnight
Materials CD3 $ tracks 03–04; Unit 6 cross-curricular card
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ANSWERS
Competence in social skills and citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 3 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them. KEY COMPETENCE:
Play Little by little to revise vocabulary from previous units. (See Ideas bank.)
Lead-in •
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card. Talk about why there are different time zones. Explain that it is because the sun rises at different times in different countries because the earth turns. Demonstrate with a lamp and a ball / orange or similar. Draw two dots on different sides of the ball to represent cities in different countries, far apart. Say that the lamp is the sun and the ball is Earth. Show how one city is in the light and the other is in the dark, so that it is daytime in one city and night-time in the other.
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Ask the children to open their Class Books and look at the picture. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and ask the children to say the city that corresponds to it.
ANSWERS
1 Cape Town
2 New York
3 Beijing
4 São Paulo
2 Listen and read. What’s wrong? Say the sentences correctly. $ 3•04 •
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Play the recording. Pause after each description and ask the children to find the place on the map. Play the recording again and decide if the sentence is correct or not. If the sentence is incorrect say it correctly. Check the answers by asking volunteers to say the correct sentences.
ANSWERS
1 It’s five hours earlier in New York. 2 It’s eight hours later in Beijing. 102
Unit 6
1 Write. •
The children read the text and fill in the gaps using the words in the box.
ANSWERS
1 London 2 midday 3 earlier 5 twenty four 6 world
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1 Listen, read and say the city. $ 3•03
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Activity Book
4 later
2 Look at the table and draw the times.
Class Book •
Ask the children to look at the time zone map from Activity 1. Ask the children to work in pairs and find the cities in the box in Activity 3. They take turns to say what time it is in the cities when it is midday in London.
1 It’s one o’clock in Madrid. 2 It’s nine o’clock in São Paulo. 3 It’s one o’clock in Cape Town. 4 It’s three o’clock in Moscow. 5 It’s eight o’clock in Beijing. 6 It’s seven o’clock in New York.
Warmer •
It’s three hours later in Moscow. It’s one hour later in Madrid. It’s one hour later in Cape Town. It’s three hours earlier in São Paulo.
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The children read the text in the chart and draw the correct time on the clock for each city. They check their work against the map in the Class Book.
ANSWERS
San Francisco: 4 o’clock in the morning New York: 7 o’clock in the morning Madrid: 1 o’clock in the afternoon Beijing: 8 o’clock in the evening
3 Write. •
Using the chart in Activity 2, the children complete the sentences about the times in the cities.
ANSWERS
1 2 3 4 5
twelve o’clock five hours earlier, seven o’clock in the morning eight hours later, eight o’clock in the evening one hour later, one o’clock in the afternoon eight hours earlier, four o’clock in the morning
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Cross-curricular worksheet. Notes and answers on CD-ROM.
Extension Lesson 6a (optional)
3 Make a superhero comic book. •
CROSS-CURRICULAR LEARNING AND PROJECT WORK
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Lesson objectives Review and practise talking about daily routines and times. Review and practise asking about daily routines and times. Review and practise adjectives that describe people. Review and practise vocabulary of food, sports and zoo animals.
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Language Core: Lesson 1 daily routines words; superhero; I (get up). What do you do on (Saturdays)? Review: What’s your favourite (animal / food)? Do you like (playing tennis)? Yes, I do. No, I don’t
Materials CD2 $ track 63; Unit 6 wordcards Set 1 (daily routines); world atlases or maps; blank paper; a stapler, coloured pencils
Warmer $ 2•63 •
Play the song from Lesson 1 again and ask the children to sing along.
Lead-in •
Play Missing card with the Unit 6 wordcards Set 1 (daily routines). (See Ideas bank.)
1 Create a superhero. •
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Ask the children to work in pairs. Write the following headings on the board: Name, Country, City, Special powers, Daily activities, Weekend activities, Favourite animal, Favourite food. Tell the children to invent a superhero. Ask them to write notes about their superhero using the headings to help them.
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Ask the children to go back to their original pairs. Give them atlases / world maps / globes, some blank paper and coloured pencils. Tell the children they are going to make a comic strip about their superhero. Tell them that their superhero must travel to different countries to help people. Ask them to choose the different countries and cities using the atlas / map / globe. Now ask them to plan and draw a comic strip with dialogue in speech bubbles. Ask them to write which country or city the superhero is in at each stage of the action and what time it is in that place. Go round and help the children with words and phrases that they need in English. Any children that finish early can design the cover page for the ‘Superhero comic’. When all the pairs have finished, collate the pages and staple them together. Show the pages to the children and then display the comic so that children can look at it in their own time. Competence in autonomy and personal initiative Asking the children to work on class books or comics involves sharing and cooperation. This helps them to develop cooperative skills and to learn to be flexible and to listen to ideas from others. Alternate individual creative tasks with pair or group tasks so that the children learn to cooperate with others in this way. KEY COMPETENCE:
Optional activity •
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Ask the children to draw and write about their favourite superhero from films or the TV, e.g. This is Spider-Man. I like him because he can climb and he is very strong. Display the children’s work for others to see.
2 Interview a superhero. •
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Ask a volunteer to come to the front of the class with their notes. Ask them to imagine that they are the superhero that they have invented and tell them that you will interview them for the TV. Ask What’s your name? Where are you from? What are your special powers? What do you do every day? What time do you go to bed? What do you do on Saturdays? Do you like swimming? What’s your favourite animal? What’s your favourite food? Now ask the children to swap pairs so that they are working with a different partner. Ask the children to take turns to imagine they are the superhero that they have invented while their par tner interviews them for the TV.
Unit 6
103
Lesson 7
Encourage the children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 61 and AB PAGE 60
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PHONICS LESSON
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Lesson objectives
Optional activity
Practise pronouncing words with the sounds /ɒ/ and /əʊ/. Practise reading words with the sounds /ɒ/ and /əʊ/. Revise words beginning with the sound /r/.
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Language Core: crocodile, frog, hops, clock, orange, socks, robot, alone, home, sofa, phone Review: rabbit, runs, round, rain, recorder, rocket, roof Extra: friend, around, sitting, talking, lion, leg, lemon, lamb •
Materials CD3 $ tracks 05–09 •
Teach the children the following rhymes which practice the target sounds. Oh no! It’s eight o’clock It’s time to go But I lost my sock. Oh no! It’s time to phone But my mobile phone’s On the sofa at home. Write the rhymes on the board and ask the children to copy the one they like best and draw a picture to illustrate it. Display the illustrations for the other children to look at.
Warmer •
Play Words words words! in teams to revise vocabulary that children have already covered in this unit. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
Class Book
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Transcript Microphonics. Listen and say the number. socks clock crocodile frog robot home sofa
phone
frog 4
robot 6
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Listen and repeat. 1 crocodile 2 socks 3 clock 4 frog 6 robot 7 phone 8 sofa
5 home
Play the recording all the way through. Play the recording again, stopping after the first sentence.
Unit 6
5 frog
3 phone
7 sofa
8 home
2 Colour the o sound. Crocodile = red. Robot = blue. •
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The children look at the pictures and colour the sound. They use red if the sound is like crocodile and blue if the sound is like robot. When they have finished colouring, they say each word quietly to themselves. Check the activity by asking volunteers to say which colours they used for each word.
1 clock red 2 frog red 3 socks red 4 home blue 5 comb blue 6 phone blue 7 sofa blue 8 orange red
3 Listen and repeat. $ 3•09 The children revise the /r/ sound as in rabbit . They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with r. •
3 Listen and repeat the sentences. $ 3•07
104
Listen and tick the words with o (alone). 1 crocodile 2 robot 3 phone 4 clock 6 socks 7 sofa 8 home
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Transcript
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Transcript
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2 Listen and repeat. $ 3•06
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The children listen to the recording and tick the words.
ANSWERS
ANSWERS
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ANSWERS
Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /ɒ/ and ask the children to repeat it. Say the sound /əʊ/ and ask the children to repeat it.
socks 2 clock 3 crocodile 1 phone 7 home 5 sofa 8
1 Listen and tick ✓ the words with o (alone). $ 3•08
2 robot
1 Listen and say the number. $ 3•05 •
Activity Book
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The children look at the pictures and circle those words that have an /r/. Check the activity by asking the children to say those words with an /r/.
ANSWERS
recorder
rocket
robot
roof
Lesson 8
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CB PAGE 62 and AB PAGE 61
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to daily routines in different countries. Develop integrated skills.
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ANSWERS
1 play volleyball
Language Core: guitar, horse, beach, dancing, ball,. volleyball, Irish dancing Review: Jamaica, Canada, horse riding, dog, mountains, town
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Artistic and cultural competence Exposure to traditions from other countries helps the children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as Has anyone been to Canada, Jamaica or Ireland? Has anyone got a friend from Canada, Jamaica or Ireland? KEY COMPETENCE:
Play a writing game in three teams. Ask one person from each team to come to the board. They mime a daily activity and draw a clock on the board with a time on it. Their team members race to write a sentence, e.g. I have a shower at eight o’clock. Award a point for each correctly written sentence and an extra point for the team who wrote it first. Children take turns to represent their teams.
Optional activity •
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Lead-in •
Ask the children to open their Class Books and look at the photos. Ask the children if they know the names of the activities they can see in the pictures and if they can guess which countries the children are from.
Class Book
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ANSWERS
horse 1
beach 2
dancing 3
ball 2
2 Read and listen. $ 3•10 •
Play the recording for the children to listen and read.
3 Answer the questions. •
Activity Book •
Ask the children to look at the photos again and find the items in the box. Check the activity by saying each item and ask ing for the number of the photo.
guitar 3
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Do a survey about after school activities. Ask the children to go round the class and ask five other people what activities they do after school and to write down the activities. When they have finished, go round the class and ask the children what answers they got. Write a list of after school activities that they say on the board. Help them to say any activities that they don’t know in English.
1 Read and write Canada, Jamaica or Ireland.
1 Look at the photos. Find and say. •
3 horse riding
A lot of children in the UK have a pet. The most usual pets are cats, dogs, rabbits, guinea pigs, hamsters and budgies.
Warmer •
2 Irish dancing lessons
CULTURAL NOTE:
Materials CD3 $ track 10
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Ask the children some comprehension questions. Photo 1: Where is the school? (in the mountains) When does she do her homework? (after school) What time does she go horse riding? (at six o’clock) Photo 2: Where is the school? (near the beach) Where do they play volleyball? (on the beach) What time do they play volleyball? (at four o’clock) Photo 3: Where is the school? (in a big town) What does she do after school? (Irish dancing lessons) What animal has she got at home? (dog). Then ask Jeb’s questions, and encourage the children to give you the answers.
Play the recording again, this time pausing after each section.
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The children read the sentences and write the name of the country that corresponds to the sentence. They check their answers by looking back at page 62 of their Class Book.
ANSWERS
1 Ireland 5 Ireland
2 Jamaica 6 Canada
3 Canada
4 Jamaica
2 Write. •
The children complete the chart about daily routines in the different countries.
ANSWERS
Country: Canada, School: in the mountains, After school: I do my homework, After that: I ride my horse at six o’clock. Country: Jamaica, School: near the beach, After school: I meet my friends, After that: I play volleyball at four o'clock. Country: Ireland, School: in a big town, After school: I go to Irish dancing lessons, After that: I play with my dog.
Unit 6
105
Lesson 9
CB PAGE 63 and AB PAGE 62
Jeb says … Point to Jeb and say Jeb says ‘Do your homework every day‘. In subsequent lessons before Unit 7 Lesson 9, ask the children to tell you if they have done their homework every day. Praise those that have done well. If you like, after a few weeks, ask the children to write down on a piece of paper the name of a child they feel has done this particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
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CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives
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Read and listen to facts and dialogues about daily routines in different countries. Read and write an article for the school web page. Develop good citizenship values. Practise vocabulary related to daily routines.
KEY COMPETENCE:
citizenship ‘Jeb says …’ values routine develops social skills and focuses on civic education. Talk to the children about why it’s important to do homework every day.
Language Core: Lesson 1 daily routines words; Where do you go to school? What do you do after school? What time do you (watch television)? Extra: UK, Australia, lessons, internet
Materials CD3 $ tracks 11–12; Unit 6 flashcards and wordcards
2 Listen and read. Read in pairs. $ 3•12 •
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Set 1 (daily routines) and Set 2 (telling the time) •
Warmer Play Snap with the Unit 6 flashcards and wordcards Set 1 (daily routines) and Set 2 (telling the time) to revise vocabulary from the unit. (See Ideas bank.)
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Lead-in Ask the children to open their Class Books and look at the photo in Activity 1. Ask them what they can see in the photo.
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Competence in social skills and
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Point to the dialogue in Activity 2. Tell them that Jeb is interviewing a Canadian girl for the school website. Ask the children to work in pairs. Ask one of them to be the Canadian girl and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check.
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Optional activity
Class Book
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1 Read and listen to the fact. $ 3•11 •
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Now ask them to listen to the fact about The school of the Air in Australia. Ask a few comprehension questions to help them understand, e.g. Why do some children have lessons over the internet? Why do you think they haven’t got a school? Why is it called ‘The School of the Air’?
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Activity Book 1 Read and make notes from the school web page. •
Australia is about twenty times bigger than Spain, but has less than half the amount of people. CULTURAL NOTE:
Optional activity •
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106
Do a survey about after school activities. Ask the children to go round the class and ask five other people what activities they do after school and to write down the activities. When they have finished, go round the class and ask the children what answers they got. Write a list of after school activities that they say on the board. Help them to say any activities that they don't know in English.
Unit 6
Ask the children to role play another dialogue. This time ask one of them to be a child in Ireland or Jamaica and the other to be Jeb. Ask for volunteers to act out their role plays for the class.
The children read the web page from a UK school and make notes about it using the headings to help them.
ANSWERS
UK, towns, country, play sports, do homework, have dinner, watch TV
2 Make notes for a school web page. Write and draw. •
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The children think about their own daily routine. They write notes for their school web page using the headings to help them. They draw a picture and write the paragraph in full.
ANSWERS
Children’s own answers.
Lesson 10
4 Ask and answer questions 1–10 with a friend.
CB PAGE 64 and AB PAGE 63
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REVIEW LESSON
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Lesson objectives
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Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
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Optional activity •
Language Review: Lesson 1 daily routines words; Lesson 4 telling the time words; In the morning / afternoon / evening, I (feed the fish). What time do you (go to school)? I go to school at (eight o’clock)
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Materials CD2 $ track 69 and CD3 $ track 13
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Learning to learn Asking the children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning.
Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage the children to sing it unaccompanied.
Lead-in Ask the children to open their Class Books and look at the interview. Explain that June is being interviewed about her daily routine for the school magazine.
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Class Book
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2 Answer the question.
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Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences.
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2 true
3 true
4 false
5 false
6 false
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Optional activity •
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Ask the children to work in small groups. Ask them to write a magazine quiz about daily routines in different countries, e.g. Where do some children go to school in the mountains? a) Australia, b) Jamaica c) Canada. When they have finished, ask groups to swap quizzes and to try and choose the correct answers.
If the children haven’t completed page 108 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work
ANSWERS
1 false
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Bilingual dictionary and grammar •
3 Read and say true or false.
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions round the class.
2 Ask and answer the questions with another friend.
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Ask the children to look at the question at the top of the page. What do you do at the same time as June? Now ask them to read and listen to the interview again to decide if they do any things at the same time as June. Ask them to answer the question about June and themselves.
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1 Write your answers.
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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Activity Book •
1 Read and listen. $ 3•13 •
Ask the children to look back at the stories in the book so far in Units 1–6. Ask them to remember what each story was about. Now ask them to work in pairs. Tell them to take turns to choose one of the stories and to tell their friend about it. When they have finished, ask them to say their favourite story so far and say why they like it.
KEY COMPETENCE:
Warmer $ 2•69 •
Ask the children to work in pairs. Tell them to take turns and to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 6 test or the Term 2 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 6 Test or Term 2 test. Notes and answers on CD-ROM. NOTE:
Unit 6
107
s p o r n a t r a y d t n u F Lesson 1
CB PAGE 65 and AB PAGE 64
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify means of transport. Practise talking about transport through a song and follow up activities.
Language Core: train, helicopter, taxi, plane, hot-air balloon, lorry, bus, motorbike, tandem, on foot, bike, boat; (I go to school) by bus / taxi / on foot Review: I go to school Extra: I’d like to travel by (helicopter)
Materials CD3 $ tracks 14–16; Unit 7 flashcards Set 1 (transport)
Transcript Listen and say the transport. 1 sound of a helicopter 2 sound of a motorbike 3 sound of a train 4 sound of a boat 5 sound of a hot-air balloon 6 sound of walking 7 sound of a plane 8 sound of a lorry ANSWERS
1 helicopter 2 motorbike 3 train 4 boat 5 hot-air balloon 6 walking 7 plane 8 lorry
Learning to learn This kind of activity requires concentration and deduction. These are important skills for children to develop as they enable them to learn better. Whenever possible, include games that encourage individuals to concentrate and deduce information. Riddles, puzzles and brain teasers are good examples of this kind of task. KEY COMPETENCE:
3 Listen and sing. $ 3•16 •
Warmer •
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Draw a train on the board with an engine and eight carriages. Write Transport on the engine. Ask the children to tell you as many means of transport as they can. Write each one in one of the train carriages.
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Lead-in •
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Tell the children they are going to learn some new transport words. Use the Unit 7 flashcards Set 1 (transport) to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
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4 Play the game. •
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Class Book 1 Listen, point and repeat. $ 3•14 •
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Ask the children to open their Class Books and look at the pictures and words. Point to the school. Ask Where are the children going? (to school) Is it a normal school? (No, it is special – the children go to school by different means of transport). Now play the recording for the children to listen and point to the pictures. Play the recording again for the children to repeat the words in chorus.
2 Listen and say the transport. $ 3•15 •
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Tell the children to look at the means of transport in the picture in their Class Books. Tell them they will hear the sound of a means of transport. Play the first example from the recording and ask them to listen and say the means of transport. Now play the remaining examples, one by one, stopping for the children to tell the person next to them what the means of transport is. Check the answers with the whole class.
Unit 7
Before you play the recording, tell the children how you go to school, e.g. I go to school by car. Then tell them how you would like to go to school. Choose an unusual means of transport, e.g. I’d like to go to school by hot-air balloon. Play the recording of the song once, pointing to the means of transport as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the means of transport being described. Play the recording again while the children sing along.
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Tell the children to get into pairs or groups of three. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to describe one of the means of transport while their partner guesses which.
Activity Book 1 Read and number. •
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box.
ANSWERS
3 hot-air balloon 7 bike 10 tandem 1 helicopter 9 lorry 4 train 5 boat 6 bus 8 taxi 2 plane 11 on foot 12 motorbike
2 Write. Listen and check. $ 3•16 •
The children read the song text and write the words.
ANSWERS
1 on foot 2 bike 3 lorry 4 bus 5 taxi 6 motorbike 7 boat 8 train 9 helicopter 10 tandem 11 plane 12 hot-air balloon
Lesson 2
CB PAGES 66 and 67 and AB PAGE 65
2 Listen and say the number. $ 3•18 •
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Ask and answer questions about what characters are doing using the present continuous tense. Understand a story.
Language Core: train, helicopter, taxi, plane, hot-air balloon, lorry, bus, motorbike, tandem, on foot, bike, boat; They are going (to the fair) by (car). Are they going by (tandem)? Review: tree, town, house, car, two o’clock, dad, mum; I like (travelling). There’s (Sam / Theo / lots of traffic) Extra: poster, fair, hurry up! traffic, traffic jam
Materials CD3 $ tracks 17–18; Unit 7 flashcards and wordcards Set 1 (transport); Unit 7 storycards
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Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
Transcript Listen and say the number. We can go to the fair on my tandem. Oh no! Not the tandem! [pause] Are they going by bike? No, they aren’t. That’s a tandem. It’s for two people. [pause] Are they going by tandem? Yes, they are. They’re lucky. [pause] Now we can have lots of time at the fair. [pause] Look, dad, a fair. It’s today. It starts at two o’clock. It’s in Big Town. [pause] Lily and her dad are going to the fair by motorbike. ANSWERS
Warmer Play Find the pairs with the Unit 7 flashcards and wordcards Set 1 (transport). (See Ideas bank.)
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Lead-in With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. Who is this? (a boy) Who is this man? (his dad) Where are they? (In town). Explain that the boy’s name is Billy and that he lives in a small town a long way from a place called Bigtown. Ask How do you think Billy travels to Bigtown?
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Listen to the story with the storycards. $ 3•17 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Answer the storycard questions. Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
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Class Book 1 Listen and read. $ 3•17 •
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Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Frame 2 Frame 1
Frame 3 Frame 6
Frame 7
Frame 8
3 Act out the story. •
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Ask the children to tell you the names of the characters in the story. Write a list of the characters on the board: Billy, Billy’s dad, Sam, Sam’s dad, Hannah, Theo, Lily. Give each character a number from 1–7. Go round the class and give each pupil a number from 1–7. The list will tell them which character is theirs. Play the part of the narrator yourself. Encourage the children to act out their part, saying the words from the story and doing appropriate actions of their choice. Divide the class into groups of seven to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class. Competence in autonomy and personal initiative Working in groups encourages the development of cooperative skills. Acting out stories gives the children the chance to work in groups and to gain in confidence and self-esteem. When asking children to perform the story for the class, don’t force reluctant children, but gradually encourage everyone to try this at some point during the course. Encourage the rest of the class to applaud their classmates’ performance so as to give them positive feedback and help raise their self-esteem. KEY COMPETENCE:
Optional activity •
Ask questions about the theme of the story e.g. Is it good to travel by tandem? Why? Why not? Would you like to travel by tandem?
Unit 7
109
Lesson 3
Optional activity •
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Teach the children the following rhyme. I’m Mike, I go to school by bike. I’m Gus, I go to school by bus. I’m Polly, I go to school by lorry. Now ask them if they can complete the following rhyme. I’m Jane, I go to school by ____. I’m Maxi, I go to school by ____. I’m Adam, I go to school by _____. (possible answers train / plane, taxi, tandem) Ask the children to say the rhyme.
MAIN LANGUAGE PRACTICE Lesson objectives Practise talking about how people travel. Review the means of transport.
Language Core: train, helicopter, taxi, plane, hot-air balloon, lorry, bus, motorbike, tandem, on foot, bike, boat; Are they going by (taxi)? Yes, they are. No, they aren’t. They’re going by (taxi / car) Review: They’re wearing (orange T-shirts)
Activity Book
Materials CD3 $ tracks 17 and 19–20; Unit 7 wordcards Set 1
1 Remember the story. Write B for Billy, D for Billy’s dad or S for Sam. •
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The children look at the phrases from the story. They try and remember the story, decide who says the words, and write the correct letter. Check the activity by saying the phrase and asking which person said it.
1 B
2 D
3 B
4 S
5 D
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Warmer $ 3•17 •
6 B
2 Remember the story. Read and write. •
(transport); Unit 7 storycards
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ANSWERS
The children read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
ANSWERS
1 dad 2 fair 3 two o’clock 4 car 5 tandem 6 motorbike / taxi 7 taxi / motorbike 8 traffic 9 lots of 10 haven’t
Book Club
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The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number of their favourite storycard.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Story worksheet. Notes and answers on CD-ROM.
Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you again which is their favourite character and their favourite storycard.
Lead-in •
Tell the children to open their Class Books and look at the pictures. Ask them what means of transport they can see in the picture.
Class Book 1 Read and say the name. •
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3 Read and tick ✓. Write. •
CB PAGE 68 and AB PAGE 66
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Ask the children to look at the picture of children and their mums and dads and grannies. Read out the first text. Stop after each phrase and ask the children to tell you the names of the people who fit that description, e.g. They’re going to the fair by car. (Jack and his mum, Suzy and her dad) They’re wearing orange T-shirts. (Suzy and her dad). Ask a volunteer to read the second text. Establish with all the children in the class who fits the description. Repeat for text 3.
ANSWERS
1 Suzy and her dad 2 Nick and his granny 3 Jenny and her granny
2 Listen and repeat. $ 3•19 •
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Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Unit 7
Tell the children that you have picked one of the pairs of people and they have to ask questions and guess who it is. Say, e.g. Are they wearing purple T-shirts. Ask the children to work in pairs.
Ask one child in each pair to choose one pair of people from Activity 1. Ask the other child to ask questions and find out which people the other child picked. Ask the children to take turns to ask and answer.
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Learning to learn Encouraging the children to use their memory in communicative games can help develop cognitive skills and can help the children learn to learn. Whenever possible, ask the children to remember aspects of previous activities. KEY COMPETENCE:
Optional activity •
Draw the following grid on the board. Name car bike bus
Transcript Listen and tick or cross. 1 They’re going by bus. 2 They’re going on foot. 3 They’re going by lorry. 4 They’re going by helicopter. 5 They’re going by train. ANSWERS
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motorbike •
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Tell the children to walk around the room with their grid and a pencil. Tell them to stop when you clap and to tell the person nearest them how they go to school, e.g. I go to school by bus. Ask them to write names on the grid next to the relevant means of transport. When they have finished, ask questions around the class, e.g. Who goes to school by car?
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4 ✓
5 ✗
2 Read and tick ✓. •
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The children read the sentences and tick the correct picture. Check answers by reading the sentences and asking a or b?
ANSWERS
1 a
2 a
3 b
4 b
3 Write questions. Look and write answers. •
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train on foot
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The children unscramble the words and write questions about the pictures. They look at picture 1 and write the correct answer. Repeat for the rest of the pictures.
ANSWERS
1 2 3 4
Are they going by tandem? Yes, they are. Are they going by bus? No, they aren’t. Are they going by plane? No, they aren’t. Are they going by boat? Yes, they are.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Vocabulary and grammar 1. Notes and answers on CD-ROM.
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Make a class transport graph. Draw the axes of a graph on the board or a piece of paper. On the vertical axis mark the number of children in the class. On the horizontal axis, write the modes of transport from this unit. Now ask the children to come up one by one to colour in a square for the mode of transport they use to go to school.
Activity Book 1 Listen and tick ✓ or cross ✗. $ 3•20 •
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The children look at the pictures and listen to the recording. They tick the pictures if they correspond to the recording and cross them if they don’t.
Unit 7
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Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives
Language
4 Make a mini book.
Play Little by little with the Unit 7 wordcards Set 1 (transport). (See Ideas bank.)
Lead-in
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Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 What is the boy’s name? 2 Where does he want to go? 3 Where is the fair? 4 Does he want to travel by tandem? 5 Who does he see? 6 Who arrives at the fair first? Write the questions on the board and ask the children to copy them into their notebooks.
3 Watch the story on DVD. •
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DVD Story 7
Tell the children they are going to watch the story Dad’s tandem on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2.
Unit 7
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Ask the children to think about the weekend. Tell them to choose one day at the weekend when they go somewhere with their family, e.g. to the park, to the shops, to the beach. Ask them to write where they go on that day and how they travel, e.g. On Saturdays I go to the supermarket with my mum. We travel by car. Ask them to draw a picture of the place and the mode of transport. Ask them to tell a friend about their day.
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Tell the children they are going to sing the transport song from Lesson 1 again. Play the recording for children to sing along. Play the song again and ask the children to mime the modes of transport as they sing.
2 Can you remember the story? •
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5 Write and say.
Play a memory game together as a class. Say It’s a long way to my school. I go to school by helicopter. Now ask a child to repeat the sentence and to add another mode of transport to the journey, e.g. It’s a long way to my school. I go to school by helicopter then by bus. Continue the game, adding a different mode of transport each time. Divide the class into groups to play the game again .
1 Listen and sing. $ 3•16 •
Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 7, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Warmer
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1 Billy 2 To the fair 3 In Bigtown 4 No, he doesn’t 5 He sees his friends, Theo, Lily, Jessica and Sam 6 Billy and his dad arrive first
DVD Story 7; Photocopies of Unit 7 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 7, worksheets 1 and 2)
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Review and practise talking about modes of transport. Review and practise asking about how people travel.
Materials CD3 $ track 16; Unit 7 wordcards Set 1 (transport);
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ANSWERS
Core: train, helicopter, taxi, plane, hot-air balloon, lorry, bus, motorbike, tandem, on foot, bike, boat; They are going (to the fair) by (car). Are they going by (tandem)?
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Ask the children to write the answers to the questions as they watch the DVD. Play Story 7 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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Learning to learn Personalized activities such as Activity 5 above, allow the children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
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Talk about transport and the environment. Ask the children the following questions. Is it good to travel by car? Why? Why not? Is it good to travel by bike? Why? Why not? Is it good to travel on foot? Why? Why not? Is it good to travel by plane? Why? Why not? Ask the children to list the twelve modes of transport in the order they think is correct from good for the environment to bad from the environment. Ask them to compare their lists with a friend.
Lesson 4
CB PAGE 69 and AB PAGE 67
VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICEE
Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the phrases in chorus. Play the recording again for individual children to say the phrases for the class. Repeat as necessary.
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Lesson objectives Practise giving directions.
Language Core: street, left, right, country, town, path, bridge, river, turn left / right, go along / across Review: tandem, feet Extra: wheels
2 Listen and sing. $ 3•22 Play the recording for children to listen to the song once through, looking at the pictures and pointing to things they hear. Ask questions to check comprehension, e.g. What are they riding? Where are they going? Play the recording a second time for children to sing along. Repeat as necessary.
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Materials CD3 $ tracks 21–22; Unit 7 wordcards Set 1 (transport);
Optional activity
Unit 7 flashcards Set 2 (basic directions and places related to transport)
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Warmer •
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Play Bingo with the Unit 7 wordcards Set 1 (transport). (See Ideas bank.) Learning to learn Reviewing vocabulary from the previous lesson in this way can help raise the children’s awareness of how much they remember and can help them develop a sense of progress. Wherever possible review vocabulary at the beginning of the next lesson. KEY COMPETENCE:
In the UK a lot of people live outside of the city and travel a long way to work. This is called commuting. CULTURAL NOTE:
Optional activity •
Lead-in •
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Write the words right, left, up, down on the board. Teach the children the following action rhyme. Do the actions as you say it and ask the children to copy you. Verse 1: Put your right hand up Put your right hand down Up, down, up, down Shake it all around. Verse 2: Put your left hand up Put your left hand down Up, down, up, down, Shake it all around. Now tell them that they are going to learn words for basic directions and places related to transport. Use the Unit 7 flashcards Set 2 (basic directions and places related to transport) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Draw a street map on the board. Include a road with a right and left turning, a river, a bridge and a hill. Ask the children to take turns to come out to the front. Give them directions and ask them to follow the instructions with their finger on the map, e.g. go along the road. Go over the bridge. Turn right. Go along the river.
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Do a drawing dictation. Ask the children to listen and draw a map according to your description. Say: There is a long river. Next to the river there is a path. There is a bridge over the river. On the right there is a town. On the left there is a tree. There is a bus near the town. Repeat the dictation several times. When they have finished, ask the children to compare their pictures.
Activity Book 1 Match. •
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The children look at the pictures. They draw lines to match the phrases to the corresponding pictures.
ANSWERS
1 river 2 country 3 bridge 6 path 7 left 8 right
4 street
5 town
2 Look and write. Use the words from Activity 1. •
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The children look at the picture and complete the paragraph using words from Activity 1. Check answers by asking children to read out their sentences.
ANSWERS
Class Book 1 Listen, point and repeat. $ 3•21 •
1 country 2 path 7 street 8 town
3 bridge
4 river
5 left
6 right
Ask the children to open their Class Books and look at the pictures. Tell them they are going to learn how to understand and give directions in English. Unit 7
113
Lesson 5
CB PAGE 69 and AB PAGES 100 and 68
Monitor, encouraging the children to use the target language.
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COMMUNICATIVE PRACTICE
KEY COMPETENCE:
Language
citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn taking. Activity 2 above, presents children with an opportunity to use English in an everyday situation in which they need to communicate.
Core: street, left, right, country, town, path, river, bridge; Can you tell me the way to the (zoo)? Go along, Go across
Optional activity
Lesson objectives Practise asking for and giving directions. Play a communicative game using the unit cut-out.
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Materials CD3 $ tracks 23–24; Unit 7 flashcards Set 2 (basic
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directions and places related to transport)
Warmer •
Play Keep your eyes on the cards with the Unit 7 flashcards Set 2 (basic directions and places related to transport). (See Ideas bank.)
Lead-in •
Ask the children to tell you places they can see in a town or in the country. Write a list of their s uggestions on the board, e.g. a zoo, a hospital, a school, a shop, a park.
Class Book 1 Listen and repeat. $ 3•23 •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 100. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise directions vocabulary. Write the words ( turn left, turn right, bridge, path, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your map and play. •
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Competence in social skills and
Ask the children to open page 100 in their Activity Books. Ask them to draw the six places on their town map in Activity 1. Tell them that they can choose where they put the places. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you. Use your own map and ask the volunteer to use theirs. Establish where they have drawn the places. Ask questions about how to get to the places, e.g. Can you tell me the way to the farm? (Go along the street. Turn left …). Show the children how you complete map, drawing the places according to the answers you hear. Divide the children into pairs to play the game with their own maps.
Unit 7
Ask the children to invent a place and to draw and label a map of that place. When they have finished, ask them to show their map to a friend and to explain it saying, e.g. This is the zoo …
Activity Book 1 Read and write the number for the fair. •
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The children look at the map. They start from where it says You are here! They follow the directions to find out where the fair is and label the fair.
ANSWER
2
2 Write school , beach or zoo. •
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The children label the zoo, beach and school. Check answers after the children have completed Activity 3.
3 Listen and number. $ 3•24 •
The children listen to the recording and write the numbers for the zoo, beach and school.
Transcript Listen and number. 1 Go along the street. Go across the bridge over the river. Turn right. Go along the street. The school is in the town. 2 Go along the street. Turn left. Turn left again. Go along the path. The zoo is in the country. 3 Go along the street. Turn left. Turn right. Go along the path. The beach is in the country too. ANSWERS
1 school
2 zoo
3 beach
4 Write directions. •
The children look at the map and complete the directions.
ANSWERS
1 Go along the street. Turn left. Turn left again. Go along the path. The zoo is in the country. 2 Go along the street. Turn left. Turn right. Go along the path. The beach is in the country. 3 Go along the street. Go across the bridge over the river. Turn right. Go along the street. The school is in the town.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Lesson 6
CB PAGES 70 and 71 and AB PAGE 69
3 Say a sentence for each picture. •
CROSS-CURRICULAR LESSON Lesson objectives
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Read and listen to a text about road safety. Practise talking about being safe on a bik e.
Ask the class to read the sentences in the box aloud with you. Stop after each phrase and ask them to tell you the matching number. Tell the class a number of a picture and ask volunteers to tell you the matching phrase. Say Number three. What’s the sentence? (Park your bike safely.)
ANSWERS
Language Core: bike, cycle path, bright clothes, lights, a bell, helmet Review: wear, clean, use, ride, walk, don’t ride / walk, dark, traffic, near Extra: safe, bright, get off, park, cycle stand
Materials CD3 $ tracks 25–26; Unit 7 cross-curricular card
Play The alphabet game to revise vocabulary from previous units. (See Ideas bank.)
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card.
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and ask the children to say the number of the picture.
ANSWERS
1 c
2 b
Don’t ride too near animals. Use a cycle path. Wear bright clothes. Wear a helmet. Use lights when it’s dark. Park your bike safely. Don’t use your bell near animals.
Activity Book
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1 animals 2 clothes 3 helmet 4 path 6 Use 7 lights 8 pavement 9 bell
Ask the children to look at the pictures about road safety. Play the recording. Ask the children to look at the pictures and point to each one as they hear the phrase.
Transcript Listen and point. 1 Don’t ride too near animals. 2 Wear a helmet. 3 Park your bike safely. 4 Use lights when it’s dark. 5 Wear bright clothes. 6 Use a cycle path.
5 Clean
2 Write rules for these people.
Competence in social skills and
2 Listen and point. $ 3•26
The children look at the pictures. They read the sentences and fill the gaps using the words in the box.
ANSWERS
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citizenship Encouraging the children to use the target language to talk about themselves, helps them to take ownership of the language. This can help them see how language can be used in social situations. Whenever possible, give the children the opportunity to use language to take about their opinions and experiences.
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Ask the children to look at the picture of children being unsafe on their bikes. Ask them to work in pairs and find seven things that are wrong in the picture. Check the activity by asking children to say the seven things that they have found.
ANSWERS
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3 a
KEY COMPETENCE:
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1 Listen, read and say the number. $ 3•25
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1 Write.
Class Book •
4 Find seven mistakes. Tell your friend.
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Warmer •
1 Don’t ride too near animals. 2 Wear a helmet. 3 Park your bike safely. 4 Use lights when it’s dark. 5 Wear bright clothes. 6 Use a cycle path.
The children look at the cyclists in the pictures. They write three rules for the people, using the examples in Activity 1 to help them.
ANSWERS
1 Wear a helmet. 2 Don’t use your bell near animals. 3 Use lights when it is dark.
3 Look at Activity 1. Write some rules for you. •
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The children write three rules that they need to remember when they are riding a bike. Ask the children to read their rules to a friend and see if they have the same ones.
ANSWERS
Children’s own answers. In the UK people drive and cycle on the left hand side of the road. This is the same in several other countries in the world, e.g. Japan, Australia, Singapore. CULTURAL NOTE:
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Cross-curricular worksheet. Notes and answers on CD-ROM.
Unit 7
115
Extension Lesson 6a (optional)
Round Three: Ask the children to say True or False. When you are riding your bike, stop if you see a person on the zebra crossing.(True) When you are walking, don’t cross the road at the zebra crossing. (False) Park your car on a zebra crossing. (False) When you cross the road look right and left. (True) When you are riding your bike, stop when you see a green light. (False)
CROSS-CURRICULAR LEARNING AND PROJECT WORK Lesson objectives Review and practise talking about modes of transport. Review and practise asking about safety in different modes of transport.
Language
3 Make a road safety poster.
Core: modes of transport, left, right, street, path, river, jacket, life jacket, helmet
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Materials CD3 $ track 16; Unit 7 flashcards Set 1 (transport); blank paper; a stapler; coloured pencils
Warmer $ 3•16 •
Play the song from Lesson 1 again and ask the children to sing along.
Lead-in •
Play Missing card with the Unit 7 wordcards Set 1 (transport).
1 Travel safety. •
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Take the picture of the car and stick it on the board. Brainstorm with the children things you need to do to be safe when travelling by car, e.g. Wear a seat belt, Look out for people and animals, Don’t talk on a mobile phone, Don’t go too fast, Use your lights in the dark, Park the car in a good place, Look after your car. Now ask the children to work in pairs. Ask them to choose one of the means of transport from the unit. Ask them to use the examples in Lesson 6 to write some rules for safety when using that means of transport. Tell them to ask you or to use a dictionary to find words that they don’t know. When they have finished, ask them to come out to the front and to read their rules to the class. The rest of the class must guess which mode of transport they are talking about.
2 Crossing the road quiz. •
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Ask the children to get into teams. Ask the following rounds of questions and award points for correct answers. The teams take turns to answer. Round One: Draw a big zebra crossing on the board. Questions: What’s this? Why is it called a zebra crossing? Round Two: Draw some traffic lights on the board. Questions: What colour is the top light? What colour is the middle light? What colour is the bottom light? What does the red light mean? What does the orange light mean? What does the green light mean?
Unit 7
Ask the children to work in groups. Give them a large piece of paper and some coloured pencils. Ask them to make a poster with some sentences and pictures about road safety. Display the posters for other children to read.
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Optional activity •
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Ask the children to work in pairs. Ask them to role play a situation where one of them is travelling by bike / car or motorbike, but is not being safe and the other is a police officer. Tell the police officer to stop the cyclist / motorist and tell them what they should do to be safe. When they have finished. Ask them to change roles and do another role play. Ask volunteers to perform their role plays for others to hear.
KEY COMPETENCE:
Competence in social skills and
citizenship Role play activities encourage the development of social skills and recognition of the need to adhere to the rules. Before playing the game in the Optional activity above, talk to the children about any rules they think will be important, e.g. listen to others, speak in English, don’t shout, take turns. Write them on the board and ask the children to keep to them.
Optional activity •
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Ask the children to think of other modes of transport and to draw pictures and label them. Display the pictures round the room. Help pupils with words they don’t know or show them how to use a dictionary to find them, e.g. canoe, horse, submarine, windsurf, skateboard, skis, sledge.
Lesson 7
PHONICS LESSON
Optional activity
Lesson objectives
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Practise pronouncing the sounds /ɜː/ and /eə/. Practise reading words with the sounds /ɜː/ and /eə/. Revise words beginning with the sound /iː/.
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Language Core: girl, bird, shirt, skirt, fairy, chair, hot-air balloon, hair Review: sheep, teeth, street, week, wheel, bee, sixteen Extra: singing, wearing, sits, combing, ten, legs, bed
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Materials CD3 $ tracks 27–31
Artistic and cultural competence Writing songs and poems helps the children to develop artistic competence. Where possible, give them the opportunity to be creative in words as well as in pictures and music. Writing poems gives children a chance to use language creatively and expressively.
Play The alphabet game in teams to revise vocabulary the children have already covered. (See Ideas bank.)
Lead-in •
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Help the children to write a rhyming poem Write the following example first. Look over there There’s a bear on the chair A bear with brown hair. Now ask the children to think of and write a list of words in English that sound the same. They do not have to be written the same. Ask them to see if they can make them into poems. Go round and help them. Ask the children to read their poems to the class.
KEY COMPETENCE:
Warmer •
Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 71 and AB PAGE 70
Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
Activity Book 1 Listen and tick ✓ the words with air (fair). $ 3•30 •
The children listen to the recording and tick the words.
Class Book
Transcript
1 Listen and say the number. $ 3•27
Listen and tick the words with air (f air). 1 hair 2 girl 3 chair 4 bird 5 fairy 7 shirt 8 hot-air balloon
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /ɜː/ and ask the children to repeat it. Say the sound /eə/ and ask the children to repeat it.
Transcript hair
fairy
ANSWERS
shirt 3 girl 1 skirt 4 bird 2 chair 8 hot-air balloon 5 hair 6 fairy 7
2 Listen and repeat. $ 3•28 •
ANSWERS
1 hair
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5 hot-air balloon
3 Listen and repeat the sentences. $ 3•29 •
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Play the recording all the way through. Play the recording again, stopping after the first sentence. Encourage children to repeat the first sentence. Repeat with the second sentence.
8 hot-air balloon
The children look at the pictures and complete the words. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to read out each word.
1 sk irt 2 girl 3 hot-air balloon 6 hair 7 shirt 8 f airy
4 bird
5 chair
3 Listen and repeat. $ 3•31 •
Transcript Listen and repeat. 1 girl 2 bird 3 shirt 4 skirt 6 hair 7 fairy 8 chair
5 fairy
ANSWERS
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Play the recording and ask the children to repeat in chorus. Repeat as necessary.
3 chair
2 Write ir or air . Say.
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Microphonics. Listen and say the number. shirt girl skirt bird chair hot-air balloon
6 skirt
The children revise the /iː/ sound as in sheep. They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with ee. •
The children look at the pictures and circle those words that have an /iː/.
ANSWERS
teeth
wheel
bee
sheep
feet
sixteen
Unit 7
117
Lesson 8
ANSWERS
CB PAGE 72 and AB PAGE 71
CULTURE AND INTEGRATED SKILLS LESSON
1 a train that goes under the streets of London 2 a big river in London 3 on double-decker buses
Optional activity
Lesson objectives
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Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to transport in London, UK. Develop integrated skills.
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Language
Optional activity
Core: traffic, buses, lorries, motorbikes, bikes, taxis, boats, double-decker, upstairs, downstairs, tube, river
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Materials CD3 $ track 32 Warmer •
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Tell the children that there is another bridge on the River Thames in London called London Bridge. Teach the children this traditional rhyme about London bridge. London Bridge is falling down, falling down, falling down London Bridge is falling down, my fair lady.
Play a writing game in three teams. Ask one person from each team to come to the board. Draw a picture related to road safety, directions or transport, e.g. turn right, a bus, a helmet. Team members race to write a word or phrase. Award a point for each correctly written sentence and an extra point for the team who wrote it first. Children take turns to represent their teams.
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Tell the children that many years ago there was a terrible fire in London. Teach the children this traditional song about the fire of London. London’s burning, London’s burning Fetch the engine, fetch the engine Fire, fire! Fire, fire! Pour on water, pour on water. Divide the class into groups. Show them how to sing the song as a round, with one group starting the song when the second group sings the first line.
Artistic and cultural competence Introducing traditional songs and rhymes familiarizes the children with the cultural background of English. Where relevant, introduce the children to playground rhymes or traditional songs. KEY COMPETENCE:
Lead-in •
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Ask the children to open their Class Books and look at the photos. Ask them What colour are the buses in London? What colour are the taxis? Ask if anyone has been to London.
Class Book
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Ask the children to look at the photos again and find the items in the box. Check the activity by saying each item and ask ing for the number of the photo.
ANSWERS
bus 2
train 3
boat 4
taxi 1
river 4
2 Read and listen. $ 3•32 •
Play the recording for the children to listen and read.
3 Answer the questions. •
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Play the recording again, stopping after each s ection and asking some comprehension questions. Photo 1: What kind of traffic is there in London (cars, buses, lorries, motorbikes and bikes) Photo 2: What kind of buses are there in London (double-decker buses) Photo 3: What is the train that goes under the streets called in London? (the tube) Photo 4: What is the bridge in the picture called? (Tower Bridge) What happens when a big boat comes? (the bridge opens). Then ask Jeb’s questions, and encourage the children to give you the answers.
Unit 7
1 Read and circle. •
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1 Look at the photos. Find and say. •
Activity Book The children read the sentences and circle the correct phrase or word. Check the answers by reading the sentences and eliciting the correct word / phrase.
ANSWERS
1 There’s
2 black
3 under
4 There’s
5 Cars
2 Write. •
The children look at the pictures of London and complete the sentences about transport in London.
ANSWERS
1 London 2 the tube, fast 3 a double-decker, sit 4 the Thames, big 5 Tower Bridge, open
Lesson 9
CB PAGE 73 and AB PAGE 72
CULTURE AND INTEGRATED SKILLS LESSON
Explain that the children who travel by public transport or on bike or on foot are being good for the environment because they are helping reduce the traffic. In subsequent lessons before Unit 8 Lesson 9, ask the children to tell you if they have used public transport or walked. Praise children who have done this. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
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Lesson objectives Read and listen to facts and dialogues about transport. Read and write a leaflet for tourists. Develop good citizenship values. Practise vocabulary related to daily routines.
Language
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2 Listen and read. Read in pairs. $ 3•34 •
Core: traffic, upstairs, downstairs Review: red, black, taxis, trains, boats Extra: environment •
Materials CD3 $ tracks 33–34; Unit 7 flashcards and wordcards Set 1(transport) and Set 2 (basic directions and places related to transport)
Warmer Play Snap to revise vocabulary from the unit. (See Ideas bank.)
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3 Act out new dialogues.
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Optional activity
Ask the children to open their Class Books and look at the picture in Activity 1. Ask them what they can see in the picture.
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Class Book 1 Read and listen to the fact. $ 3•33 Ask the children to read the fact about Westminster Bridge and play the recording so that they can listen to it. Ask a few comprehension questions to help them understand. Is Westminster Bridge the same as Tower Bridge? How old is Westminster Bridge? Can you remember the name of the river in London?
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London has over 10 million people. It is very, very big. I t takes a long time to travel in London because there is a lot of traffic. CULTURAL NOTE:
Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Lead-in •
Point to the dialogue in Activity 2. Tell them that Jeb is interviewing a tour guide in London for the school website. Ask the children to work in pairs. Ask one of them to be the tour guide and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check. Ask the children to swap roles and say the dialogue again.
Ask the children to role play another dialogue. This time ask one of them to be a tour guide in their own town / city and the other to be Jeb. Ask for volunteers to act out their role plays for the class.
Activity Book 1 Read and make notes from the tourist leaflet. •
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The children read the tourist leaflet about London. They make notes about London.
ANSWERS
City: London Transport in this city: buses, taxis, trains, boats Colours of the transport: taxis are black, buses are red A river or bridge in this city: River Thames
2 Make notes for a tourist leaflet. Write and draw. Optional activity •
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Show the children a map of London. Show them the River Thames and show them where Westminster Bridge and Tower Bridge are.
Artistic and cultural competence These facts help children to develop an awareness of aspects of culture of English-speaking countries. Where possible, encourage the children to think about these facts in comparison to their own culture. KEY COMPETENCE:
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The children think about their own town or city. They write notes for a tourist leaflet using the headings to help them. They draw a picture and write the paragraph for the tourist leaflet in full.
ANSWERS
Children’s own answers.
Jeb says … •
Point to Jeb and say Jeb says ‘Lots of traffic is bad for the environment. Go by bus, train, bike or on foot‘.
Unit 7
119
Lesson 10
4 Ask and answer the questions 1–9 with a friend.
CB PAGE 74 and AB PAGE 73
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REVIEW LESSON
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Lesson objectives
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Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
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Ask the children to work in pairs. Tell them to take turns to interview each other for an imaginary school magazine. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
Optional activity
Language
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Review: Lesson 1 transport words; Lesson 4 directions and places related to transport words; road safety; I’d like to travel by (hot-air balloon)
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Materials CD3 $ tracks 22 and 35
Ask the children to look back at the songs in the book so far, Units 1–7. Ask them to remember how each song goes. Now ask them to work in pairs. Tell them to take turns to choose their favourite song and to tell their friend why they like it.
Learning to learn Asking the children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning. KEY COMPETENCE:
Warmer $ 3•22 •
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Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage children to sing it unaccompanied.
Lead-in Ask the children to open their Class Books and look at the interview. Explain that Jeb is being interviewed about transport and road safety for the school magazine.
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Class Book
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2 Answer the question.
3 Read and say true or false. •
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2 Ask and answer the questions with another friend.
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Read the questions. Ask the children to tell you true or false. Read the interview again for children to check. Ask the children to correct the false sentences.
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2 false
3 false
4 false
5 true
6 true
Optional activity •
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Ask the children to work in small groups. Ask them to write a magazine quiz about transport and road safety. Groups can swap the quizzes to check the answers. Ask the children to write up the quiz for a magazine. Ask them to illustrate the quiz. When they have finished, make a display and encourage the children to read one another's work.
Unit 7
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Bilingual dictionary and grammar •
ANSWERS
1 false
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
Children’s own answers.
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Ask the children to look at the question at the top of the page. How many transport words does Jeb talk about? (5) Now ask them to read and listen to the interview again and count the number of transport words.
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ANSWERS
Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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1 Write your answers.
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1 Read and listen. $ 3•35 •
Activity Book
If the children haven’t completed page 109 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 7 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 7 Test. Notes and answers on CD-ROM. NOTE:
n d t o w n u o r A Lesson 1
CB PAGE 75 and AB PAGE 74
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify places in a town. Practise talking about places in town through a song and follow up activities.
Language Core: library, sports centre, swimming pool, park, hospital, town hall, café, shop, supermarket, cinema, police station, school Review: hot-air balloon, big, lots of ; There’s (a supermarket). There are (lots of shops)
Transcript Listen and say what’s missing. 1 library, sports centre, swimming pool, park, hospital, café, shop, supermarket, cinema, police station, school 2 town hall, café, shop, supermarket, cinema, school, library, sports centre, swimming pool, park, hospital ANSWERS
1 town hall
3 Listen and sing. $ 3•38 •
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4 Play the game.
in town)
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Warmer •
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Draw a map on the board with eight blank areas. Write Town in the middle. Ask the children to tell you as many places in a town as they can. Write each one they tell you in one of the blank areas.
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Learning to learn Visualization activities like Activity 3 above, can be helpful to those children with a more visual learning style. When the children have finished this activity, ask them to reflect on whether or not they found it easy to visualize the town from above. Reflection on different types of activity can help the children to become aware of their own personal learning style.
Tell the children they are going to learn some new places in town. Use the places in town flashcards to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
Class Book 1 Listen, point and repeat. $ 3•36 •
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Ask the children to open their Class Books and look at the picture. Point to the town. Say Look at the town. Is it now or is it many years ago? (many years ago) Is the school the same as our school or is it different? Now play the recording for the children to listen and point to the places in the town. Play the recording again for the children to repeat the words in chorus.
2 Listen and say what’s missing. $ 3•37 •
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Tell the children to look at the places in town in the picture in their Class Books. Tell them that they will hear a list of the different places in town with one missing. Play the first example from the recording and ask them to listen and say what is missing. Now play the remaining examples, for the children to tell the person next to them what is missing. Check the answers with the whole class.
Tell the children to work in pairs or groups of three. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to say a list of places in town, adding one place every turn. KEY COMPETENCE:
Lead-in •
Before you play the song, ask the children to imagine that they are up in the air in a hot-air balloon looking down on the town. Play the recording of the song once, pointing to the places in the town in the picture as they hear them. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the place being described. Ask the children to sing along.
Materials CD3 $ tracks 36–38; Unit 8 flashcards Set 1 (places
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2 police station
Activity Book 1 Read and number. •
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and asking children to tell you the number.
ANSWERS
2 library 4 police station 8 sports centre 12 swimming pool 11 hospital 1 supermarket 10 cinema 5 town hall 9 school 3 café 6 shop 7 park
2 Write. Listen and check. $ 3•38 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 cinema 2 library 3 police station 4 school 5 shops 6 swimming pool 7 sports centre 8 park 9 café 10 town hall 11 supermarket 12 hospital Unit 8
121
Lesson 2
CB PAGES 76 and 77 and AB PAGE 75
2 Listen and say the number. $ 3•40 •
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Talk about past events using the past simple tense. Understand a story in the past tense.
Language Core: library, sports centre, swimming pool, park, hospital, town hall, café, shop, supermarket, cinema, police station, school; I was in (Egypt). There was a clue on the map. Where were you? Review: house, map, Australia Extra: first, second, third, fourth, opera house, statue, pyramids, mysterious, mystery, last piece, clue, treasure, two months later
Review: CD3 $ tracks 39–40; Unit 8 flashcards and wordcards Set 1 (places in town); Unit 8 storycards
Warmer Play Find the pairs with the Unit 8 flashcards and wordcards Set 1 (places in town). (See Ideas bank.)
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Transcript Listen and say the number. Never mind, Grandad! You were in Australia and Egypt! [pause] Two months later I was in Australia. [pause] Tell me the story. Where were you? [pause] But the last piece is very important. It shows the treasure! [pause] Three months later I was in Egypt. The third part of the map was on a pyramid. [pause] Look! The treasure is in the library garden. ANSWERS
Frame 6 Frame 5
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With books closed, ask the children to remember the map of the town from Lesson 1. Ask Was the town now or many years ago? Tell them that this story takes place many years ago, when grandad was young. With books closed, hold up the first storycard. Ask the children questions about the picture, e.g. Who is this? (an old man) This is Sara. Is the man her dad? (No, he is her grandad) Where are they? (at grandad’s house).
Listen to the story with the storycards. $ 3•39 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
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Class Book 1 Listen and read. $ 3•39 •
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Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
Optional activity •
122
Ask questions about the theme of the story, e.g. How old is the grandad? How old was he when he was in Australia and Egypt? Who has a grandad or a grandma?
Unit 8
Frame 6
Ask the children to tell you the names of the characters in the story. Write a list of the characters on the board: Sara, Sara’s grandad, the teacher, the other children. Ask half the class to be Grandad and half the class to be Sara. Play the part of the narrator and the other characters yourself. Encourage the children to act out their part, saying the words from the story and doing appropriate actions. Then divide the class into groups of three to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class.
1 Remember the story. Write Sara or Grandad . •
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Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Frame 1
Activity Book
Answer the storycard questions. •
Frame 4 Frame 8
3 Act out the story.
Lead-in •
Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
The children look at the sentences about the story. They try to remember the story and write Sara or Grandad to complete the sentences. Check the activity by saying a number and ask ing Sara or Grandad?
ANSWERS
1 Sara 5 Sara
2 Grandad 6 Sara
3 Grandad
4 Grandad
2 Remember the story. Read and write. •
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Ask the children to read the text and write a word from the box in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
ANSWERS
1 grandad 2 map 3 was 4 one 5 clue 6 Australia 7 Egypt 8 difficult 9 can’t 10 statue
Book Club 3 Read and tick ✓. Write. •
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The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number their favourite storycard.
Lesson 3
CB PAGE 78 and AB PAGE 76
MAIN LANGUAGE PRACTICE Lesson objectives Practise talking about where people were at different times of day. Review the time.
ANSWERS
Children’s own answers.
Language
Learning to learn Asking the children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning. KEY COMPETENCE:
Core: library, sports centre, swimming pool, park, hospital, town hall, café, shop, supermarket, cinema, police station, school; Where were you / was I / was it? I was / you were / it was (at the cinema) Review: telling the time words
Materials CD3 $ tracks 39 and 41–42; Unit 8 flashcards and
Optional activity •
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Ask the children to invent a treasure map. Ask them to draw the map and hide the treasure in a secret place. They should write this secret place on a separate piece of paper. When they have finished, ask the children to work in pairs. Ask them to explain their maps to their partner saying, This is the park, this is the cinema, this is the fair, etc. Then tell them to ask Where is the treasure. Their partner should guess and ask Is it in the park? Is it in the river? , etc. When they have guessed correctly, they can swap roles and play again with the other map.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8,
wordcards Set 1 (places in town); Unit 8 storycards
Warmer $ 3•39 Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you again which is their favourite character and their favourite storycard.
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Optional activity •
Play Snap with the Unit 8 flashcards and wordcards Set 1 (places in town). (See Ideas bank.)
Lead-in •
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Story worksheet. Notes and answers on CD-ROM.
Tell the children to open their Class Books. Ask them to look at the pictures and tell you what places in the town they can see in the pictures.
Class Book 1 Read and say Grandad or Sara. •
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Ask the children to look at the pictures of Sara and her grandad at different times of day in different places. Ask them to say the times that they can read on the clock. Read out the first text. Ask the children to tell you the name of the person who fits that description, e.g. This person was at the library at twelve o’clock. (Grandad). Ask a volunteer to read the second text. Establish with all the children in the class who fits that description. Repeat with texts 3 and 4.
ANSWERS
1 Grandad
2 Sara
3 Grandad
4 Sara
Optional activity •
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Ask the children to take turns to say sentences, e.g. At twelve o’clock I was in the library. Their partner should say You are Sara or You are Grandad.
Unit 8
123
2 Listen and repeat. $ 3•41 Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
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3 Look at the pictures. Play the game. •
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Tell the children that you have picked a person and they have to ask questions and guess who it is. Say, e.g. Where were you at half past two? Ask the children to work in pairs. Ask one child in each pair to choose one person from Activity 1. Ask the other child to ask questions and find out which person the other child picked. Ask the children to take turns to ask and answer. KEY COMPETENCE:
Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 3 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
Transcript Listen and tick. 1 Grandad Sara, where were you on Thursday? Sara I was at the library, Grandad! 2 Grandad Where were you on Saturday, Sara? Sara Oh, I was at the supermarket with Mum. 3 Sara Grandad, where were you on Sunday? Grandad I was in the café with my friend. 4 Grandad Where were you on Wednesday? Sara I was at school of course! [giggle] ANSWERS
1 library
2 supermarket
3 café
4 school
2 Read and write T (true) or F (false). •
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The children read the sentences and look at the pictures. They write T or F in the box.
ANSWERS
1 F
2 T
3 T
4 F
3 Look, read and write. Draw Sara and write. •
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The children look at the example in number 1. They read question 2, look at the picture and write the answer. They repeat the process for question 3. They draw a picture of Sara in a place in town for number 4 and write the answer according to their picture.
ANSWERS
Optional activity •
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Ask the children to work in pairs. Tell them to try and remember where they were yesterday at different times. Ask them to take turns to ask and answer questions about yesterday, e.g. Where were you at six o’clock? I was at football.
Optional activity •
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Make a town. Give each child a piece of card, folded a third of the way down so that it stands up vertically. Ask the children to choose a place in the town and to draw a picture of it on the card. Ask the children to arrange the places on a table to make a town. Now ask them to practise asking for directions to the various places in the town to review the language from the previous unit.
Activity Book 1 Listen and tick ✓. $ 3•42 •
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The children look at the pictures and listen to the recording. They tick the picture that corresponds to where Sara was.
Unit 8
1 2 3 4
You were in the café and I was in the library. I was at the sports centre. He was at the park. Children’s own answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE Lesson objectives
Language Core: telling the time words; library, sports centre, swimming pool, park, hospital, town hall, café, shop, supermarket, cinema, police station, school; I was in (Egypt). Where were you?
Materials CD3 $ track 38; Unit 8 wordcards Set 1 (places in town); DVD Story 8; Photocopies of Unit 8 mini book worksheets (Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 8, worksheets 1 and 2)
Play Bingo with the Unit 8 flashcards and wordcards Set 1 (places in town). (See Ideas bank.)
Lead-in
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Tell the children they are going to sing the song from Lesson 1 again. Play the recording for the children to sing along. Play the song again and turn down the volume in places to see if they can remember the next line on their own.
Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 Where did Sara find the map? 2 Where did her grandad find the map? 3 Which countries was her grandad in? 4 Where was the treasure? Write the questions on the board and ask the children to copy them into their notebooks.
3 Watch the story on DVD. •
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At Grandad’s house In the library Australia and Egypt In the library garden
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4 Make a mini book. Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 8, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Ask the children to think about the weekend. Tell them to choose one day at the weekend. Ask them to write where they were on Saturday and Sunday, e.g. On Saturday I was at the supermarket with my Mum. On Sunday I was at my friend’s house Ask them to draw a picture of the places they were in. Ask them to tell a friend about their weekend.
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5 Write and say.
Teach the children the following rhyme to practise the structures from the previous lessons: One o’clock, two o’clock, three o’clock, four Where were you when I knocked on t he door? Five o’clock, six o’clock, seven o’clock, eight I was in bed because it was late. Divide the class into two groups to say the rhyme, one group asks the question and the other group answers. Now swap the groups over and say the rhyme again.
1 Listen and sing. $ 3•38 •
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Warmer
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ANSWERS
Review and practise talking about places in town. Review and practise asking about where people were.
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Ask the children to write the answers to the questions as they watch the DVD. Play Story 8 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
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Ask the children to talk about their last holiday using the past tense. Write the following questions on the board for them to ask and answer Where were you on holiday? Was it good? Was it hot? Was it cold? If there is time, ask the children to draw a picture of their holiday and to write one or two sentences about it, e.g. I was on the beach. It was hot. I was in the mountains. It was cold.
Learning to learn Personalized activities such as Activity 5 above, allow the children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalized activities. KEY COMPETENCE:
DVD Story 8
Tell the children they are going to watch the story Grandad’s map on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2.
Unit 8
125
Lesson 4
CB PAGE 79 and AB PAGE 77
VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
Play the recording again for individual children to say the words for the class. Repeat as necessary.
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2 Listen and sing. $ 3•44 Play the recording for children to listen to the song once through, looking at the picture and pointing to things they hear. Ask questions to check comprehension, e.g. What are they in? Whose balloon is it? Play the recording a second time for children to sing along. Repeat as necessary.
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Lesson objectives Practise saying where places are using prepositions of place.
Language
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Core: near, in front of, square, behind, bookshop, opposite; It’s in front of (the school). It’s near (the swimming pool). It’s behind (the bookshop). It’s opposite (the hospital) Review: map, balloon
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Materials CD3 $ tracks 43–44; Unit 8 flashcards Set 2 (prepositions). Warmer •
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Write the word hot-air balloon on the board. Ask the children to look at the letters and see how many words they can make from them, e.g. hair, ball, tall, on, to, in, bin, bat, boot, a lot, no, not, rain.
Lead-in •
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Learning to learn This kind of activity requires concentration and deduction. These are important skills for the children to develop as they enable them to learn better. Wherever possible, include games that require individuals to concentrate and deduce information. Riddles, puzzles and brain teasers are good examples of this kind of task. KEY COMPETENCE:
Write the words in, on, under on the board. Ask the children to take a pencil and their pencil case. Ask them to move the pencil according to your instructions. Say the rhyme: Where’s the pencil? It’s in the pencil case. In the pencil case? Yes, in the pencil case.
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Where’s the pencil? It’s on the desk. On the desk? Yes, on the desk.
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Where’s the pencil? It’s under the chair. Under the chair? Why is the pencil there? Now tell them that they are going to learn words for directions. Use the Unit 8 flashcards Set 2 (prepositions) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Class Book 1 Listen, point and repeat. $ 3•43 •
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Ask the children to open their Class Books and look at the pictures and words. Play the recording for children to listen and point to the pictures. Play the recording again for children to repeat the words in chorus.
Unit 8
Ask the children to use the picture in Activity 1. Ask them to take turns to decide where the map is. Their partner should ask questions to guess where the map is, e.g. Is it near the school? Is it behind the bookshop?
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Play a guessing game in the classroom to practise prepositions and to revise classroom vocabulary. Ask one child to close their eyes tight. Ask another child to check that they don’t open their eyes. Take an object, e.g. a pencil or a ruler, and hide it in the classroom. Ask the child to open their eyes. Tell them that they have ten guesses to find the object. They should ask questions, e.g. Is it near the window? Is it under a chair? The rest of the children in the class answer Yes, it is or No, it isn’t.
Activity Book 1 Read and circle the map. •
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The children look at the pictures. They read the descriptions of where the map is and draw it in the correct place in the pictures.
ANSWERS
Please refer to the Activity Book illustrations for answers.
2 Look. Where’s Sara? Write. •
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The children look at the pictures and write sentences about where Sara is. Check the activity by saying the number and ask ing children to read out their sentences.
ANSWERS
1 2 3 4
Sara is opposite the bookshop. Sara is in front of the bookshop. Sara is behind the bookshop. Sara is near the bookshop.
Lesson 5
Optional activity
CB PAGE 79 and AB PAGES 101 and 78
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COMMUNICATIVE PRACTICE Lesson objectives Practise asking for and giving directions. Play a communicative game using the unit cut-out.
Competence in processing information and the use of ICT Introducing the children to different ICT tools and websites will help them develop their skills in information processing, an essential skill to be able to manage in English. KEY COMPETENCE:
Language Core: square, bookshop; Where’s the (bookshop)? It’s behind / opposite / near / in front of (the school). Where’s the (zoo)?
Materials CD3 $ tracks 45–46; Unit 8 flashcards Set 2 (prepositions)
Warmer •
Play Mystery words with the Unit 8 flashcards Set 2 (prepositions). (See Ideas bank.)
Lead-in •
Ask the children about their town / city, e.g. Is there a hospital in your town? What is it called? Is there a police station in your town? Where is it?
Class Book 1 Listen and repeat. $ 3•45 •
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 101. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise prepositions vocabulary. Write the words ( near, in front of, etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your map and play. •
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Ask the children to open page 101 in their Activity Books. Ask them to label the five buildings in Activity 1. Tell them that they can choose to put the buildings where they like. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you. Use your own chart and ask the volunteer to use theirs. Establish where they have drawn the buildings. Ask the questions about the places, e.g. Where’s the supermarket? It’s opposite the town hall. Show the children how you complete the map, labelling the buildings according to the answers you hear. Divide the children into pairs to play the game with their own charts. Monitor, encouraging the children to use the target language.
Show children how to use the website Google Earth to find their town. Zoom in to get a bird’s eye view of the town. Ask them to identify the places that they can see.
Activity Book 1 Read and write the number. •
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The children look at the map. They read the descriptions and write the numbers in the corresponding boxes on the map .
ANSWERS
Please refer to the Activity Book illustration for answers.
2 Listen and tick ✓ or cross ✗. $ 3•46 •
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The children look at the pictures. They listen to the recording and tick the box if what they hear is correct or cross it if it is not correct.
Transcript Listen and tick or cross. 1 Where’s the café? It’s in front of the park. 2 Where’s the cafe? It’s opposite the cinema. Can you see it? 3 Where’s the cafe? It’s over there. It’s in front of the swimming pool! 4 Look! There’s the cafe! It’s near the hospital. 5 I can see the café. It’s in front of the square. ANSWERS
1 ✓
2 ✓
3 ✗
4 ✓
5 ✗
3 Look and write. •
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The children look at the picture of a town centre and write sentences about the places. Check answers with the whole class.
ANSWERS
1 2 3 4
The square is near the cinema. The town hall is behind the park. The park is in front of the town hall. The police station is opposite the café.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Unit 8
127
Lesson 6
CB PAGES 80 and 81 and AB PAGE 79
CROSS-CURRICULAR LESSON Lesson objectives Read and listen to a text about exploring with maps. Practise talking about exploring with maps.
ANSWERS
1 2 3 4 5 6
The mountains are in the north. The river is in the east. The town is in the east. The beach is in the west. The forest is in the east. The desert is in the south.
4 Find where things are. Tell your friend. Language Core: needle, explorer, satellite, map, compass, north, south, east, west, needle Review: across, town, forest Extra: jungle, desert, road, sea, beach, mountain
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KEY COMPETENCE:
Warmer Play Words words words! to revise vocabulary from previous units. (See Ideas bank.)
Optional activity
Lead-in •
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card.
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Class Book 1 Listen, read and say the number. $ 3•47 •
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Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again. Pause after each section and ask the children to say the number of the picture.
ANSWERS
1 b
2 c
3 a
2 Listen and point. $ 3•48 •
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Ask the children to look at the pictures. Play the recording. Encourage the children to look at the pictures and point to each one as they hear the sentence.
Transcript Listen and point. 1 The mountains are in the north. 2 The river is in the east. 3 The town is in the east. 4 The beach is in the west. 5 The forest is in the east. 6 The desert is in the south.
3 Say a sentence for each picture. •
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Competence in social skills and
citizenship Games and pair work activities encourage the development of social skills and recognition of the need to adhere to rules. Before playing the game in Activity 4 above, talk to the children about any rules they think will be important. Write them on the board and ask the children to keep to them.
Materials CD3 $ tracks 47–48; Unit 8 cross-curricular card
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Ask the children to work in pairs. Ask them to look at the map and to talk about where things are with a friend. Go round the classroom and listen to the pairs talking.
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Ask the class to read the sentences in the box aloud with you. Stop after each phrase and ask them to tell you the matching number. Tell the class a number of a picture and ask volunteers to tell you the matching phrase. Say Number three. What’s the sentence? (The town is in the east.)
Tell the children they are going to draw an explorer’s map. Ask the children to listen, draw and colour. Dictate the following description to them: Draw a big island in the sea. Colour the sea blue. Draw some fish in the sea. There is a mountain in the north of the island. Draw a mountain in the north. Colour the mountain brown. There is a jungle in the west. Draw a jungle in the west. Colour the jungle green. There is a beach in the south. Draw a beach in the south. Colour the beach yellow. There are some houses in the west. Draw some houses in the west. Colour the houses red.
Activity Book 1 Write. •
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The children look at the pictures. They label the picture using the words in the box.
ANSWERS
1 compass 2 explorer 3 north 6 needle 7 east 8 map
4 west
5 south
2 Match. •
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The children look at the split sentences. They match the two halves by drawing a line.
ANSWERS
1 d
2 f
3 a
4 b
5 c
6 e
3 Write. •
The children look at the map and write sentences about it using the points of the compass.
ANSWERS
1 The desert is in the north. 2 The forest is in the south. 3 The mountain is in the west. 4 The sea is in the east.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Cross-curricular worksheet. Notes and answers on CD-ROM.
128
Unit 8
Extension Lesson 6a (optional)
3 Imagine you are an explorer. •
CROSS-CURRICULAR LEARNING AND PROJECT WORK
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Lesson objectives Review and practise talking about where things are. Review and practise talking about past events. Review and practise talking about safety rules.
Language Core: compass points; prepositions of place; medical equipment words; food words; clothes words; I was in, There was / It was, wild animals
Materials
Learning to learn Visualization techniques like Activity 3 above, can be helpful to those children with a more visual learning style. Once you have finished Activity 3, ask the children to reflect on whether or not they found it easy to imagine themselves as an explorer. Reflection on different types of activity can help the children to become aware of their own learning style. KEY COMPETENCE:
Unit 8 cross-curricular card; A4 paper; stapler; scissors; coloured pencils
Warmer •
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Ask the children to draw a compass and label the points North, South, East and West. Help them to cut out their compass and thread it on a string to hang around their neck like an explorer.
4 Write an explorer’s notebook. •
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Take the Unit 8 cross-curricular card. Show it to the children and ask What does an explorer need? Elicit answers and write the things on the board. Help children with words that they don’t know or use a dictionary to find them, e.g. a light, food (ask the children to suggest what food), a tent, medicine, a blanket, bandages, sun cream, sun glasses, clothes (ask t he children to suggest what clothes), a lighter, a map, a compass, a camera, a mobile phone.
1 Explorers equipment. •
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Give each child a piece of A4 paper. Ask them to fold it in half. On the front, tell them to draw an explorer’s bag. Inside the fold ask them to draw and label the things that the explorer has in his bag. When they have finished, ask them to work in pairs. Tell them to imagine they are going exploring together. Ask them to check that their partner has the right equipment in his / her bag by asking questions, e.g. Have you got a hat? Tell them to write the things they have forgotten in their bag.
Ask the children to close their eyes and rest their heads on the desk. Tell them to imagine that they are an explorer. Tell them to listen and think. Tell them that they should not talk. Ask the following questions, giving the children time to imagine the answers: Imagine you are explorer. Which country are you in? Are you in the desert, the mountains or the jungle? Is it hot or cold? What can you see? Can you see any animals? What clothes are you wearing? What have you got in your bag? How do you travel? Do you travel on foot? Do you travel by motorbike? Do you ride a horse or a camel? What do you eat? Imagine it is night. You are asleep. You hear a noise. You are frightened. What is it?
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Ask the children to work on their own. Give each child a piece of A4 paper. Ask them to fold it into four. Tell them that this is their explorer’s notebook. Write the following text on the board: Two months ago, I was in Africa. It was hot. I was in the jungle. It was in the north. I was in a tent. There was a noise near the tent. It was dark. I was frightened. Was it an elephant? Was it a tiger? No, it wasn’t. It was a mouse! Now ask the children to think about the adventure that they have just imagined and write notes in their notebook about what happened. When they have finished, ask the children to swap notebooks with a friend and read each other’s notes. Read one or two notebooks out to the whole class.
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Ask the children to work in pairs. Use the internet to look up the explorer from the crosscurricular card. His name is … Ask them to find out one interesting fact about him to tell the class.
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Ask the children to work in groups. Write the following rules for exploring on the board. 1 Don’t go near wild animals. 2 Wear a hat when it is hot. Give each group a piece of A4 paper. Ask them to copy these two rules and write four more rules for explorers. Display the lists of rules around the room and ask the children to walk around and read them. Unit 8
129
Lesson 7
Transcript
CB PAGE 81 and AB PAGE 80
Listen and repeat. 1 carrot 2 bag 3 rabbit 4 bat 6 dark hair 7 artist 8 starfish
PHONICS LESSON Lesson objectives Practise pronouncing the sounds /æ/ and /ɑː/. Practise reading words with the sounds /æ/ and /ɑː/. Revise words with the sound /ɔː/.
3 Listen and repeat the sentences. $ 3•51
Core: happy, has, rabbit, and, bat, carrot, bag, artist, park, starfish, farmer, dark Review: tall, football, small, ball, hall, town hall, wall Extra: painting, bowl, crocodile, bell, school
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Optional activity •
Materials CD3 $ tracks 49–53 Warmer •
Play Mystery words in teams to revise vocabulary that children have already covered. (See Ideas bank.)
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
1 Listen and tick ✓ the words with a (Pam). $ 3•52 •
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Learning to learn Encouraging the children to activate their existing knowledge not only recycles vocabulary, but it helps the children to see how much they know and how much they are learning.
Class Book
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Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /æ/ and ask the children to repeat it. Say the sound /ɑː/ and ask the children to repeat it.
Transcript Microphonics. Listen and say the number. carrot rabbit bag bat starfish dark hair artist
Transcript Listen and tick the words with a (Pam). 1 carrot 2 starfish 3 rabbit 4 farmer 6 dark hair 7 park 8 bag 1 carrot
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farmer
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8 bag
ANSWERS
1 starfish 2 bat 3 park 4 bag 6 dark hair 7 rabbit 8 farmer
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starfish 8
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
Unit 8
5 bat
The children look at the pictures and complete the words. When they have finished writing, they say each word quietly to themselves. Check the activity by asking volunteers to say each word. 5 carrot
The children revise the /ɔː/ sound as in tall . They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
4 Circle the words with all. •
The children look at the pictures and circle those words with /ɔː/.
ANSWERS
ball
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3 rabbit
3 Listen and repeat. $ 3•53
2 Listen and repeat. $ 3•50 •
5 bat
2 Write a or ar . Say.
ANSWERS
carrot 1 rabbit 3 bag 2 bat 4 farmer 5 dark hair 6 artist 7
The children listen to the recording and tick the words. Play the recording. Check the activity by eliciting the words with the same sound as Pam.
ANSWERS
1 Listen and say the number. $ 3•49 •
Teach the children the following rhyme. This rhyme should be said like a ghost story, quietly and calmly, with ‘Woof’ in a loud voice at the end. On the farm there’s a barn In the barn it is dark In the dark in the barn There’s a dog that barks WOOF!
Activity Book
KEY COMPETENCE:
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Play the recording all the way through. Play the recording again, stopping after the first sentence. Encourage children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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Language
5 farmer
town hall
wall
tall
Lesson 8
Optional activity
CB PAGE 82 and AB PAGE 81
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CULTURE AND INTEGRATED SKILLS LESSON
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Lesson objectives Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to capital cities. Develop integrated skills.
The Canadian flag shows a maple leaf. A maple is a tree that has beautiful leaves that turn bright red in autumn. In North America maple sap is used to make maple syrup. People eat this on pancakes for breakfast. CULTURAL NOTE:
Language Core: capital, castle, stadium, palace, statues Review: town hall, park, sea, river
Artistic and cultural competence Learning about the culture of English-speaking countries round the world helps to set the language in context and provides a background for it as a ‘living language’. Whenever possible, include reference to cultural information relating to English-speaking cultures. Take the opportunity to allow the children to compare the cultural information to their own cultures and contexts to encourage a feeling of mutual respect. KEY COMPETENCE:
Materials CD3 $ track 54 Warmer •
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Have a quiz about places in town. Divide the class into three teams. Teams take turns to guess the answers to your clues. Give a clue to the name of a place, e.g. We see films here. A doctor works here. We can buy a book here. Award a point for each correct answer.
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Lead-in •
Ask the children to open their Class Books and look at the photos. Ask the children Which countries do you think these cities are in? Write their guesses on the board.
Class Book
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Ask the children to look at the photos again and find the items listed in the box. Check the activity by saying each item and ask ing for the number of the photo.
ANSWERS
castle 1
sea 1 / 2
flag 1
river 3
park 3
boat 2
2 Read and listen. $ 3•54 •
Play the recording for the children to listen and read.
3 Answer the questions. •
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Ask the children if they know any more capital cities. Write them on the board. Show them how to use an atlas or the internet to find the names of capital cities and ask them to find five more capital cities. Have a capital cities quiz – organize the children into teams. Teams take turns to ask What’s the capital of …?
Activity Book
1 Look at the photos. Find and say. •
Show the children how to use an atlas to find Canada, Wales and Malta. Ask them to use reference books or the internet to find and draw the flags for each of the countries.
Play the recording again, this time pausing after each section and asking some comprehension questions: Photo 1: What is the name of the capital of Wales? (Cardiff) Is it near the sea? (Yes) What is the sports stadium called? (The Millennium Stadium) Photo 2: Which country is Valletta the capital of? (Malta) What is the Palace called? (The Grand Master’s Palace) Is it near the sea? (Yes) Photo 3: What city is the capital of Canada? (Ottawa) What is famous in Ottawa? (The town hall) What is the name of the park? (Gatineau). Then ask Jeb’s questions, and encourage the children to give you the answers.
1 Read and write Cardiff, Valletta or Ottawa. •
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The children read the sentences and write the name of the city. They check their answers by looking back at page 82 of their Class Book.
ANSWERS
1 Ottawa 5 Valletta
2 Cardiff 3 Valletta 6 Ottawa
4 Cardiff
2 Write. •
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The children look at the pictures of the capital cities and complete the paragraphs about the cities using the phrases in the box. Check the activity by asking children to read out the paragraphs.
ANSWERS
1 Cardiff is in Wales. There’s a famous castle there. It’s near the sea. It’s got a big sports stadium. 2 Valletta is in Malta. There’s a famous palace. It’s on a mountain and near the sea. It’s got lots of statues. 3 Ottawa is in Canada. There’s a famous town hall. It ’s near a big river. It’s got a big park.
ANSWERS
1 Ottawa
2 Cardiff
3 Valletta
Unit 8
131
Lesson 9
CB PAGE 83 and AB PAGE 82
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives
Competence in interaction with the physical environment This values topic encourages respect for the physical environment. Talk to the children about why litter is bad, e.g. for health reasons, for the safety of animals, because it looks horrible. KEY COMPETENCE:
Read and listen to facts about the Millennium Stadium. Listen and read a values message. Read and write a holiday brochure. Develop good citizenship values. Practise vocabulary related to daily routines.
Optional activity •
Bring in some large cardboard boxes and ask the children to make them into recycling bins for their classroom. They can paint and decorate them and label them ‘paper ’, ‘cans’, ‘plastic’, etc.
Language Core: What’s the capital of (Wales)? It’s (Cardiff). Where is (Cardiff)? It’s near (the sea) Review: river, bridge, city, country, sea, town hall, castle, stadium, park
Materials CD3 $ tracks 55–56; Unit 8 flashcards and wordcards
2 Listen and read. Read in pairs. $ 3•56 •
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Set 1 (places in town) and Set 2 ( prepositions) •
Warmer •
Play Find the pairs to revise vocabulary from the unit. (See Ideas bank.)
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Point to the dialogue in Activity 2. Tell them that Jeb is on holiday in Malta. Tell them that he is interviewing a tour guide for the school website. Ask the children to work in pairs. Ask one to be the tour guide and one to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check. Ask the children to swap roles and say the dialogue again.
3 Act out new dialogues. Ask the children to act out new dialogues in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Lead-in •
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Ask the children to open their Class Books and look at the picture in Activity 1. Ask them what they can see in the picture.
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Optional activity
Class Book
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Now ask them to read the fact about the Millennium Stadium and play the recording so that they can listen to it. Ask a few comprehension questions to help them understand, e.g. Where is a Welsh person from? (Wales) What sports do people play in the Millennium Stadium? (rugby and football) Can you play football? Can you play rugby?
Ask the children to role play another dialogue. This time ask one of them to be a tour guide in a different capital city and the other to be Jeb.
Activity Book 1 Read and make notes from the holiday brochure. •
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The children read the holiday brochure about Paris. They make notes about Paris.
ANSWERS
Wales has two official languages, English and Welsh. Welsh children learn English and Welsh at school. CULTURAL NOTE:
Jeb says … •
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Point to Jeb and say Jeb says ‘Keep your town clean. Don’t drop litter‘. Explain that the children who make an effort not to drop litter are being good for the environment. In subsequent lessons before Unit 9 Lesson 9, ask the children to tell you if they have been careful with their litter. Praise children if they have. If you like, after a few weeks, ask the children to write down on a piece of paper, the name of a child they feel has done this particularly well. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
Unit 8
City: Paris Country: France Famous building: Eiffel Tower Three things in the city: river, bridges, museums Where?: Near the country
2 Make notes for a holiday brochure. Write and draw. •
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The children think about a city in their own country. They write notes for a holiday brochure using the headings to help them. They draw a picture and write the paragraph for the holiday brochure in full.
ANSWERS
Children’s own answers.
Lesson 10
Optional activity
CB PAGE 84 and AB PAGE 83
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REVIEW LESSON
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Lesson objectives •
Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
Optional activity •
Language Review: Lesson 1 places in a town; Lesson 4 prepositions
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Materials CD3 $ tracks 44 and 57
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Warmer $ 3•44 •
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Competence in autonomy and personal initiative Allowing the children to express their personal opinions about aspects of the course book shows respect for their ideas. This can help to develop their self-esteem. Whenever possible, ask the children to give you their opinion of activities and tasks and listen respectfully to their feedback. Allow them time to listen to different opinions in the class to encourage respect for a range of viewpoints.
Ask the children to open their Class Books and look at the interview. Explain that Rose is being interviewed about places in a town for the school magazine.
Class Book
Activity Book
1 Read and listen. $ 3•57 •
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Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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Ask the children to look at the question at the top of the page How many places in a town does Rose talk about? (12) Now ask them to read and listen to the interview again and count the places in a town. Ask them to answer the question.
3 Read and say true or false. •
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1 Write your answers. •
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2 Answer the question. •
Read the questions. Ask the children to tell you true or false. Read the interview again for the children to check. Ask the children to correct the false sentences. 2 true
3 false
4 true
5 false
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Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
The children work in pairs, with a different partner. They take turns to ask and answer the questions again. Go round and listen to the children as they interview one another. Bring volunteers to the front to perform their interview for the class.
Bilingual dictionary and grammar •
6 false
4 Ask and answer questions 1–9 with a friend.
The children imagine they are being interviewed. They read the questions and write the answers. Check the activity by asking the questions around the class.
2 Ask and answer the questions with another friend.
ANSWERS
1 true
Ask the children to look back at the cross-curricular cards from Units 1–8. Ask them to say which picture they lik e best. Now ask them to work in pairs. Tell them to take turns to choose their favourite picture and to tell their friend why they like it.
KEY COMPETENCE:
Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage children to sing it unaccompanied.
Lead-in •
Ask the children to write the interview for a magazine. Ask them to illustrate the page with a picture of the person being interviewed. When they have finished, encourage children to swap their interview pages and read one another’s work.
If the children haven’t completed page 110 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work •
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Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 8 test. You will find the test on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 8 Test. Notes and answers on CD-ROM. NOTE:
Unit 8
133
r c a m p e m m S u Lesson 1
CB PAGE 85 and AB PAGE 84
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Identify places in a town. Practise talking about places in town through a song and follow up activities.
Language Core: field, lake, hill, waterfall, woods, tent, torch, rucksack, grass, sleeping bag, fire, leaves Review: I like (running / walking / cooking / playing / fishing / sleeping)
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Transcript Listen and say what’s missing. 1 field, lake, hill, woods, tent, torch, rucksack, grass, sleeping bag, fire, leaves 2 tent, torch, rucksack, grass, sleeping bag, leaves, field, lake, hill, waterfall, woods ANSWERS
1 waterfall
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places and equipment) •
Warmer
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Draw a big picture of a simple tent on the board. Ask Who likes camping? Ask the children to suggest places they go camping, e.g. in the country, in the mountains, on the beach, near a river. Ask them to suggest things they need when they go camping. Write any words that they suggest in the tent on the board.
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Tell the children they are going to learn some new words about camping. Use the Unit 9 flashcards Set 1 (camping places and equipment) to introduce the vocabulary. Hold up each flashcard and say the words for the children to repeat in chorus.
Class Book 1 Listen, point and repeat. $ 3•58 •
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Ask the children to open their Class Books and look at the pictures and words. Point to the town. Say Look at the picture. Is it summer or winter? (summer) Where are the children? (in the country) What are the children doing? (camping, reading) Are they having fun? (yes). Play the recording for the children to listen and point to the items in the camp. Play the recording again for the children to repeat the words in chorus.
2 Listen and say what’s missing. $ 3•59 •
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134
Tell the children to look at the camping places and equipment in the picture in their Class Books. Tell them that they will hear a list of camping words with one word missing.
Unit 9
Before you play the song, ask the children to imagine that they are on the camping trip they can see in the picture. Ask them to imagine that they are sitting in their sleeping bag. It is dark. They have a campfire. Play the recording of the song once, pointing to the people in the picture as they are described. Play the recording again, stopping after each verse to ask a volunteer to hold up their book and point to the person being described. Play the recording again while the children sing along.
4 Talk to your friend. •
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Lead-in
2 fire
3 Listen and sing. $ 3•60
Materials CD3 $ tracks 58–60; Unit 9 flashcards Set 1 (camping
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Play the first example from the recording and ask them to listen and say what is missing. Now play the remaining examples, one by one, stopping for the children to tell the person next to them what is missing. Check the answers with the whole class.
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Tell the children to work in pairs or groups of three. Ask them to look at the speech bubbles. Model the dialogue with another child. Ask the children to repeat the example in chorus. Now ask the children to take turns to say things they like and don’t like doing on a camping trip.
Activity Book 1 Read and number. •
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The children look at the picture and read the words. They find the item that matches the text in the picture and write the number in the box. Check the activity by saying the words and ask ing the children to tell you the number.
ANSWERS
7 tent 1 woods 9 sleeping bag 10 fire 4 lake 2 hill 11 grass 6 leaves 12 torch 8 rucksack 3 field 5 waterfall
2 Write. Listen and check. $ 3•60 •
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The children read the song text and write the words. Play the song again so that they can check their answers.
ANSWERS
1 Grass 2 leaves 3 waterfall 4 hill 5 lake 6 woods 7 field 8 rucksack 9 torch 10 sleeping bag 11 fire 12 tent
Lesson 2
Optional activity
CB PAGES 86 and 87 and AB PAGE 85
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STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Talk about past events using the past simple tense. Revise language from previous units. Understand a story in the past tense.
Language Core: field, lake, hill, waterfall, woods, tent, torch, rucksack, grass, sleeping bag, fire, leaves, party, path; (Everyone) was (hungry). We were next to the fire. It was (dinner time) Review: hungry, little, sausages, concert, clue, compass, map, shoe, earring, footsteps, dog, dinner time, sandwiches; What time is (dinner)? At eight o’clock / a quarter to (eight) Extra: cave
Materials: CD3 $ tracks 61–62; Unit 9 flashcards and wordcards Set 1 (camping places and equipment); Unit 9 storycards
Warmer •
Play Find the pairs with the Unit 9 flashcards and wordcards Set 1 (camping places and equipment). (See Ideas bank.)
Lead-in •
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With books closed, ask the children to remember the pop group from the story in Unit 1. Ask What was the pop group called? (The Stars) What was the singer called? (Sam Star) What instrument did he play? (a guitar). Tell them that in this story, Sam and The Stars are coming to the children’s summer camp to play a concert, but there is a problem. Ask the children to imagine what the problem might be.
Competence in social skills and citizenship Talking about the moral message in stories can help the children to develop an awareness of social rules. In this story, some children take something that belongs to everyone. This is a good opportunity to talk about fairness. KEY COMPETENCE:
2 Listen and say the number. $ 3•62 •
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Tell the children to look at the storycards and listen and enjoy the story. Play the recording, holding up the storycards one at a time. Point to key items in the pictures as they are mentioned in the recording.
Listen and say the number. Where were the sausages? Jack looked around the camp. [pause] Then a little dog jumped out of the cave. [pause] Hey! The sausages aren’t here! [pause] They climbed the hill and walked to the waterfall. [pause] It’s a clue! There are footsteps too. We can follow them to find the sausages. [pause] The children walked back to the camp with the little dog. ANSWERS
Frame 4 Frame 4
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Answer the storycard questions. Hold up the storycards one at a time and ask the children the questions on the back of each card to check comprehension of the story.
Frame 7 Frame 8
Frame 3
Frame 5
3 Act out the play.
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Play the recording, pausing after each phrase. Ask the children to tell you the number of the story frame each phrase is from.
Transcript
Listen to the story with the storycards. $ 3•61 •
Ask questions about the theme of the story, e.g. Why did Amy and Ollie take the sausages? Is it good to take things? Why not?
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Ask the children to tell you the names of the characters in the story. Write a list of the characters on the board: Sammy, Pat, Meg, Joe, Jack, Cook, Amy, and Ollie. Give each character a number from 1–8. Then go round the class and give each child a number from 1–8. Read through the story together. Encourage the children to act out their part, saying the words from the story and doing appropriate actions. Then divide the class into groups of eight to act out the story by themselves. Bring one or two groups to the front of the class to act out the story for the rest of the class.
Activity Book Class Book 1 Listen and read. $ 3•61 •
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Tell the children to open their Class Books. Play the recording again, encouraging the children to listen and follow the story in their books.
1 Remember the story. Write Meg, Joe, Sammy or Jack. •
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The children look at the sentences about the story. They try to remember the story and write the name of the character who said each sentence. Check the activity by saying a number and ask ing Meg, Joe, Sammy or Jack?
ANSWERS
1 Meg
2 Jack
3 Joe
4 Joe
5 Meg
6 Sammy Unit 9
135
2 Remember the story. Read and write. •
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Ask the children to read the text and write a word from the wordpool in each of the gaps. Check the activity by reading out the text and stopping before each gap for the children to say the word.
Lesson 3
MAIN LANGUAGE PRACTICE Lesson objectives Practise talking about activities in the past tense. Review outdoor activities.
ANSWERS
1 Sammy 2 were 3 sausages 4 decided 5 blue earring 6 woods 7 climbed 8 waterfall 9 behind 10 little dog 11 made
Language Core: field, lake, hill, waterfall, woods, tent, torch, rucksack, grass, sleeping bag, fire, leaves; I / You / He / She jumped / walked / painted, I like (painting), I don’t like (cooking)
Book Club 3 Read and tick ✓. Write. •
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The children tick the boxes to give their opinion of the story. Tell them to write the name of their favourite character and the number their favourite storycard.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Story worksheet. Notes and answers on CD-ROM.
CB PAGE 88 and AB PAGE 86
Materials CD3 $ tracks 61 and 63–64; Unit 9 flashcards and wordcards Set 1 (camping places and equipment); Unit 9 storycards;
Warmer $ 3•61 Hold up the storycards and re-tell the story or play the recording of the story again. Encourage the children to tell you again which is their favourite character and their favourite storycard.
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Optional activity •
Play Bingo with the Unit 9 flashcards and wordcards Set 1 (camping places and equipment). (See Ideas bank.)
Lead-in •
Tell the children to open their Class Books and look at the pictures. Ask them to tell you what they can see in the camp.
Class Book 1 Read and say the name. •
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Ask the class to look at the pictures of the children. Tell them that the pictures are from yesterday morning and afternoon. Read out the first text. Stop after each phrase and ask the children to tell you the names of the people who fit that description, e.g. I don’t like painting. (Jack, Joe, Ollie, Meg) I like climbing trees. (Jack, Joe) I like cooking. (Jack). Ask a volunteer to read the second text. Establish with all the children in the class who fits the description. Repeat with text 3.
ANSWERS
1 Jack
2 Sammy
3 Ollie
2 Listen and repeat. $ 3•63 •
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136
Unit 9
Play the recording of the children playing the game. Play the recording again and ask the boys to repeat what the boy says and the girls to repeat what the girl says. Play the recording a third time. Ask the girls to repeat what the boy says and the boys to repeat what the girl says.
3 Look at the pictures. Play the game. •
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Tell the children that you have picked a person and you will describe what they did yesterday. Say e.g. Yesterday she painted a picture and cooked sausages. Ask the children to work in pairs. Ask one child in each pair to choose one person from Activity 1. Ask the other child to listen and find out which person the other child picked. Ask the children to take turns.
Optional activity •
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Ask the children to work in pairs and to try and remember what they did on Saturday and Sunday. Ask them to take turns to say what they and their family did, e.g. I painted a picture. I played football. I walked to the park. My dad cooked lunch. My mum played piano.
Activity Book 1 Listen and number. $ 3•64 •
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Children look at the pictures and listen to the recording. They write numbers to correspond with the order in which they hear the activities. Check the answers with the whole class.
Transcript Listen and number. Last year at summer camp Jack walked to the waterfall and then he climbed a hill. In the afternoon he painted a picture and then he jumped in the lake. In the evening he cooked on the fire. ANSWERS
a 5
b 3
c 4
d 2
e 1
2 Read and tick ✓. Optional activity •
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Give each child a piece of A4 paper to make a tent. Show them how to fold down the corners of the paper to make the flaps of a triangular tent. The bottom section can be folded backwards to make the tent stand up. Ask them to colour the outside of the tent and to draw and label camping equipment inside the tent.
In many countries, including the UK and the USA, schools organize end-of-term activities weeks. Children sometimes go to a special camp or residential home and do different outdoor activities instead of going to school. CULTURAL NOTE:
Optional activity •
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Ask the children to invent a summer camp. Ask them to draw a map of the camp and to label the places. Now ask them to work in pairs. Tell one person to imagine that the sausages are missing. Tell them to write on a piece of paper where they are. Their partner has three guesses to find out where they are by asking questions, e.g. Are the sausages in the wood? Are they in the tent? Are they near the lake? When they have guessed correctly, they can swap roles and play again with the other map.
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The children look at the pictures and read the phrases. They write a tick in the box. Check the answers with the whole class.
ANSWERS
1 2 3 4
he jumped across the river. they cooked sausages. she climbed a hill. he walked along the path.
3 Write. •
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The children look at the example in number 1. They look at the pictures and write sentences based on the pictures. Check the answers by saying the number of each picture and asking the children to read out their answers.
ANSWERS
1 I walked to the waterfall and I jumped across the river. 2 I climbed a tree and I cooked sausages. 3 I painted a picture and I played football.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Vocabulary and grammar 1. Notes and answers on CD-ROM.
Competence in autonomy and personal initiative Asking the children to devise puzzles for one another helps develop problem-solving and cooperative skills, which in turn help with learning to learn. Where possible, encourage the children to create puzzles for one another to practise writing the words they are learning. This gives them a purpose for reading and writing the words. KEY COMPETENCE:
Unit 9
137
Reinforcement Lesson 3a (optional) REINFORCEMENT AND PRACTICE OF MAIN LANGUAGE
3 Watch the story on DVD. •
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Lesson objectives Review and practise talking about activities in the past. Review and practise ask ing about camping and outdoor activities.
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Language Core: field, lake, hill, waterfall, woods, tent, torch, rucksack, grass, sleeping bag, fire, leaves, cooked, walked, painted, played, climbed Review: dinner, lunch, in the country, in the city, a picture, a door, football, tennis, a tree, a mountain
Tell the children they are going to watch the story The missing sausages on DVD. Ask them to watch and check their answers to the questions you asked in Activity 2. Ask the children to write the answers to the questions as they watch the DVD. Play Story 9 on the DVD. If necessary, watch the DVD again for the children to check their answers. Ask the children to tell you the answers to the questions.
ANSWERS
1 a special concert 2 sausages 4 a red shoe 5 behind a rock
Learning to learn Asking the children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning.
4 Make a mini book. Give each child a copy of the mini book worksheets 1 and 2. See Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 9, mini book worksheets 1 and 2. Show the pupils a mini book that you have made before the lesson. For ideas of a variety of mini books and instructions of how to make them, see Teacher’s Resource CD-ROM $ DVD worksheets section, Teacher’s Notes. Guide the children through the making process step by step. Encourage the children to read the stories to friends or parents. If possible, organize a display of them. You could also do the activities mentioned in the DVD section, Teacher’s Notes.
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Warmer •
Play Find the pairs with the Unit 9 flashcards and wordcards Set 1 (camping places and equipment). (See Ideas bank.)
Lead-in •
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Write the following rhyme on the board: We played ball near the lake, We walked until eight We cooked sausages on the campfire And we talked until late Summer camp was great! Teach the children the rhyme to practise the structures from the previous lessons. Circle the -ed on the end of the verbs to highlight the past tense.
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5 Write sentences. Write the following words on the board. Dinner, tree, in the country, a picture, in the city, sausages, a mountain, football, a door, lunch, volleyball. Ask the children to use the following verbs in combination with the words above to write sentences in the past tense. Walked, climbed, cooked, painted, played. e.g. I climbed a mountain. I cooked lunch. Ask them to draw pictures to illustrate their sentences.
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1 Listen and sing. $ 3•60 •
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Tell the children they are going to sing the song from Lesson 1 again. Play the recording for children to sing along. Play the song again and turn down the volume in places to see if they can remember the next line on their own.
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Optional activity •
2 Can you remember the story? •
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138
Ask the children the following questions about the story, but don’t confirm their answers at this stage. 1 What was at nine o’clock? 2 What was for dinner? 3 What did they find near the barbecue? 4 What did they find near the waterfall? 5 Where were Amy and Ollie? Write the questions on the board and ask the children to copy them into their notebooks.
Unit 9
3 a blue earring
KEY COMPETENCE:
Materials CD3 $ track 60; Unit 9 flashcards and wordcards Set 1 (camping equipment and places); DVD Story 9; Photocopies of Unit 9 mini book worksheets ( Teacher’s Resource CD-ROM $ DVD worksheets section, Unit 9, worksheets 1 and 2)
DVD Story 9
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Play a memory game. Start the game by saying In my rucksack, I’ve got a torch. Ask a child to repeat your sentence and add in another item that is in the rucksack, e.g. In my rucksack, I’ve got a torch and a hat. Continue the game around the class until there are about ten items in the rucksack. Now ask the children to play the same game in small groups.
Lesson 4
CB PAGE 89 and AB PAGE 87
Play the recording a second time for children to sing along. Repeat as necessary.
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VOCABULARY AND LANGUAGE PRESENTATION AND PRACTICE
Optional activity •
Lesson objectives •
Practise saying the rules of the country code. Practise using imperatives.
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Language Core: Don’t drop litter! Don’t pick flowers! Close the gate! Walk on the path! Protect the animals! Put out the fire! Review: country, sunny, woods Extra: holiday, country code
Optional activity •
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Materials CD3 $ tracks 65–66; Unit 9 wordcards Set 1 (camping •
places and equipment); Unit 9 flashcards Set 2 (country code)
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Warmer •
Play Diving board with the Unit 9 wordcards Set 1 (camping places and equipment). (See Ideas bank.)
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Draw two columns on the board. At the top of one column, write Do and at the top of the other write Don’t . Ask the children if they can think of any rules that we should follow when we are in the countryside on a walk or a camping trip. Write their suggestions in the relevant column. Now tell them that they are going to learn words for the country code. Use the Unit 9 flashcards Set 2 (country code) to introduce the new words. Hold up each card one at a time and ask the children to tell you anything they can about the picture. Hold up each flashcard and say the words for the children to repeat in chorus. If you prefer, play the recording instead and hold up the corresponding flashcard.
Class Book 1 Listen, point and repeat. $ 3•65 •
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Ask the children to open their Class Books and look at the pictures. Play the recording for the children to listen and point to the pictures. Play the recording again for the children to repeat the phrases in chorus. Play the recording again for individual children to say the phrases for the class. Repeat as necessary.
Ask the children to do a role play in pairs. Ask one child to be a person walking in the country, but doing everything wrong. Ask the other child to be a country policeman who comes along and says what the rules are. Ask volunteers to perform their role play for the class. Alternatively, ask the children to write a comic strip based on the same idea, and then display the comic strips for everyone to see.
KEY COMPETENCE:
Competence in social skills and
citizenship Completing communicative pair work activities encourages the development of social skills and the need to adhere to the rules of turn taking. This activity presents the children with an opportunity to use English in an everyday situation in which they need to communicate.
Lead-in •
Ask the children to make and illustrate a leaflet called ‘The Country Code’. Each page should have a rule written on it with an illustration. Children can add in more rules that they think are important when in the country.
Activity Book 1 Match. •
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The children look at the pictures. They read the countryside rules and match them to the correct pictures.
ANSWERS
1 2 3 4 5 6
Don’t pick flowers! Don’t drop litter! Close the gate! Protect the animals! Walk on the path! Put out the fire!
2 Find the words and write. •
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The children look at the wordsnake and find and circle six words. Then they complete the signs in the picture using the words.
ANSWERS
1 gate
2 path
3 fire
4 animals
5 litter
6 flowers
2 Listen and sing. $ 3•66 •
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Play the recording for children to listen to the song once through, looking at the picture and pointing to countryside rules they hear. Ask questions to check comprehension, e.g. Are they in the town or country? What is the weather like?
Unit 9
139
Lesson 5
CB PAGE 89 and AB PAGES 102 and 88
Use your own picture and ask the volunteer to use theirs. Establish which pictures they have circled. Guess the grid reference for each rule, e.g. Walk on the path. B1. Yes, my turn. Show the children how you find which pictures are circled, writing the grid reference according to the answers you hear. Divide the children into pairs to play the game with their own pictures. Encourage the children to use the target language.
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COMMUNICATIVE PRACTICE Lesson objectives
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Practise talking about rules of the country. Play a communicative game using the unit cut-out. •
Language Core: Don’t drop litter! Protect the animals! Close the gate! Don’t pick flowers! Put out the fire! Walk on the path!
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Optional activity
Materials CD4 $ tracks 01–02; Unit 9 wordcards Set 2
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(country code)
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Bring in old cardboard boxes. Give them out and ask the children to use them to paint signs for the country. Ask them to write the rules and draw a symbol to illustrate each rule (e.g. a flower crossed out to symbolize ‘Don’t pick flowers’). Display the signs on the classroom wall.
Warmer •
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Play Missing card with the Unit 9 wordcards Set 2 (country code). (See Ideas bank.)
Activity Book Learning to learn Activities like the Warmer activity above, help to develop memory skills. Memory skills are important for language learning. Whenever possible, use the picture for this k ind of memory game. Ask the children to close their books and remember information about the pictures. This can be done in pairs or as a team quiz. KEY COMPETENCE:
Lead-in •
Ask the children about a place they k now in the country. Ask what they can see there. Say Is there a lake? Is there a wood? Is there a river? Are there f lowers? Is there grass? Are there fields? Are there mountains? Are there a nimals? Is there a waterfall?
Class Book
1 Read and circle the correct rule. •
ANSWERS
1 2 3 4
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Tell the children that they are about to play a game and that they will have to fill in a page at the back of their Activity Book. Hold up Activity Book page 102. Explain that they will have to ask and answer questions and that they will practise saying these before they play the game. Ask the children to look at the two children at the bottom of the Class Book page. Play the recording and encourage the children to repeat in chorus. Check children understand the meaning. Revise country code vocabulary. Write the words ( Don’t drop litter! Protect the animals! , etc.) on the board in the children’s mother tongue. Ask What’s this in English?
2 Complete your picture and play. •
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Ask the children to open page 102 in their Activity Books. Ask them to choose one picture for each of the six rules and circle them. Tell them that they can choose which pictures they circle. There is no ‘correct’ answer here. Ask for a volunteer to come and demonstrate the game with you.
Unit 9
Don’t drop litter! Walk on the path! Don’t pick the flowers! Close the gate!
2 Listen and number. $ 4•02 •
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1 Listen and repeat. $ 4•01 •
The children look at the pictures, read the rules and circle the rule that corresponds to the picture.
The children look at the pictures. They listen to the recording and number the pictures to correspond to what they hear. Ask the children to check their answers with a friend. Check the answers by pointing to each picture and ask ing children to tell you the correct phrase.
Transcript Listen and number. 1 Walk on the path. 2 Don’t pick the flowers. 3 Put out the fire. 4 Close the gate. 5 Don’t drop litter. ANSWERS
a 4
b 5
c 2
d 1
e 3
3 Complete the rules. •
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The children look at the country code. They decide on the missing words and complete the rules for the country code.
ANSWERS
1 2 3 4 5 6
Put out the fire! Walk on the path! Don’t pick flowers! Protect the animals! Close the gate! Don’t drop litter!
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Vocabulary and grammar 2. Notes and answers on CD-ROM.
Lesson 6
CB PAGES 90 and 91 and AB PAGE 89
3 Look at the weather and tell your friend. •
CROSS-CURRICULAR LESSON •
Lesson objectives Read and listen to a text about water in the weather. Practise talking about water and weather.
Activity Book 1 Write.
Language Core: ice, liquid, vapour, solid, thunder, lightning, storm, fog, cloud. Review: cold, slow, fast, rain, water, weather Extra: change, forms, loud, noise, flash, warm, ground
Materials CD4 $ tracks 03–04; Unit 9 cross-curricular card
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ANSWERS
2 Draw and write.
Warmer Play The alphabet game to revise vocabulary from previous units. (See Ideas bank.)
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Hold up the cross-curricular card. Talk to the children about the photo by following the questions on the back of the card.
1 Listen, read and say the number. $ 4•03
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ANSWERS
2 fog
3 rain
4 ice
3 Write. •
The children use the words in the box to complete the sentences.
ANSWERS
Class Book •
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The children look at the headings and draw a picture for each heading. They add the words from the box to label their pictures.
1 cloud
Lead-in •
The children look at the pictures and complete the text using the words from the box.
1 storm, lightning, thunder 2 fog, foggy 3 ice
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Ask the children to work in pairs and look at the pictures of the weather conditions. Ask them to talk about each picture in the same way as the examples.
Ask the children to open their Class Books and look at the pictures. Play the recording and ask the children to listen and read. Play the recording again, pausing after each section for the children to say the number of the picture.
1 2 3 4
When there’s rain, water is a liquid. When there’s cloud, water is a vapour. When there’s snow and ice, water is a solid. When there’s fog, water is a vapour.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Cross-curricular worksheet. Notes and answers on CD-ROM.
ANSWERS
1 d
2 a
3 b
4 c
Learning to learn Encouraging the children to extract specific information from a text is a skill which will help them in their learning in all areas, not just in the classroom. Whenever possible, encourage the children to find information in a text for themselves before giving them the answers. KEY COMPETENCE:
2 Listen and read. What’s wrong. Say the sentences correctly. $ 4•04 •
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Play the recording, encouraging the children to spot the mistakes. Pause after each description and ask the children to say what’s wrong in the sentence. Play the recording again. Ask the children to say the sentences correctly.
ANSWERS
1 2 3 4 5 6
When there’s rain, water is a liquid. When there’s cloud, water is a vapour. When there’s ice, water is a solid. When there’s fog, water is a vapour. When there’s snow, water is a solid. When there’s a storm, there’s thunder and lightning. Unit 9
141
Extension Lesson 6a (optional)
2 A TV weather report. •
CROSS-CURRICULAR LEARNING AND PROJECT WORK
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Lesson objectives Review and practise weather words. Review and practise talking about past events. Review and practise talking about safety rules.
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Language Core: ice, snow, sun, wind, fog, cloud, storm, thunder, lightning, clouds, hot, cold, icy, snowy, sunny, windy, foggy, cloudy, stormy; It was (cold). There was (a storm). Don’t go (in a boat in the fog). Don’t ride your bike in the ice and snow
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Materials Unit 9 cross-curricular card; paper; stapler; scissors; coloured pencils
Competence in autonomy and personal initiative Asking the children to prepare and perform in groups can help develop organizational and turn-taking skills. Recording and watching the product of group work can help raise self-esteem as the children realize how much language they can use. KEY COMPETENCE:
Warmer •
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Draw some weather symbols on the board. Ask the children to tell you all the words that they can think of to do with the weather, e.g. ice, snow, sun, wind, fog, cloud, storm, thunder, lightning, clouds, hot, cold . Write the words on the board. Show them how to add a ‘y’ to the words to make adjectives. (icy, snowy, sunny, windy, foggy, cloudy, stormy, thundery, cloudy ). Tell them that you cannot do this with the word lightning. Ask What is the weather like today?
Lead-in •
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Ask the children to take turns to come to the front to mime the different weather conditions. The rest of the class should try and guess the word from the list on the board and say It’s stormy / rainy, etc.
1 Weather maps. •
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142
Give each child a large piece of paper. Ask them to draw a weather symbol for each of the words on the board. Ask them to cut out their symbols. Draw a rough map of your country on the board. Draw the compass points North / South / East / West. Read the following weather description, stopping after each phrase and ask individuals to come and stick the relevant weather symbol on the map. In the north it is sunny. In the south it is windy. In the east it is cold. In the west it is stormy. Ask the children to take turns to come out and say what the weather is like, while others come and stick the symbols on the map.
Unit 9
Ask the children to work in groups of four. Tell them that they are a TV news team. Tell them that they are going to report on bad weather in their area. Ask each child to choose one point of the compass, North, South, East or West. Ask them to write a weather report for their region, starting Good evening, the weather in the (North / South / East / West) of the country was very bad yesterday. It was … Now ask them to get together as a group and to do a news weather report, each person reporting from a different area of the country. If you have a video or audio recorder available, record the children doing the news report and play the recording back to them. If you don’t have recording equipment, ask the children to perform their dialogues for one another.
3 ICT weather. If you have access to the internet, show the children how to use the internet to find the weather map for their country or region. Ask them to look at it and to talk about what the weather is like in the different areas in their country today. Ask them to write a report about the weather using the information from the internet.
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Optional activity •
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Ask the children to work in pairs to make a weather recording calendar. Ask them to make a table with seven columns and four rows. Ask them to put a heading for this table: Weather calendar . On each day for the next month, ask them to write in what the weather is like. At the end of the month, ask them to look at the calendar and to count the days of rain, sunshine, etc.
Lesson 7
Play the recording again, stopping after the first sentence. Encourage children to repeat the first sentence. Repeat with the second sentence. Play the recording one more time and encourage the children to say the sentences along with the recording.
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CB PAGE 91 and AB PAGE 90
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PHONICS LESSON
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Lesson objectives Practise pronouncing the sounds /t/ and /d/. Practise reading words with the sounds /t/ and /d/. Revise words with the sound /f/.
Optional activity •
Language •
Core: fished, jumped, cooked, walked closed, climbed, played, phoned, dolphin, photo, phone Review: photo, fish, river, gate, game, talking, thirty, microphone, frog, three
Learning to learn Asking the children for their personal opinion helps show that you value their feedback. This helps build self-esteem and respect for other people’s opinions. Whenever possible, at the end of a unit or a lesson, give the children time to reflect and give their opinion about what they are learning. KEY COMPETENCE:
Materials CD4 $ tracks 05–09 Warmer •
Play Keep your eyes on the cards in teams to revise vocabulary children have already covered. Use a mixture of cards from different units selected at random. (See Ideas bank.)
Activity Book 1 Listen and colour the box. $ 4•08 •
Lead-in •
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Ask the children to open their Class Books and look at the pictures. Ask them to put their hand up if they can name any of the items they can see.
Class Book 1 Listen and say the number. $ 4•05 •
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Transcript
Transcript Listen and colour the box. Kicked (sounds like t) – blue. Climbed (sounds like d) – red. 1 fished 2 closed 3 played 4 jumped 5 cooked 6 phoned 7 climbed 8 walked 1 blue 2 red 7 red 8 blue
3 red
4 blue
5 blue
6 red
2 Write and say. •
The children look at the pictures and write the words.
ANSWERS
1 walked 2 cooked 5 phoned 6 played
3 fished
4 climbed
3 Listen and repeat. $ 4•09 closed
played
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ANSWERS
cooked 3 fished 1 walked 4 jumped 2 played 7 phoned 8 climbed 6
The children revise the /f/ sound as in photo. They look at the picture in Activity 3 and listen and repeat the phrase. Ask volunteers to say the phrase out loud without the recording.
closed 5
4 Circle the words with ph / f. •
2 Listen and repeat. $ 4•06 •
The children listen to the recording and colour the boxes for the words with a /t/ sound blue and the boxes for words with a /d/ sound red.
ANSWERS
Ask the children to work in pairs. Play the recording through, stopping after each word. Ask the children to take turns to say the number. Play the recording again, stopping after each word, and ask the children to tell you the number. Say the sound /t/ and ask the children to repeat it. Say the sound /d/ and ask the children to repeat it.
Microphonics. Listen and say the number. cooked fished walked jumped phoned climbed
Ask the children to look back through the book at the microphonics pages for each unit. Ask them to choose their favourite microphonics rhyme. Tell them to say the rhyme that they like best to a friend and to tell them why they like it.
Play the recording and ask the children to repeat in chorus. Repeat as necessary.
The children look at the pictures and circle those words that have a /f/ sound.
ANSWERS
photo
field
microphone
fish
frog
dolphin
Transcript Listen and repeat. 1 fished 2 jumped 3 cooked 4 walked 6 climbed 7 played 8 phoned
5 closed
3 Listen and repeat the sentences. $ 4•07 •
Play the recording all the way through.
Unit 9
143
Lesson 8
Learning to learn Encouraging the children to extract specific information from a text is a skill which will help them in their learning in all areas, not just in the classroom. KEY COMPETENCE:
CB PAGE 92 and AB PAGE 91
CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives
Optional activity
Raise awareness of different English-speaking countries and cultures. Present and practise vocabulary related to camping holidays in the UK. Develop integrated skills.
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Language Core: caravan, yurt, tepee Review: kitchen, bedroom, cook, sleep, bed Extra: hammock, barbecue, tent
Materials CD4 $ track 10
Optional activity •
Warmer •
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Ask the children to tell you how many weeks long their Christmas, Easter and summer holidays are. Ask them to say when they begin each holiday and when they end each holiday to practise saying the months.
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Lead-in •
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Ask the children to open their Class Books and look at the photos. Ask them Which country do you think the people are in? Write the children’s guesses on the board.
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1 Look at the photos. Find and say. Ask the children to look at the photos again and find the items listed in the box. Tell them to point to the photos and say the words.
ANSWERS
sky 1
sea 1
woods 3
grass 1
meat 3
table 1
2 Read and listen. $ 4•10 •
Play the recording for the children to listen and read.
3 Answer the questions. •
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Play the recording all the way through, stopping after each section and asking some comprehension questions. Photo 1: Where can you stay in a caravan? (in a caravan park) Where can you cook in a caravan? (in the kitchen) Photo 2: Where can you stay in a yurt? (in fields and in the country) What do you cook on in a yurt? (a fire) Photo 3: What is a native Indian tent called? (a tepee) Where can you cook? (outside on a barbecue). Then ask the questions, and encourage the children to give you the answers.
ANSWERS
1 a big round tent 2 a native Indian tent 3 a special bed
144
Unit 9
Do a holiday survey to find out the most popular holiday places. Write up the following holiday places on the board: a tent, a hotel, a boat, an apartment, a caravan, a yurt, a tepee, other. Point to each different type of accommodation and ask the children to put up their hands if they sleep here when they are on holiday. Count the number of hands each time to find out which is the most popular holiday accommodation.
Optional activity
Class Book •
Tell the children that you are going to try to remember the information about camping holidays. Tell them that you might need some help. Tell them to stop you if you make a mistake. Say the following and ask the children to correct your errors: A yurt is a big square tent. A tepee is a native African tent. A caravan doesn’t have a kitchen. You can sleep on a barbecue. You can sleep in a yurt in a city.
Ask the children to draw and write about a place they have stayed when they went on holiday. Ask them to show their picture to a friend and to tell them about their holiday.
Activity Book 1 Read and write caravans, yurts or tepees. •
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The children read the sentences and write the name of the type of camping accommodation. Check the answers by looking at page 92 of their Class Book.
ANSWERS
1 caravans 2 tepees 5 tepees 6 yurts
3 yurts
4 caravans
2 Write. •
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The children look at the pictures of the camps and complete the paragraphs about the different types of accommodation. Check the activity by asking the children to read out the paragraphs.
ANSWERS
1 Last summer, she stayed in a yurt. There were special beds. She cooked on a fire inside the yurt. 2 Last summer, he stayed in a caravan. There was a bedroom and a living room. He cooked in the kitchen. 3 Last summer he stayed in a tepee. There was a special bed called a hammock. He cooked on a barbecue.
Lesson 9
CB PAGE 93 and AB PAGE 92
Jeb says … Point to Jeb and say Jeb says ‘Help at home when you are on holiday. There’s time for work, rest and play!‘ Ask children what they can do to help their mum and dad a lot. Praise those that come up with good ideas. If you like, ask the children to write down on a piece of paper, the name of a child they feel has had particularly good ideas. Count whose name has been nominated most and give them a reward, e.g. a note to the parents, etc.
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CULTURE AND INTEGRATED SKILLS LESSON Lesson objectives Read and listen to facts about the school holidays in the UK. Listen and read a values message. Read and write a postcard. Develop good citizenship values. Practise vocabulary related to holidays.
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2 Listen and read. Read in pairs. $ 4•12 •
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Language Core: This is my (caravan), It’s got a (bedroom), You can (cook) in the (kitchen)
Materials CD4 $ tracks 11–12; Units 1–9 flashcards and wordcards Warmer Play The alphabet game to revise vocabulary from all of the units in the book. (See Ideas bank.)
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Lead-in
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3 Act out new dialogues.
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Ask the children to act out new dialogue in pairs, using the words from the box below for ideas. Ask volunteer pairs to come and demonstrate their dialogue to the class.
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Ask the children to open their Class Books and look at the photo in Activity 1. Ask them what they can see in the photo.
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Point to the dialogue in Activity 2. Tell them that Jeb is on holiday in Scotland. Tell them that while he is there he is interviewing a Scottish man about his caravan for the school website. Ask the children to work in pairs. Ask one of them to be the caravan owner and the other to be Jeb. Tell them to say the dialogue using the pictures to help them. Play the recording and ask the children to listen and check. Ask the children to swap roles and say the dialogue again.
Optional activity •
Class Book 1 Read and listen to the fact. $ 4•11 Now ask them to read the fact about school holidays in the UK and play the recording so they can listen to it. Ask a few comprehension questions to help them understand, e.g. How long is the summer holiday in the UK? (six weeks) When do children finish school? (July) When do they start school again? (September).
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Activity Book 1 Read and make notes from the postcard. •
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In the UK, the summer holiday is shorter than in some other countries, but the children have holidays in the autumn, spring and early summer too. These are a week long and they are called half-term holidays. CULTURAL NOTE:
Artistic and cultural competence These facts help the children to develop an awareness of aspects of culture of English-speaking countries. Where possible, encourage the children to think about these facts in comparison to their own culture. KEY COMPETENCE:
Optional activity •
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Ask the children to role play another dialogue. This time ask one of them to be a camper staying in a different type of holiday accommodation and the other to be Jeb. Ask for volunteers to act out their role plays for the class.
The children read the postcard about a camping holiday. They make notes about the holiday.
ANSWERS
Where’s he staying: tepee, in Scotland Weather: sunny What he did yesterday: walked to waterfall, climbed a hill Favourite places: lakes and rivers
2 Make notes for a postcard. Write. •
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The children invent a different holiday and write notes for it using the headings to help them. They write the postcard in full and draw a picture to illustrate it.
ANSWERS
Children’s own answers.
Show the children a calendar. Mark on the school holidays in the children’s school. Compare these with the holidays for children in the UK.
Unit 9
145
Lesson 10
4 Ask and answer questions 1–8 with a friend.
CB PAGE 94 and AB PAGE 93
Ask the children to work in pairs. Tell them to take turns to ask and answer the magazine questions. Go round and listen to the children as they interview one another. Ask volunteers to perform their interview for the class.
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REVIEW LESSON •
Lesson objectives Review all the vocabulary and language from the unit. Review language from the previous level and unit. Provide opportunity for self-evaluation.
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Optional activity •
Language
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Review: Lesson 1 camping places and equipment words; Lesson 4 country code words
Materials CD3 $ track 66 and CD4 $ track 13
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Warmer $ 3•66 •
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Sing the song from Lesson 4 again to energize the children at the start of the lesson. Turn down the volume and encourage the children to sing it unaccompanied.
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Ask the children to look back at the words from Units 1–8. Ask them to make a jumbo class quiz. To do this each child should find three words in the book and write clues for them, e.g. This is a very tall animal. (giraffe) An astronaut wears this on his head. (a helmet) You can drink this. It is good for you. It has calcium. (milk). Now ask them to hand in their clues. Organize the class into teams. Each team should take a turn to s elect at random, one of the clues and to read it to the other teams. The first team to guess the answer wins a point and takes the next turn to select the clue. Continue until there are no clues left then count up the points.
Lead-in Ask the children to open their Class Books and look at the interview. Explain that Rory is being interviewed for the school magazine.
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1 Read and listen. $ 4•13 •
2 Answer the question.
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Children’s own answers.
2 Ask and answer the questions with another friend. •
Ask the children to look at the question at the top of the page Was Rory’s holiday good? Why? Now ask them to read and listen to the interview again to find the answer to the question about Rory’s holiday. Ask them to tell you the answer to the question. (Yes, because he did lots of fun activities.)
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Read the questions. Ask the children to tell you true or false. Read the interview again for children to check. Ask the children to correct the false sentences.
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1 true
2 true
3 false
4 false
5 true
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6 true •
Optional activity •
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Ask the children to work in pairs. Ask them to write true / false statements about their last holiday. When they have finished, ask them to swap statements and tell their friend to guess whether the statements are true or false.
Unit 9
If the children haven’t completed page 111 in the Activity Book, ask them to do so now to help evaluate their work afterwards.
My Work
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ANSWERS
The children work in pairs, with a different partner to Class Book, Activity 4. They take turns to ask and answer the interview questions again. Go round and listen as they interview one another.
Bilingual dictionary and grammar
3 Read and say true or false. •
The children imagine they are being interviewed. They read the questions and write the answers.
ANSWERS
Tell the children to look at the interview in their Class Books. Play the recording, encouraging the children to listen and follow in their books.
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1 Write your answers. •
Class Book •
Activity Book
Explain to the children that at the end of each unit they will be asked to think about the work and to s ay whether it is difficult, OK or easy. Show them how to colour the stars and ask them to colour the stars accordingly. Go round and monitor the children’s responses and if possible talk to individuals about the unit.
The children are now ready to do the Unit 9 test, the Term 3 test or the End of Year test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 9 Test, Term 3 Test or End of Year Test. Notes and answers on CD-ROM. NOTE:
Revision Story
d r m u e t s a c u o p o b T h e c
Lesson 1
CB PAGES 98 and 99 and AB PAGE 112
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 1–3. Understand a story.
Language Review: jobs words; colours words; sports words; doctor’s equipment words; parts of the body words; He is / She is a / n (astronaut, cook, farmer, nurse, pop star). I’ve got / He’s got / She’s got (grey eyebrows, a moustache, a ponytail). What are you doing? I’m (riding a horse, playing football, walking, dancing). Have you got (some cream, a bandage, a plaster)? Yes, I have. No I haven’t Extra: costumes, dressing up, hurt, helpful
Materials CD4 $ track 26
ANSWERS
Five jobs: cook, nurse, astronaut, pop star, farmer Four sports activities: riding a horse, dancing, walking, playing football Four parts of the body: leg, moustache, ponytail, eyebrows Three things in a nurse’s bag: cream, bandage, plaster
3 Read out the story. •
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4 Talk about the story. •
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Warmer •
Play Categories with words from the following categories: jobs, colours, sports, doctor’s equipment. (See Ideas bank.)
Lead-in •
Tell the children to open their Class Books and look at the pictures on the first page of the story. Ask the children questions. What are the children doing? (They are dressing up) Who is with them? (Miss Snow) Why are they dressing up? (for the school show).
Class Book 1 Listen and read. $ 4•26 •
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Play the recording of the story up to the end of the first page. Ask the children What happens next? and ask them to predict the next part of the story. Play the rest of the recording, encouraging the children to listen and read. Ask them if they were right about what happens next. Ask the children Why did the little girl ask Miss Snow to help? (because she thought she was a nurse).
2 Read the story and find the words. •
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Write the following headings on the board. Five jobs / Four sports or activities / Four parts of the body / Three things in a nurse’s bag. Ask the children to read the story and find the words for each category. Check the activity by writing the headings on the board and asking the children to say the words they have found.
Divide the children into groups of eight: the narrator, Miss Snow, Jeb, Rose, June, Rory, Lola, Monty. Ask them to practise reading out the story together, encouraging them to put expression into their voices. Go round and monitor the groups as they practise. Ask for volunteer groups to read out the story.
Have a class discussion about the story and its theme. Ask the children to work in pairs. Tell them that you will ask a question and that they should give their answer to their partner. Ask questions to start the discussion: Do the children like dressing up? Do you like dressing up? When do you dress up? What’s your favourite costume in the story? Have you got any costumes at home? Do you like being in shows?
Activity Book 1 Remember the story. What’s missing? Number. •
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The children look at the pictures of the characters from the story. Tell them each person has one thing missing. They remember what it is and write the number next to the item that is missing.
ANSWERS
1 a moustache 2 glasses 5 a football 6 a wig
3 helmet
4 a bandage
2 Remember the story. Write the words and names. •
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The children remember the story and complete the sentences from the dialogue. They write the name of the person who said each sentence.
ANSWERS
1 2 3 4 5 6
The costumes are in this cupboard. Miss Snow Do you like dressing up? Jeb I’m walking on the moon! June He’s very funny! Rose He’s got big, grey eyebrows! June I’m riding a horse. Rory
3 Remember the story. Write. •
The children look at the pictures and complete the questions and answers.
ANSWERS
1 2 3 4
Is this Jeb’s wig? No, it isn’t. It’s Miss Snow’s. Are these Rory’s glasses? No, they aren’t. They’re Rose’s. Is this June’s moustache? No, it isn’t. It’s Jeb’s. Are these Rose’s boots? No, they aren’t. They’re Rory’s. Revision stories
147
Lesson 2
CB PAGES 98 and 99 and AB PAGE 113
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 1–3. Understand a story.
Language Review: jobs words; colours words; sports words; doctor’s equipment words; parts of the body words; clothes words; He is / She is a / n (astronaut, cook, farmer, nurse, pop star). I’ve got / He’s got / She’s got (grey eyebrows, a moustache, a ponytail). What are you doing? I’m (riding a horse, playing football, walking, dancing). Have you got (some cream, a bandage, a plaster)? Yes, I have. No I haven’t Extra: costumes, dressing up, hurt, helpful
Materials Large pieces of paper; coloured pencils
Warmer •
Give the children a challenge. Challenge them, without looking at their Class Books, to remember all the characters from the story.
Lead-in •
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Play a mime game. Ask the children to take turns to come out and mime putting on different items of clothing. The rest of the class should guess what clothes they are.
Class Book 1 Listen and say the job. •
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Read out the following descriptions. Ask the children to listen and put up their hands if they can guess the job. This person wears a helmet, a special suit and special gloves and boots. (an astronaut) This person wears big boots and works in the country.(a farmer) This person wears a white dress, or a white shirt and trousers and a special hat. She has a special bag. (a nurse) This person wears a tall hat and works in a kitchen. (a cook) This person wears modern clothes and has a microphone and sometimes a guitar. (a pop star). Invite volunteers to describe other jobs for the class to guess.
2 Can you remember? Match. •
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Write the following list of jobs and characters on the board: Astronaut Jeb Nurse Rory Farmer June Pop star Miss Snow Cook Rose Ask the children to match the characters to the characters that they dress up as, without looking at their Class Books. Ask the children to check their answers by looking at the story again.
Revision stories
ANSWERS
Astronaut June Nurse Miss Snow Pop star Rose Cook Jeb
Farmer Rory
3 Design a costume. •
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Tell the children to imagine that they are designing a costume for a show. Tell them that the character they have to design a costume for is Doctor Disaster. Ask them to draw and label the costume that Doctor Disaster will wear and the things that he will need in the show. When the children have finished, display the pictures of the costumes around the class.
4 Do a mime show. •
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Divide the class into groups of four. Ask one of them to be the narrator and the others to be actors. Tell them to invent a mime show about safe sport. First ask them to write the script together for the narrator: e.g. When you are horse riding, wear a helmet. When you are riding a bike, use your lights. Now ask the narrator to say the script while the actors mime the actions.
5 Who’s your favourite character? •
Ask the children to work in pairs and to say who is their favourite character in the story and why.
Activity Book 1 Read the questions and write the answers. •
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The children look at the pictures and read the questions. They write Yes, he / she has if the answer is correct and No, he / she hasn’t if it is wrong. Check the activity by saying the number and ask ing the children to say the answer.
ANSWERS
1 Yes, she has. 2 No, she hasn’t. 3 No, she hasn’t. 4 No, he hasn’t. 5 Yes, he has. 6 Yes, he has.
2 Write. •
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The children look at the pictures and write answers to the questions. Check the answers by asking What’s (he / she) doing?
ANSWERS
1 He’s riding a horse. 2 She’s painting a picture. 3 He’s cooking an egg. 4 She’s singing a song.
3 Write. •
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The children order the words to make questions. They write the answers to the questions. Check the questions and answers around the class.
ANSWERS
1 Do you like dressing up? Yes, I do. 2 Can Rory write stories? Yes, he can. 3 Has Miss Snow got earrings? No, she hasn’t.
Revision Story
W h o
Lesson 1
needs mag c
CB PAGES 100 and 101 and AB PAGE 114
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 4–6 and the Starter Unit. Understand a story.
Language Review: days of the week; times of day; classroom equipment; habitats ; bee, lizard, flying, walking, clever, magic tools, school hall, laptop, pen, poster, web page; We can / can’t (paint the scenery). You can (make the poster). We like (burgers) Extra: scenery; What’s the matter? It’s broken
Materials CD4 $ track 27
ANSWERS
Tuesday quarter to eleven quarter to one three o’clock Saturday 20th July quarter past three until quarter past four
3 Read out the story.
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Optional activity
4 Talk about the story. •
Warmer Play Little by little with: pen, microphone, laptop, book, crayons, scissors, pencil. (See Ideas bank.)
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Lead-in •
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Ask the children to think quietly for a minute and to try to remember the story about dressing up. Now ask them to look at the story in their Class Book on pages 100 and 101. Ask Why are the children dressing up? (because they are preparing a show).
Class Book 1 Listen and read. $ 4•27 •
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Play the recording of the story up to the end of the first page. Ask the children What happens next? and ask them to predict the next part of the story. Play the rest of the recording, encouraging the children to listen and read. Ask the children if they were right about what happens next. Ask the children Do the children need magic tools? Why not? (because they are good at painting and they are good at making websites). Play the recording again without stopping.
2 Read the story and find the answers to the questions. •
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Write the following questions on the board. What day is it in the story? What time do the children start work for the show? What time do they usually have lunch? What time do they finish for lunch today? What day is the show? What time is the show? Check the answers around the class.
If you have audio recording facilities, record the groups performing the story. Play the recordings of the story back to the class.
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Divide the class into groups of six: the narrator, Miss Snow, Jeb, Rose, June, Rory. Ask them to practise reading out the story together, encouraging them to put expression into their voices. Go round and monitor the groups as they practise. Ask for volunteer groups to read out the story.
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Have a class discussion about the story and its theme. Ask the children to work in pairs. Tell them that you will ask a question and that they should give their answer to their partner. Ask questions to start the discussion: Do you like drawing and painting? Do you like using computers? Do you like making posters? Which one do you prefer? Why?
Activity Book 1 Remember the story. Circle a, b or c . •
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The children look at the pictures of the characters from the story. They read the sentences and circle the correct words.
ANSWERS
1 c
2 a
3 c
4 a
5 c
2 Remember the story. What’s the missing word? Find and write. •
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The children find words in the wordsearch from the story. They complete the sentences using these words.
ANSWERS
1 burgers 2 lunch 5 pencils 6 sky
3 half
4 laptop
3 Remember the story. Write and draw the time. •
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The children look at the sentences and remember the times from the story. They complete the sentences and draw the times on the clocks. They check their answers in the story, then check the answers round the class asking What time (are the children in the hall)?
ANSWERS
1 half past ten 2 quarter to one 3 quarter past four 4 three o’clock Revision stories
149
Lesson 2
CB PAGES and 100 and 101 and AB PAGE 115
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 4–6 and Starter Unit. Understand a story.
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3 Make a poster or a web page. •
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Language Review: days of the week; times of day; classroom equipment; habitats ; bee, lizard, flying, walking, clever, magic tools, school hall, laptop, pen, poster, web page; We can / can’t (paint the scenery). You can (make the poster). We like (burgers) Extra: scenery; What’s the matter? It’s broken
Materials CD4 $ track 28; cardboard; paints; coloured pencils; large piece of paper
Warmer •
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Divide the class into teams and use a clock to have a time quiz. Say a time. Ask one of the teams to move the hands on the clock to show the correct time. Teams take turns, and get a point for each correct answer.
Lead-in •
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Before the children open their Class Books, ask them to remember the three jobs the characters had in the story. (Making the scenery, the web page and the poster). Ask Why can’t they make the poster and the scenery? (because the magic pen is broken) Why can’t they make the web page? (because the magic laptop is broken).
Class Book 1 Make a song. •
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Write the following chant on the board. Say it line by line and ask the children to repeat it. I can sing, But I can’t draw, And I can dance And I can’t paint, And I can act, you know. And I can’t write a show. Now tell them that this is a song for a show, but it has no music. Ask them to work in small groups and to invent a tune for the song. Bring volunteers to the front of class to perform their song.
2 Make some scenery. •
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Tell the children to imagine that they are scenery painters. Give them some cardboard and paints or coloured pencils. Ask them to work in pairs or small groups and to design some scenery for a show. Tell them that it is about wild animals and their habitats. Brainstorm ideas of the things that they might include in the scenery (forest, jungle, land, water, desert, cave, sky, sun, etc.).
Revision stories
Now ask them to make a model of the scenery. Tell them that they should label it so that the director of the show can see what each thing is.
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Ask the children to imagine that they have been asked to design a web page or a poster for a show. Give them a large piece of paper and ask them to work in pairs to design a poster or web page for a show. Tell them to include the following information: the title of the show, the date of the show, the start and finish time of the show, some information about the show (Is it funny, exciting, sad? Has it got singing, dancing, drama?), the names of the stars. When they have finished, display the posters/web pages for the other children to look at.
Activity Book 1 Listen and circle the food Jeb would like. Write. $ 4•28 •
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The children look at the pictures and listen to the recording. They circle the foods they hear and then write them on the lines.
Transcript Narrator It’s lunchtime. Would you like some sausages, Jeb? Jeb No, thank you. I don’t like sausages. Narrator Would you like a burger? Jeb Ooh! Yes, please. Narrator Would you like some beans? Jeb Yes, please. Narrator Would you like some peas? Jeb Yes, please. Narrator Would you like some biscuits or a banana? Jeb A banana, please. Narrator OK. Here you are, Jeb. Jeb Thank you. ANSWERS
a burger, some beans, some peas and a banana
2 Look and write questions. Look again and answer. •
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The children look at the pictures and the word clues. They write questions and answers about each animal. Bring volunteers to the front to read out their questions and answers to check the activity.
ANSWERS
1 2 3 4
Is the lizard walking? Yes, it is. Is the hippo sleeping? No, it isn’t. Is the monkey eating? No, it isn’t. Is the bat flying? Yes, it is.
3 Write. •
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The children look at the pictures of Jeb and June. They complete the descriptions of their days using the pictures to help them. Check the activity by asking volunteers to be Jeb and June. Ask them to read out their descriptions.
ANSWERS
June: I wake up at eight o’clock and I do my homework at half past three. Then I play tennis at quarter past six. Jeb: I get up at eight o’clock and I go home at half past three. Then I have dinner at quarter past six.
Revision Story
ool h c s e T h
Lesson 1
CB PAGES 102 and 103 and AB PAGE 116
STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 6–9. Understand a story.
Language Review: places in town; prepositions; costumes, scenery, ready, excited, worried, party, clever; I was / The children were …, I walked / cycled across the bridge / along the river. There is / There are
s h o w
There’s a poster in the café There are two posters in the shop There’s a poster in the supermarket There’s a poster in the library There are two posters in the town There are three posters in the park
3 Read out the story. Divide the children into groups of eight: the narrator, Miss Snow, Jeb, Rose, June, Rory, two spectators. Ask them to imagine that they are going to read the story on the radio. Ask them to practise reading out the story together, encouraging them to put expression into their voices. Go round and monitor the groups as they practise. Ask for volunteer groups to read out the story.
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Optional activity
Materials CD4 $ track 29
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If you have audio recording facilities, record the groups performing the story. Play the recordings of the story back to the class.
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Give the class one minute and ask them to think of ten places in a town. Write them on the board as they say them. When the minute is finished, stop and count the number of words on the board to see if they have met the challenge.
4 Talk about the story. •
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Lead-in •
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Tell the children to open their Class Books. Ask them to look at the pictures of the first page of the story. Ask the children the following questions. Where are the children? (in the school hall) Why are they there? (because it is the school show today) Are there any people in the hall to see the show? (no, the hall is empty).
Class Book 1 Listen and read. $ 4•29 •
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Play the recording of the story to the end of the first page. Ask the children Why is the school hall empty? Where are the people? and ask them to predict the next part of the story. Play the rest of the recording, encouraging the children to listen and read. Ask the children if they were right about what happens next. Ask the children Why were there no people in the hall? Play the recording again without stopping.
2 Read the story. Where are the posters? •
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Ask the children to read the story. Tell them count how many posters there are and where the posters are. Ask them to write sentences, e.g. There’s a poster in the café. There are two posters in the shop. Check the activity by asking the children where the posters are.
ANSWERS
There are ten posters.
Have a class discussion about the story and its theme. Ask the children to work in pairs. Tell them that you will ask a question and that they should give their answer to their partner. Ask questions to start the discussion: Are the children excited about the show? Where were they last week? Did June walk to town?
Activity Book 1 Remember the story. Read and circle. •
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The children look at the sentences from the story. They read and circle the correct word.
ANSWERS
1 walked 2 along 5 closed 6 can’t
3 town hall
4 posters
2 Remember the story. Write the words. Match. •
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The children remember the story and write one of the words in each gap to complete the sentences. When they have finished, they try and remember which frame each sentence is from.
ANSWERS
1 I walked to the café opposite the cinema. Frame 3. 2 There’s a poster in the supermarket and there’s a poster in the library between the police station and the sports centre. Frame 4. 3 There are two posters in the town and there are three posters in the park behind the town hall. Frame 5.
3 Look and write. •
The children look at the picture and complete the sentences about where the children were last week.
ANSWERS
1 Rose was at the library. 2 Rory was in the park. 3 June was at the supermarket. 4 Jeb was at the café. Revision stories
151
Lesson 2
CB PAGES 102 and 103 and AB PAGE 117
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STORY AND MAIN LANGUAGE PRESENTATION Lesson objectives Revise vocabulary and language from Units 6–9. Understand a story.
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Language Review: places in town; prepositions; costumes, scenery, ready, excited, worried, party, clever; I was / The children were …, I walked / cycled across the bridge / along the river. There is / There are
Materials Small pieces of paper; enough for one piece for each child
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3 Tell a friend about yesterday. Ask true or false? •
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Warmer •
Write this wordsnake on the board and invite children to come out and circle a word: Oninbehindoppositenearalongacrossunderturnleftturnright.
Learning to learn Personalised activities such as the activity above allow children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalisation activities.
On in behind opposite near along across under turn left turn right.
Lead-in
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Ask the children to help you to draw a town on the board. Ask them to tell you a place in the town, e.g. a hospital. Draw the hospital in the middle of the board. Now ask them to tell you another place. Say Where is it? Is it behind the hospital? Is it in front of the hospital? Encourage the children to use prepositions of place. Gradually draw a big town on the board. Include streets between the buildings.
Activity Book 1 Read and write the place. •
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Class Book 1 Draw. Describe and draw. •
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Tell the children to draw a town of their own and label the places. When they have finished, ask them to take turns to do a drawing dictation. One child describes their picture while the other child draws it. When they have finished, they compare the two pictures to see if they are the same. Now they swap and the other child describes their town for their partner to draw.
2 Detective game. •
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You will need to prepare this game before the class. Take small pieces of paper. On four of the pieces of paper, write the word detective. On another write the café. On the others write the name of different places in the town (not the café), e.g. the town hall, the park, the school, the cinema, the sports centre, the library, the shop, the supermarket, the police station, the hospital, the swimming pool. The places can be repeated. Put all of the papers in a bag. Ask each child to take one and to keep it secret.
Revision stories
Ask the children to work in pairs. Ask them to talk about yesterday saying some things that are true and some things that are false, e.g. Yesterday I was at school. True or false? Yesterday I travelled by motorbike. True or false? KEY COMPETENCE:
ANSWERS
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Ask the child who is the detective to come to the front or just outside the classroom door where the other children can’t hear. Tell them that they need to find someone who left a winning lottery ticket in the café yesterday. Tell them they have to find the person. They have ten chances to find the person by asking Where were you yesterday? Now tell the other children that a detective is tr ying to find someone. Don’t tell them why. Tell them that the detective will ask where they were yesterday. Tell them they must answer with the place on their paper, e.g. I was in the library. Play the game. If the detective finds the person, they can tell them why they were looking for them. Collect all of the papers and give them out again and repeat the game.
The children look at the map and read the instructions. They write a place in each gap when they find out where they are. They check their answers with one another.
ANSWERS
1 shop
2 zoo
3 park
2 Write. •
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The children look at the questions and use the words in the boxes to write answers. Check the answers by asking the questions and inviting volunteers to answer.
ANSWERS
1 2 3 4
She cycled to the cinema. He painted a picture. He walked to the park. She played tennis.
3 Write. •
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The children look at the pictures of the children. They complete the questions and the answers. Check the answers round the class.
ANSWERS
1 Are they going on foot? Yes, they are. 2 Are they going by tandem? No, they aren’t. 3 Are they going by train? Yes, they are.
e r f n o B Lesson 1
CB PAGE 95 and AB PAGE 118
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Introduce vocabulary related to Bonfire Night. Read and talk about a traditional festival.
Language Core: fireworks, firework display, bonfire, guy, toffee apple, jacket potato, hot dog, 5th November Extra: remember, parliament, king, gunpowder, treason, plot
N ANSWERS
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Tell the children that you are going to read about a festival in the UK. Ask them to name festivals in their own country. Write a list of the names of the festivals on the board, including the dates of the festivals if possible.
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Tell the children to work in pairs. Ask the children to take turns to ask the questions in Activity 3 and to answer them. Go round and listen to the them as they work. Check the activity by asking a few children the questions.
5 Listen and say the chant. $ 4•17 •
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4 Ask and answer the questions.
Materials CD4 $ tracks 14–17 Lead-in
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Tell the children that there is an old, old chant about Guy Fawkes that people sometimes say on Bonfire Night. Before you play the recording explain that gunpowder is what makes an explosion in a gun, that treason is when someone does something against the king or queen, and that a plot is a kind of plan. Play the recording and ask the children to listen. Play the recording again and ask the children to clap the rhythm. Play the recording a third time and encourage the children to join in. Artistic and cultural competence Learning about festivals in different countries helps to put the language the children are learning into a cultural context. This makes the language more accessible and ‘real’ for the children. KEY COMPETENCE:
Class Book 1 Listen, point and repeat. $ 4•14 •
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Ask the children to open their Class Books and look at the pictures of Bonfire Night. Ask them to look at the words. Play the recording for the children to listen and point to the pictures and words. Play the recording again for the children to repeat the words in chorus.
2 Read and listen. $ 4•15 •
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Ask the children to read the text quietly to themselves. Play the recording and ask the children to listen and read. Ask the following comprehension questions to check the children’s understanding of the text: What day is Bonfire Night? (5th November) What do they have at the parties? (a bonfire and fireworks) What is a guy? (a big doll) Who is Guy Fawkes? (a man who wanted to kill the king) What do people eat on Bonfire Night?(toffee apples, hot dogs, jacket potatoes). Traditionally, the guy is made by children from old clothes stuffed with straw. Toffee apples are apples put on a stick and dipped in caramel. CULTURAL NOTE:
3 Read. Then listen and say the number. $ 4•16 •
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Ask the children to look at the questions and answers in Activity 3. Ask them to read them and match the answers to the questions. Now play the recording, stopping after each question for the children to say the number of the answer.
Activity Book 1 Write. •
The children read the text about Bonfire Night and use the words in the box to complete the text.
ANSWERS
1 UK 2 5th November 3 firework 4 bonfire 5 doll 6 Guy Fawkes 7 toffee apples 8 hot dogs
2 Draw in picture A and tell your friend. Draw your friend’s things in B. •
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The children draw some of the items from the box on picture A. Then they do a drawing dictation. They describe their picture to their partner while he / she draws what they describe. When they have finished they compare their pictures.
ANSWERS
Children’s own answers.
3 Make a firework display. •
The children follow the instructions to make a firework display using crayons.
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 1, Festival worksheet A. Notes and answers on CD-ROM.
Festivals
153
Lesson 2 (optional)
4 Make a guy. Divide the children into groups of five or six. Give each group a big cardboard box. Ask them to cut out the shape of a man and draw old fashioned clothes on him. Ask them to label the clothes.
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REINFORCEMENT AND PRACTICE OF MAIN VOCABULARY AND LANGUAGE Lesson objectives
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Practise vocabulary related to Bonfire Night. Read and talk about a traditional festival.
Tell the children that in the past, children would collect money in the street for the bonfire celebration, asking ‘A penny for the guy’. CULTURAL NOTE:
Language Core: fireworks, firework display, bonfire, guy, toffee apple, jacket potato, hot dog, 5th November Extra: remember, parliament, king, gunpowder, treason, plot
Artistic and cultural competence Exposure to traditions from other countries helps children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as, Have you ever been to a bonfire night party? Do you like fireworks? When do you see fireworks? KEY COMPETENCE:
Materials CD4 $ track 17; paper; cardboard boxes Warmer $ 4•17 •
Ask the children to remember and say the chant from Lesson 1 again.
Lead-in •
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Ask the children to remember a few of the details about Bonfire Night. Ask What do people eat at Bonfire Night parties? What is the big doll on the bonfire called? Who did Guy Fawkes want to kill?
5 Play a memory game. •
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1 Do a role play. •
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Ask the children to work in groups. Ask them to imagine that they are at a Bonfire Night party. Ask them to take turns to be the host of the party and guests at the party. The person who is the host must go round and offer the guests some food saying: Would you like a hot dog / jacket potato / toffee apple? The other children should say Yes, please or No, thank you.
2 Write the ingredients for Bonfire Night food. •
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Write the following headings on the board: hot dogs, toffee apples, jacket potatoes. Now write the following list of ingredients: apples, potatoes, bread, butter, sugar, sausages, tomato ketchup, cheese, onions. Ask the children to put the ingredients under the correct headings.
ANSWERS
hot dogs: bread, sausages, onions, tomato ketchup jacket potatoes: potatoes, butter, cheese toffee apples: apples, sugar
3 Make a bonfire party invitation. •
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Ask the children to write an invitation to a bonfire party. Ask them to include information about: Where the party is? What day the party is? What time the party is? What food there will be? Ask them to decorate the invitation with pictures of the fireworks, the bonfire and the guy. Ask the children to exchange invitations and to read one another’s.
Festivals
Ask the children what they think the weather is like in the UK in November. Tell them that it is usually cold. Now play a memory game. Divide the class into groups of five or six. Ask one child to start the game by saying, I’m going to a bonfire par ty. I’m wearing warm socks. Now ask the next person to repeat the sentence and to add another item of clothing, e.g. I’m going to a bonfire party. I’m wearing warm socks and gloves. The game continues round the group until the list is too long for the children to remember.
Optional activity •
Ask the children to think of celebrations in their own country or other countries when people have fireworks, e.g. New Year.
6 Write about fireworks. •
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Write the following adjectives on the board: hot, beautiful, horrible, light, long, bad, colourful, noisy, dangerous, cold. Ask the children to choose four adjectives and to write sentences about fireworks.
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 1, Festival worksheet B. Notes and answers on CD-ROM.
a s m t s r C h Lesson 1
CB PAGE 96 and AB PAGE 119
MAIN VOCABULARY PRESENTATION AND PRACTICE Lesson objectives Introduce language related to Christmas Eve. Read and talk about a traditional festival.
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ANSWERS
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Play Line by line to revise the vocabulary of toys. (See Ideas bank.)
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Lead-in •
Draw a picture of a Christmas tree on the board. On each branch put a bauble. Ask the children if they can tell you one Christmas word to write in each bauble. Tell them they are going to learn some new words about Christmas Eve.
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1 Listen, point and repeat. $ 4•18
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2 Read and listen. $ 4•19 •
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Ask the children to read the text quietly to themselves. Play the recording and ask the children to listen and read. Ask the following comprehension questions to check the children’s understanding of the text: What day is Christmas Eve? (24th December) What do children do on that day? (they put decorations on the Christmas tree) What do they put near the fireplace?(a stocking) What goes in the stocking? (presents) What do the children leave for Father Christmas? (mince pies) What do the children leave for the reindeer? (carrots).
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Tell the children to work in pairs or groups of three. Ask them to take turns to ask the questions in Activity 3 and to answer them. Go round and listen to the children as they work. Check the activity by asking a few children the questions.
Ask the children to look at the picture. Say the words sleigh and bells for the children to repeat and point to the picture. Play the recording once through for the children to listen to the song. Play the recording again and encourage the children to join in. If you have any bells in the class, use the bells to accompany the song.
1 Write.
Class Book Ask the children to open their Class Books and look at the picture of Christmas Eve. Ask them to look at the words. Play the recording for the children to listen and point to the pictures and words. Play the recording again for the children to repeat the words in chorus.
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Activity Book
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5 Listen and sing. $ 4•21
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Warmer
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4 Ask and answer the questions.
Language
Materials CD4 $ tracks 18–21; paper and thin card
Now play the recording of the questions, stopping after each question for the children to say the number of the answer.
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Core: Christmas tree, decorations, fireplace, mince pies, stockings, sleigh, bells Review: carrots, wake up, during the day, before, morning, horse, presents
E v e
The children read the text about Christmas Eve. They read the words in the box and use them to complete the text. Check the activity by reading the text and stopping at each gap for the children to tell you the answer.
ANSWERS
1 24th December 2 decorations 3 stockings 4 fireplace 5 mince pie 6 reindeer 7 presents
2 Make a card game. Play. •
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The children look at the pictures and follow the instructions to make the cards for a game. When they have finished, they play a matching game with the cards.
3 Make a decoration. •
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The children use a piece of paper to make a dove Christmas decoration, following the instructions. Decorate the classroom with the doves.
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 2, Festival worksheet A. Notes and answers on CD-ROM.
3 Read. Then listen and say the number. $ 4•20 •
Ask the children to look at the questions and answers. Ask them to read them and match the answers to the questions.
Festivals
155
Lesson 2 (optional)
Learning to learn Personalised activities such as the activity above allow children to use the language as their own. O wnership of language is an important part of acquisition. The children need time to use the language as their own. Wherever possible, include personalisation activities. KEY COMPETENCE:
REINFORCEMENT AND PRACTICE OF MAIN VOCABULARY AND LANGUAGE Lesson objectives Practise language related to Christmas Eve. Read and talk about a traditional festival.
4 Make a Christmas decoration. Give each child a piece of A4 paper. Ask them to fold it in half. Ask them to draw a Christmas stocking on the front, then cut it out, cutting through both pieces of paper together. Ask them to stick the two halves of the stocking together around the edges, leaving the top open and a space in the middle like a sock. Ask them to decorate the front of the stocking with Christmas colours, e.g. green, red, silver, gold, and tell them to write Merry Christmas on the stocking. Invite the children to take the stocking home and to put some sweets in it as a present for their family.
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Language Core: Christmas tree, decorations, fireplace, mince pies, stockings, sleigh, bells Review: carrots, wake up, during the day, before, morning, horse, presents
Materials CD4 $ track 21; A4 paper Warmer $ 4•21 •
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Sing Jingle Bells again from Lesson 1. Try and sing the song as a round by dividing the class into two or three groups with the second group starting once the first group has sung one line of the song.
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Optional Activity •
Lead-in •
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Ask the children What does Father Christmas wear? (a red hat, red trousers, red boots, a red jacket). Ask the children to draw Father Christmas’ washing line and to label the clothes.
1 Can you remember? •
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Ask the children to close their books. Tell them that you are going to tell them about Christmas, but that you might make mistakes. Tell them to put up their hand if they hear a mistake. Read the following sentences, pausing and asking the children to correct you if they think you have made a mistake: Christmas Eve is on 24th April. Children put decorations on the dog. They put their pen cil cases near the fireplace. They leave sandwiches for Father Christmas. Father Christmas leaves nothing in their stockings.
2 What do you want for Christmas? •
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Ask some children in the class What do you want for Christmas? Help them to say the names of the presents they would like in English. Now ask the children to ask two or three friends what they would like for Christmas.
3 Write a letter to Father Christmas. •
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Write the following model for a letter on the board. Ask the children to copy it and to fill in the gap with things that they would like for Christmas. Dear Father Christmas, For Christmas, I would like _______________________. I promise to be very good. Thank you. From __________.
Festivals
Have a spelling quiz in teams with Christmas words, e.g. Christmas, stocking, decorations, fireplace, mince pies, sleigh, presents, December, Christmas Eve.
Optional Activity •
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Ask the children to draw and cut out a bell. Tell them to copy the words of the song onto the bell. Show them how to fold the bell in half to make a Christmas card.
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 2, Festival worksheet B. Notes and answers on CD-ROM.
r t a P S t Lesson 1
CB PAGE 97 and AB PAGE 120
c k ’s D a y 3 Read. Then listen and say the number. $ 4•24 •
MAIN VOCABULARY PRESENTATION AND PRACTICE •
Lesson objectives Introduce vocabulary related to Saint Patrick’s Day. Practise reading and talking about a traditional festival.
Ask the children to look at the questions and answers. Ask them to read them and match the answers to the questions. Now play the recording of the questions, stopping after each question for the children to say the number of the answer.
ANSWERS
a 3
Language Core: flag, parade, shamrock, Ireland, patron saint Extra: wheelbarrow, broad, narrow, cockles, mussels, alive
A4 paper; lollipop sticks
Lead-in •
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Tell the children that you are going to read about a festival in Ireland. Give out atlases or maps and ask them to find Ireland on the map. Now ask them to find the capital city of Ireland. (Dublin).
Class Book
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Ask the children to open their Class Books and look at the pictures of St Patrick’s Day. Ask them to look at the words. Play the recording for children to listen and point to the pictures and words. Play the recording again for children to repeat the words in chorus. Explain to the children that ‘St’ is short for ‘Saint’, so St Patrick is pronounced Saint Patrick .
2 Read and listen. $ 4•23 •
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Ask the children to read the text quietly to themselves. Now play the recording and ask the children to listen and read. Ask the following comprehension questions to check the children’s understanding of the text: When’s St Patrick’s day? (17th March) Who is he? (patron saint of Ireland) In which countries do people celebrate St Patrick’s day? (Ireland, Canada, USA) What’s the symbol of Ireland? (a shamrock) What’s the colour of the clothes people wear on St Patrick’s day? (green) What do people do on the day? (they walk in parades and listen to music). Ireland is very famous for its traditional folk music. People play music in the pubs. They play violins, accordions, and some special I rish instruments called the penny whistle which is made of tin and a special Irish drum called a bodhrán.
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Tell the children to work in pairs or groups of three. Ask them to take turns to ask the questions in Activity 3 and to answer them. Go round and listen to the children as they work. Check the activity by asking a few children the questions.
5 Listen and sing. $ 4•25 •
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1 Listen, point and repeat. $ 4•22 •
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4 Ask and answer the questions. •
Materials CD4 $ tracks 22–25; atlases; globes or maps of Europe;
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Tell the children that they are going to learn a traditional Irish song. Tell them that it is about a poor girl, who is ver y pretty, called Molly. She sells ‘cockles and mussels’. Explain that these are shellfish that come from the sea. Point to the picture of the wheelbarrow and tell the children how to say it in English. Now play the song once through. Ask the children to listen and to try to understand. Now play the song again, ask them to join in if they can. Repeat the song several times so that the children can learn it and sing along.
Activity Book 1 Write. •
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The children read the text about St Patrick’s Day. They read the words in the box and use them to complete the text. Check the activity by reading the text and stopping at each gap for the children to tell you the answer.
ANSWERS
1 17th March 2 Ireland 3 green 5 parades 6 Irish 7 river
4 shamrock
2 Point and say. Work in pairs. •
The children work in pairs and talk about the picture, pointing at the things they are talking about.
3 Make an Irish flag. •
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CULTURAL NOTE:
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Give each child a piece of A4 paper and a lollipop stick. The children read and follow the instructions to make an Irish flag using A4 paper and a lollipop stick. On St Patrick’s Day, decorate your classroom with the Irish flags.
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 3, Festival worksheet A. Notes and answers on CD-ROM.
Festivals
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Lesson 2 (optional)
4 Make a shamrock badge. •
REINFORCEMENT AND PRACTICE OF MAIN VOCABULARY AND LANGUAGE Lesson objectives Practise vocabulary related to Saint Patrick’s Day. Practise reading and talking about a traditional festival.
Language
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5 Have a vocabulary challenge. •
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Core: flag, parade, shamrock, Ireland, patron saint Extra: wheelbarrow, broad, narrow, cockles, mussels, alive
Materials CD4 $ track 25; paper; coloured pencils; tape; pieces of card
Warmer $ 4•25 •
Sing the traditional Irish song from Lesson 1 again.
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Lead-in Challenge the children to think of five things that are often green, e.g. grass, leaves, peas, shamrock, frogs, apples.
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Tell the children that you are going to talk about St Patrick’s Day, but you might get stuck and need help. Read the following sentences. Stop at each gap so that the children can tell you the next word. St Patrick was the patron Saint of __________. St Patrick’s Day is on the 17th of ____________. The symbol of Ireland is a ___________. They celebrate St Patrick’s Day in Ireland, the USA and _______. On St Patrick’s Day people wear green ________. St Patrick’s Day is celebrated in Canada and USA because a lot of people emigrated there from Ireland. A lot of Canadians and Americans have Irish ancestors. CULTURAL NOTE:
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Tell the children that St Patrick is the patron saint of Ireland. Ask them to find out who the patron saint of England, Scotland and Wales are by using the internet. (The patron saint of England is St George, of Scotland is St Andrew and of Wales is St David.)
3 Write about a saint’s day in your country. •
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Ask the children if they know who the patron saint of their country is. Ask them if the saint’s day is celebrated. Ask them to write about the celebrations on that day and to draw a picture. They can use the text in Lesson 1, Activity 2 as a model.
Festivals
Write the following festivals on the board: Bonfire Night, Christmas Eve, St Patrick’s Day . Challenge the children to tell you five words related to each festival, e.g. Bonfire Night: bonfire, fireworks, toffee apple, hot dogs, guy. Christmas Eve: stocking, mince pie, Christmas tree, fireplace, decorations. St Patrick’s Day: shamrock, green, patron saint, parade, flag.
6 Make a festivals calendar. •
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Show children how to draw a shamrock. Ask them to copy, cut out and colour their shamrock. Now help them to attach a piece of tape so that they can wear the shamrock as a badge.
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Ask the children to make a festivals calendar. On a long piece of card, ask them to write the months of the year, leaving a space to write the names of festivals that fall in that month. Ask them to write in the festivals that they can remember and to decorate the calendar with pictures of things that relate to the festivals. Artistic and cultural competence Exposure to traditions from other countries helps children to develop a sense of respect for and interest in other cultures. Encourage a positive attitude by asking questions such as, Have you been to a festival in another country? What did you do? What did you like best? KEY COMPETENCE:
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Festival 3, Festival worksheet B. Notes and answers on CD-ROM.
uage g n a l m C lass roo 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 become familiar with sounds and syntax. Here are some useful phrases. At level three, further phrases that children can use in pair and group work are introduced.
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 / to the CD. Stop now. Tell me. / Ask me. Hold up / Show me a … All together. Let’s sing a song / read a story / play a game.
Exclamations
Doing arts and craft activities Draw a … Colour the … Cut out the … Stick the … Make a … Fold the paper / card like this. Take out your scissors / glue / crayons. You need scissors / glue / paper. Let’s put the posters / work on the wall. Write your names on your posters / work. Watch what I’m doing.
Ending an activity / lesson Finish your turn. Line up by the door. Stop and look at me, please. Put your pencils down now, It’s time to stop now. please. Put your things away, please. Goodbye everyone / Tidy up, please. children. We’ve got five more minutes. See you tomorrow.
Classroom phrases for children
Oh dear! Whoops! Careful!
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.
It’s a draw. (Ana) is the winner. Shuffle the cards. Choose a card. Turn the card over. No cheating. Look up … on the internet. Find out about … on the internet / in a book. Can you remember (the words / song / story)?
That’s nice / lovely. I like your drawing. Give yourselves a clap. That’s fantastic. Super! Great!
Carrying out activities Guess. / Can you guess? 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!
Can I have the scissors / glue, please? Here you are. I don’t know. It’s my / your turn. Sorry. Thank you. Yes. / No. Finished. Can I go to the toilet, please? How do you say / spell … in English? What does … mean? No, that’s wrong. Yes, that’s right. Can you help me, please? Let’s play / go / make / draw. I like (your picture / this game / this story). I can’t remember. I don’t understand. What do you think? Do you agree?
Classroom language
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wordcar ds d n a s d r F las hca Starter Unit
swimming
Unit 5
taxi
Set 1 (Lesson 1) Jeb
walking
train
Set 2 (Lesson 4)
Set 1 (Lesson 1) beans
June
bouncing the ball
biscuits
bridge
Rose
burgers
Rory
catching the ball net
carrots
country left
Miss Snow
match
chips
path
Set 2 (Lesson 3) ruler laptop pen folder notebook pencil sharpener book crayons glue microphone scissors table
points
fish meat
right
onions peas
street
throwing the ball
Unit 3 Set 1 (Lesson 1) actor artist astronaut bus driver cook doctor farmer librarian nurse
sausages toast Set 2 (Lesson 4) in the afternoon in the evening in the morning have breakfast have dinner have lunch
river town
Unit 8 Set 1 (Lesson 1) café cinema hospital library park police station school
Unit 1
teacher
Set 1 (Lesson 1)
train driver waiter
Unit 6 Set 1 (Lesson 1)
sports centre supermarket
Set 2 (Lesson 4)
brush my teeth
swimming pool
bandage blanket
do my homework
town hall
feed the fish
Set 2 (Lesson 4)
cream medicine
get dressed get up
behind in front of
plaster thermometer
go to bed go home
near opposite
Unit 4
go to school go to sleep
square
beard curly hair earrings eyebrows freckles fringe glasses moustache plait ponytail straight hair wavy hair Set 2 (Lesson 4) clever friendly funny grumpy helpful lazy
Set 1 (Lesson 1) bat bear crocodile elephant giraffe hippo kangaroo
Unit 2
lion lizard monkey
Set 1 (Lesson 1) dancing fishing playing basketball
Set 2 (Lesson 4) cave
playing football playing tennis
have a shower wash the dishes wake up Set 2 (Lesson 4) o’clock half past quarter past quarter to
shop
bookshop
Unit 9 Set 1 (Lesson 1) field fire grass hill lake
Unit 7
leaves rucksack sleeping bag
snake
Set 1 (Lesson 1)
tent
tiger
bike boat
torch
bus
woods
desert
helicopter
forest
riding a bike riding a horse
hot-air balloon
Set 2 (Lesson 4) Close the gate!
jungle
Don’t drop litter!
running sailing
lorry motorbike
water
on foot plane tandem
Protect the animals!
surfing
160
potatoes
Set 2 (Lesson 4)
Flashcards and wordcards
land
at night
waterfall
Don’t pick flowers! Put out the fire! Walk on the path!
Ideas ba n k The suggestions suggestions below provide provide useful ideas ideas for starting and finishing lessons. Some of the ideas are referenced referenced in the lesson notes and can be used at that particular point, or they can be used at another appropriate point during the lesson to energize the class or re-focus their attention.
Flashcard and wordcard games The following following games may may be played with either the flashcards or the wordcards of the core language of the course. Some games use both.
Keep your eyes on the cards •
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Little by little •
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This game can can be used to revise vocabulary. vocabulary. Divide the class into teams. Ask them to put their hand up as soon as they can guess what it is you are drawing on the board. Begin to draw an item of vocabulary, little by little. Stop drawing when a team puts up their hands. If the team guesses correctly, they win a point and you can move on to another word. If the team guesses incorrectly, continue with the drawing until the word is guessed.
The alphabet game •
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Find the pairs •
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This game can can be played with the unit flashcards and the corresponding wordcards. Take T ake the cards and and show them to the children children one by one. As you do so, stick them face down on the board. Write a number next to each card. Divide the class into several teams. Teams take turns to choose a wordcard and a flashcard by calling out two numbers, e.g. one and eleven. As they say the numbers turn over the cards. The team wins the cards cards if the word word and picture picture match. If they do not match, turn the cards face down again. Continue the game until all cards have been won. The team with most cards cards is the winner. winner.
Diving board •
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This game can can be used to practise spelling new words. words. Draw a picture of a swimming s wimming pool on the board with a high diving board and 10 steps leading up to it. Draw a stick figure at the bottom of the steps. Give the person a name. Tell the children that the water is very, very cold. Tell them that they have to try and stop the man getting to the top of the steps by guessing the word in the swimming pool. Choose a word and draw a line for each letter on the board in the swimming pool. Ask children to guess letters that might be in the word. If they guess a letter correctly, write it on the corresponding line or lines in the word. If they guess incorrectly, move the stick figure onto the next step. If they fail to guess the word, draw the stick figure jumping into into the cold pool! pool! If they guess correctly, draw him at the bottom of the steps again with a smile on his face.
This game can can be played with flashcards flashcards or wordcards wordcards to revise vocabulary. Take T ake three or five five cards and and put them in a line, face down on the table or board. Tell T ell the children children to keep their eyes on the cards cards as you change their positions a number of times. Point to the middle card and ask them to tell you what card it is. This can be played played as a whole whole class with children children volunteering volunteerin g the answers, or the class can be divided into teams and the teams take turns to guess the word. It can also be played in pairs or small groups if the children have their own cards.
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This game can can be used to remember a random selection selection of vocabulary from past levels or units. I t can help children to see how many words they know. Divide the children into teams. Write the alphabet on the board. The first team team must tell you a word word beginning beginning with A, the next team a letter beginning with B and so on through the alphabet. Each team has three lives. They lose a life when they cannot think of a word beginning with a particular letter. Note: some letters are very difficult. If none of the teams can think of a word beginning with a letter, circle the letter and ask them to use a dictionary to find a word for homework.
Missing card This game is also known as Kim’s Game. Game. Display the vocabulary flashcards / wordcards on the board. Point to each one in turn for the children to say the words. Give the class a few seconds to look at them. Tell T ell the children children to put their their heads down down on the desk so they cannot see. Remove a card. Ask the children What’s missing? The child who identifies the missing missing card correctly correctly takes your place and the game continues. •
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Snap •
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Put a vocabulary wordcard on the board. Put the corresponding set of flashcards in a pile on your table. Hold up one flashcard, covering it with a piece of A4 paper. Slowly reveal the flashcard. If the flashcard does not match the wordcard the children say No! If If it matches, they chorus Snap!
Bingo •
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Put the vocabulary flashcards / wordcards on the board. Show the children how to draw a grid of three by two squares on a piece of paper. Ask the children to choose six of the vocabulary items, and either draw or write the words in the six squares.
Ideas bank
161
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Show the children how to make six counters out of small pieces of paper. Call out words from the vocabulary set in any order. Keep a record of the words as you say them. The children children put a counter counter on their drawings or or words as they hear them. The first child to complete a line of three shouts Bingo! The game can be played again if the children draw draw another grid and choose six different items.
Mystery words •
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Distribute the wordcards around the class. Encourage the children to share so that everyone can see one. Leave the flashcards in a pile at the front. Secretly choose one of the words and write the initial letter on the board. Anyone whose word starts with that letter calls out their word. Continue writing the second letter. Anyone whose word still fits, calls it out. Continue until it is clear which word you are writing. The whole class reads reads the word. word. Ask a pupil to find the corresponding flashcard and hold it up.
Can you remember? •
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This game is also known as Vanishing Flashcards. Display the vocabulary flashcards / wordcar wordcards ds on the board in a row. The children children name each one one in chorus. chorus. Turn the last flashcard flashcard / wordcard wordcard in the the row face down down on the board. The children children name each flashcard flashcard / wordcard wordcard again, including the last one from memory. Repeat the procedure, so that finally the children are naming each flashcard / wordcard from memory.
Ideas bank
Other classroom games Words words words! •
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Divide the board into two halves and write the name of a vocabulary set in each half, e.g. Feelings and Instruments. Divide the class into two teams, e.g. Feelings Feelings and and Instruments.. They stand in a line facing the board. Instruments Give the first child in each team a marker pen / piece of chalk. Say Go! The The first child in each team runs to the board and writes a word in their vocabulary set. Then they run back and give the pen / chalk to the next child. He / she runs to the board and writes another word. After a while, say Stop! Stop! The The team with the most words spelt correctly is the winner.
Using the Ace! poster Classroom language poster •
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Display the poster in your classroom. If you prefer you can cut up the poster and distribute individual sections across the room. Point to the poster to reinforce the rubrics in their books and mime these so the children become used to them. Praise children when they use classroom language. language.
W ord l s t Words in bold bold highlight highlight the main vocabulary taught in Lessons 1 and 4, as well as core words introduced in the cross-curricular and culture lessons. The remaining words are additional words the children will have encountered in songs and stories, and in reading and listening passages. The unit number where the word is first used is given after each word (‘SU’ – Starter Unit, ‘F’ – Festival units, ‘RS’ – Revision stories). actor 3 alive F artist 3 astronaut 3 at night 6 bacon 5 badge 3 bald 1 bamboo 4 bandage 3 barbecue 9 bat 4 beans 5 bear 4 beard 1 bee 7 behind 8 bell 7 bike 7 biscuits 5 black pudding 5 blanket 3 boat 7 bonfire F book SU bookshop 8 bounce a ball 2 bouncing 2 bridge 7 bright clothes 7 brush my teeth 6 burgers 5 bus 7 bus driver 3 button 3 café 8 capital 8 caravan 9 carbohydrates 5
carrots 5 castle 8 catch a ball 2 catching 2 cave 4 celebrate F cereal 5 character 1 cheese 5 chips 5 Christmas tree F cinema 8 city F clever 1 close the gate 9 cloud 9 cockles F compass 8 control panel 3 cook 3 costumes RS1 country 7 court 2 crayons SU cream 3 crocodile 4 curly hair 1
fair F fair skin 1 farmer 3 fat 5 feed the fish 6 field 9 fire 9 fireplace F firework display F fireworks F fish 5 fishing 2 flag F flour 5 flying RS2 fog 9 folder SU football boots 2 football pitch 2 forest 4 forgot F four o’clock 6 fox 4 freckles 1 friendly 1 fringe 1 fruit 5 funny 1
dame 1 dancing 2 days of the week SU decorations F desert 4 display F do my homework 6 doctor 3 don’t drop litter 9 don’t pick flowers 9 double-decker 7 downstairs 7 dumplings 5
get dressed 6 get up 6 ginger hair 1 giraffe 4 glasses 1 glue SU go home 6 go to bed 6 go to school 6 go to sleep 6 good fairy 1 grass 9 grumpy 1 gunpowder F guy F
earlier 6 earrings 1 east 8 elephant 4 empty RS3 excited RS3 explorer 8 eyebrows 1
half past 6 hammock 9 have a shower 6 have breakfast 5 have dinner 5 have lunch 5 hedgehog 4
Wordlist
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helicopter 7 helmet 2 helpful 1 herbal tea 5 hill 9 hippo 4 honey 5 horse 1 hospital 8 hot dog F hot-air balloon 7 ice 9 impossible RS3 in front of 8 in the afternoon 5 in the evening 5 in the morning 5 Ireland F Irish dancing 6 jacket potato F jungle 4 kangaroo 4 key RS3 kill F king F lake 9 land 4 laptop SU later 6 lazy 1 leaves 9 left 7 librarian 3 library 8 lightning 9 lights 7 lion 4 liquid 9 lizard 4 locked RS3 lorry 7 magic tools RS2 magic wand 1 map 8 match 2 meanwhile RS2 meat 5 medicine 3
164
Wordlist
microphone SU milk 5 mince pies F monkey 4 months of the year SU motorbike 7 moustache 1 mussels F
potatoes 5 presents F pretty F prince 1 protect 2 protect the animals 9 protein 5 put out the fire 9
near 8 needle 8 net 2 north 8 notebook SU November 5th F nurse 3
quarter past 6 quarter to 6
oats 5 o’clock 6 on foot 7 onions 5 opposite 8 ordinal numbers SU outside RS3 palace 8 pancakes 5 panda 4 pantomime 1 parade F park 8 parliament F party RS3 path 7 patron saint F peas 5 pen SU pencil sharpener SU pill 3 points 2 plait 1 plane 7 plaster 3 players 2 playing basketball 2 playing football 2 playing tennis 2 plot F polar bear 4 police station 8 ponytail 1 porridge 5 poster RS2
racket 2 ready RS1 remember F riding a bike 2 riding a horse 2 right 7 river 7 rubbish 4 rucksack 9 ruler SU running 2 sad 1 sailing 2 satellite 8 sausages 5 scared 1 scenery RS2 school 8 school hall RS2 scissors SU score a point 2 seal 4 shamrock F shin pads 2 shop 8 sleeping bag 9 sleigh F snake 4 solid 9 south 8 spacesuit 3 special bread 5 special food 3 sports centre 8 square 8 stadium 8 stocking F storm 9 straight hair 1 straw 3
street 7 stretches 2 sugar 5 supermarket 8 surfing 2 swimming 2 swimming pool 8
west 8 wheelbarrow F wig 1 woods 9 worried R yoghurt 5 yurt 9
table SU tandem 7 taxi 7 teacher 3 tent 9 tepee 9 theatre 1 thermometer 3 throw a ball 2 throwing 2 thunder 9 tiger 4 toast 5 toffee apple F torch 9 town 7 town hall 8 traffic 7 train 7 train driver 3 treason F trophy 2 truncheon 3 tube 7 upstairs 7 valley 4 vapour 9 vegetables 5 villain 1 vitamins 3 volleyball 6 waiter 3 wake up 6 walk on the path 9 walking 2 warm up 2 wash the washes 6 water 4 water tank 3 waterfall 9 wavy hair 1 web page RS2
Wordlist
165
