5 Teacher’s Book Julie Penn
Syllabus
2
Unit 5
103
Introduction
10
Unit 6
121
Components
14
Unit 7
137
Tour of a unit
16
Unit 8
154
Optional lessons using the DVD 27
Unit 9
171
Other features of the course
28
Revision Stories
187
Ace! Digital
29
Festivals
193
Starter Unit
31
Classroom language
199
Unit 1
36
Wordcards
200
Unit 2
54
Ideas bank
201
Unit 3
70
Wordlist
203
Unit 4
87
1
S ylla b u s
Starter:
Welcome Welcome back
Unit 1:
Supe Su perr sc sc enc encee
Vocabulary
Structures
Core Places in a school: headmaster’s office, science lab, drama theatre, toilets, canteen, school hall, cloakroom, music room, staffroom, reception, tennis court, bike shed
Questions:
Other Physical descriptions; directions; introductions; triplets, sign up, penfriend, assembly, drama production, helmet, disturb, chemical, receptionist, hang up, jungle, s hark, ocean, volcano, presentation, worried, wild, explore, go climbing
What …? When …? How many …? Do you …? Have you got …? Where …?
Core Bugs: worm, snail, beetle, wasp, fly, ant, ladybird, spider, centipede, mosquito, moth, grasshopper
Present simple / present continuous:
scarecrow,, greenhouse, petal, wheelbarrow wheelbarrow,, raspberry, pollen, In the garden: bird feeder, scarecrow watering can, stem, seeds, weeds, roots
They eat honey.
Other Seed dispersal: dandelion, poppy, sycamore, coconut, mistletoe, space, far away, hole, float, pod, sticky, pass, carry
Unusual fruit from other countries: durian, kumquat, dragon fruit, kiwi fruit
It eats honey. It doesn’t catch flies. They don’t sting people. It's working in the hive. Beetles are eating wood. It isn’t jumping. They aren’t making webs.
Zero conditional: If a coconut falls into the sea, it travels a long way.
Unit 2:
Marvellous maths
Core TV programmes: cartoon, comedy show, quiz show, documentary, soap opera, live sports, the news, the weather, adverts, talent show, cookery show, music programme
Comparative and superlative adjectives with two or more syllables:
Money: coins, notes, ten pound note, penny, twenty pence piece, money box, purse, wallet, spend, pocket money, save, piggy bank
Granny’s car was more colourful than other cars.
Other History of money: goods, services, BC, cereal, exchange, necessary, difficult, value, go bad, agree, object, shell, rock, tool, amount, change (n) , , goldsmith, receipt, bank note, rot
Freddie had the most adventurous day of his life.
Collecting (as a hobby): pocket money, collection, football card, swap, sand, feather, peacock
Infinitives of purpose / adjectives with infinitives with to: We use money to pay for goods. It wasn’t easy to exchange goods.
2
Syllabus
Phonics and pronunciation
Skills
Crosscurricular themes
Cultural themes / Values
Science: Seed dispersal
Unusual fruit from other countries / The importance of washing fruit before eating it
History: The history of money
Collecting (as a hobby) / The importance of being honest
Reading: reading notices and understanding a story about a summer holidays presentation Listening: listening for specific information (identify personal information) Speaking: asking and answering questions about personal information; giving and following directions; giving a presentation Writing: writing core language and preparing for a class presentation Pronunciation: stress in compound nouns Phonics: spellings of the sound /əʊ/ ow , marr ow ow s, show , gr ow show s, oes, r ow ow s, tomat oes, s, oes, wheelbarr ow ow s, potat oes, s, ow , c oconut, old, thr ow ough, l ocal, soa d ough, soa p, bow bow l,l, oats, oals, r oses, so goa ts, f oals, sow, oat, sl ow ow , go so , c oat, go
Reading: developing intensive and extensive reading comprehension skills of multiple text types: instructions for a science experiment, a story poem, a cross-curricular text about seed dispersal, culture texts about fruit from different countries, a factual information text, a presentation about bugs Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about a garden, an extended conversation about household chores (polite requests and excuses); focusing on pronunciation: stress on compound nouns; listening to a poem and identifying words with the phoneme /əʊ/; listening to a presentation about bugs Speaking: developing fluency and accuracy: talking about bugs; describing a garden; talking about facts/habits/routines/states in the present as well as actions happening at the time of speaking (Grasshoppers (Grasshoppers jump. The grasshopper isn’t jumping now .); .); talking about conditions and results of conditions in real situations in the present (If ( If a coconut .); focusing on pronunciation stress in compound falls into the sea, it travels a long way .); nouns, making polite requests and excuses; giving a presentation about bugs Writing: identifying and writing words related to bugs and describing a garden; writing a review of a story; writing a set of instructions; writing a culture text about a fruit from your country ; analysing and writing an information text with paragraphs and topic sentences; preparing a presentation about bugs
Pronunciation: saying dates and numbers Phonics: spellings of the sound /aɪ/ I , m y , nigh ight, r i i ding, night, t, f ight, ding, bi kes, kes, l i i ke, ke, pie pies, s, Jul y , bu y bu y , ight, i slands, t i ies, e s, cact i i , l ight, slands, I celand, celand, t i i gers, gers, spi spi ders, ders, ies, red k i i tes, fl ies, tes, fl y high high , , eyess sk y , wh y wh y , eye
Reading: developing intensive and extensive reading comprehension sk ills of multiple text types: a bar graph, a cartoon story, a cross-curricular text about the history of money, culture texts about collecting (as a hobby), an informal email, a presentation about TV programmes Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about pocket money, an extended dialogue about a collection (ask ing questions about personal possessions, using numbers); focusing on pronunciation: saying dates and numbers; listening to a poem and identifying words with the phoneme /aɪ/; listening to a presentation about TV programmes Speaking: developing fluency and accuracy: talking about TV programmes and money; making comparatives and superlatives with longer adjectives (The (The news is more serious than documentaries. The news is the most serious.); serious.); describing the reason why we do something (with and without adjectives) (People ( People had animals and cereals to exchange. It was not easy to exchange goods.); goods.); focusing on pronunciation: saying dates and numbers; asking questions about personal possessions; using numbers; giving a presentation about TV programmes Writing: identifying and writing words related to TV programmes and money; writing a review of a stor y; writing a description of a bar graph; writing a culture text about something you collect; analysing and writing an informal email; preparing a presentation about TV programmes
Syllabus
3
Unit 3
Hero c h st sto ory
Vocabulary
Structures
Core Materials: wool, iron, bronze, stone, gold, wood, leather, wax, clay, linen, ivory, silver
be made of (present and past simple):
Ancient Rome: house and home: couch, mattress, heating, tile s, first floor, balcony, stairs, pillar, fountain, courtyard, study, study, mosaic
It's made of linen.
Other Roman baths: games room, take off, perfumed, humid, oil, sweat, body, statue
It isn’t made of leather.
Ancient monuments: tomb, chamber, entrance, stadium, spectator, wild animal, temple, goddess
It was made of bronze.
They're made of wood. They aren’t made of iron. They were made of silver. It wasn’t made of gold. They weren’t made of stone. used to / didn't use to : The Ancient Romans used to go to public baths. They didn’t use to wash with soap.
Unit 4:
Lovely l ter terat atur uree
Core
Past continuous / past simple:
Adjectives to describe people: generous, poor, lonely, sociable, che erful, hard-working, caring, mean, miserable, intelligent, worried, energetic
It was snowing when she looked out of the window.
Types of books: spy novel, graphic novel, science fiction novel, play, ghost story, annual, manual, atlas, joke book, poetry book, recipe book, craft book
She wasn’t singing when Scrooge opened the door.
Other Roald Dahl: hut, writing board, electric fire, ceiling, sleeping bag, illustrator
They weren’t dancing when they looked in the window.
Traditional stories: stories: fingernails, moral, cruel, original, Sky-G od, python, leopard, hornet, dwarf
Past simple with wh- questions: Who did he invite into his hut? Who was Quentin Blake? What kind of pencil did he use? Which objects did he have in his hut?
Unit 5
Sk lf lful ul spo sport rt
Core Adventure sports: karting, snowboarding, mountain biking, yachting, bungee jumping, rafting, abseiling, scuba diving, mountaineering, skateboarding, canoeing, skydiving
Verb patterns with infinitives (verb + infinitive with to / verb + object + infinitive with to):
Equipment and clothing for adventure sports: parachute, harness, rope, goggles, jumpsuit, oxygen tank, flippers, flippers, snorkel, mask, life jacket, jacket, seat belt, paddle
Jan and Dave hoped to find their dog.
Other Rules of indoor climbing: artificial, outdoors, indoors, corridor, hand holds, foot holds, route, style, crash pad, chalk, directly
Unusual sports: competitor, injury, bog, muddy, pole, welly
The people told the rangers to come to the island.
Modal verbs of obligation ( have to, must, mustn't, don't have to): The lead climber has to wear a harness. The other climber must hold the rope. They mustn’t climb without a helmet. Climbers don’t have to be adults.
4
Syllabus
Phonics and pronunciation
Skills
Crosscurricular themes
Cultural themes / Values
Pronunciation: intonation in lists
Reading: developing intensive and extensive reading comprehension sk ills of multiple text types: a diary entry, a legend, a cross-curricular text about Roman baths, culture texts about ancient monuments, a leaflet, a presentation about a person’s home
History: Roman baths
Ancient monuments / The importance of being a responsible tourist
Literature: Roald Dahl
Traditional stories / The importance of taking care of things you borrow
Sport: Indoor climbing
Unusual sports / The importance of being safe on your bike
Phonics: spellings of plurals: sheep, deer, leaves, geese, mice, wolves, tracks, foxes, boxes, scarves, ladies, knives, men, sandals, feet, children, potatoes, tomatoes, people
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about Ancient Roman villas, an extended dialogue about items for sale in a shop (using shopping language); focusing on pronunciation: intonation in lists; listening to a poem and identifying plurals; listening to a presentation about a person’s home Speaking: developing fluency and accuracy: talking about common materials and house and home words in Ancient Roman times; talking a bout what something is/was made of (The Ancient Greeks wore tunics. They were made of linen. We wear jeans. They' re made of linen.); talking about actions or states that happened in the past, but don’t happen now (Romans used to wash in the baths.); focusing on pronunciation: intonation in lists; using shopping language; giving a presentation about your home Writing: identifying and writing words related to different materials and the house and home words in Ancient Roman times; writing a review of a story; writing a diary entry; writing a culture text about an ancient monument in your country; analysing and writing a leaflet; preparing a presentation about your home
Pronunciation: saying letters Phonics: long vowel with Magic E: kit e , bit e , pine , fine , Pet e , hope , not e , hat e , cube , at e
Reading: developing intensive and extensive reading comprehension sk ills of multiple text types: a biography, a summary of a story, a cross-curricular text about Roald Dahl, culture texts about traditional stories, a book review, a presentation about what a person enjoys reading Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about books, an extended dialogue in a library (asking for personal information); focusing on pronunciation: saying letters; listening to a poem and identifying the long vowel sound with Magic E; listening to a presentation about what a person enjoys reading Speaking: developing fluency and accuracy: describing people with adjectives and talking about different types of books; talking about short events that happened in the middle of longer events (Milly was painting when the bell rang.); asking questions about the past (Who did he invite into his hut? ); focusing on pronunciation: saying letters; asking for personal information; giving a presentation about what you enjoy reading Writing: identifying and writing adjectives to describe people and words related to types of books; writing a review of a story; writing an encyclopedia entry; writing a culture text about a traditional story you know; analysing and writing a book review; preparing a presentation about what you enjoy reading
Pronunciation: sentence stress and weak forms (schwa /ə/)
Reading: developing intensive and extensive reading comprehension sk ills of multiple text types: a brochure, a magazine story, a cross-curricular text a bout indoor climbing, culture texts about funny sports, an adventure story, a presentation about a sport
Phonics: spellings of the sound /eɪ/
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about adventure sports, an extended dialogue about arranging to meet; focusing on pronunciation: sentence stress and weak forms (schwa /ə/); listening to a poem and identifying the spellings of words with the /eɪ/ sound; listening to a presentation about a spor t
Mavis, Dave, br ave, f ace, r ace, afr ai d, pai d, w ai ted, tr ai n, Spai n, sai led, r ai n, birthd a y, d a y, ba y, gr eat, br eak, ei ght, w ei ght, pl ane , agai n
Speaking: developing fluency and accuracy: talking about adventure sports and the equipment and clothing for those sports; using the infinitive with specific verbs (Tim learnt to scuba dive.); talking about obligation with modal verbs (Climbers have to have hand holds and foot holds.); focusing on pronunciation: sentence stress and weak forms (schwa /ə/); arranging to meet; giving a presentation about a sport Writing: identifying and writing words related to adventure sports and the equipment and clothing for those sports; writing a review of a story ; writing a brochure; writing a culture text about a funny sport from your country; analysing and writing an adventure story; preparing a presentation about a sport
Syllabus
5
Unit 6:
Awesome art
Vocabulary
Structures
Core Everyday objects: saw, light switch, kettle, fridge, clothes peg, iron, vacuum cleaner, toaster, drill, thread, plug, needle
Present perfect (1):
Adjectives to describe objects: wide, spiky, round, dirty, clean, flat, shiny, dull, bumpy, dry, wet, narrow Other Street art – a yarnstorm: knitting, barrier, pirate, heart, mushroom
Famous artists: create, public (adj) , specialize, junction, motorway, ceramics, stained glass, dragon
He has (just) painted a picture. They have ( just) taken a photograph. She hasn’t done a project. They haven’t been to the Eden Project.
Relative pronouns (which, who, where): It’s a squid which is 8 metres long. I got a photograph from a man who took a knitted cat. We have been to Berlin, where we left knitted sausages.
Unit 7
Jolly geography
Core Adjectives to describe places: deserted, rural, snowy, tropical, historic, cosy, crowded, urban, noisy, mountainous, dangerous, freezing
Phrasal verbs to describe a trip: look forward to, get on, get off, set off, get on with, run out of, fall out with, look after, put up, make up, put out, do up Other
Space holidays in the future: medical check, spaceport, astronaut, passenger, pilot, countdown, switch off, engine, zero gravity Coasts in different countries: coast, rock, column, hexagonal, tourist, microscopic, thermal, lifeguard
Present perfect (2): Have you ever got lost? Has he ever slept in a tent? Yes, I have. / No, I haven’t. Yes, he has. / No, he hasn’t. They have flown in a helicopter. She has seen an Arctic hare. I haven't flown in a helicopter. She hasn't seen an Arctic hare. Will won’t (future fact): The travellers will learn about safety. It won’t be a cheap holiday.
Unit 8:
Cool cookery
Core Food: cucumber, brown sugar, oil, peanuts, lime, spring onions, prawns, bean sprouts, chillies, garlic, noodles, pepper
Describing quantity (too much / too many / enough):
Countries and nationalities: France, French, Poland, Polish, China, Chinese, S pain, Spanish, Italy, Italian, India, Indian
She’s got too many chillies.
Other A food process: making spaghetti: grow, make, mix, add, cut, eat, cook, boil, serve
Present simple passive:
Celebrations: Holi, Burns Night, Hanukkah, rosewater, haggis
She’s got too much rice. He’s got enough peanuts. Durum wheat is grown in I taly. The packets aren't transported to shops.
6
Syllabus
Phonics and pronunciation
Skills
Crosscurricular themes
Cultural themes / Values
Pronunciation: word stress in longer adjectives
Reading: developing intensive and extensive reading comprehension skills of multiple text types: an email, a newspaper story, a cross-curricular text about street art (’yarnstorming’), culture texts about famous artists, a description of a person, a presentation about favourite works of art
Art: Yarnstorms
Famous artists / The importance of being kind to your friends
Science: Space holidays in the future
Coasts in different countries / The importance staying safe in the sea
Cookery: Making spaghetti
Celebrations / The importance of being respectful of other cultures
Phonics: spellings of the sound /uː/ Sue , z oo , dr ew , t oo , thr ough, gl ue , r oom, knew , d o , dr ew , bl ue , goose, f ew , cockat oo , emu , moose, tw o , kangar oo , uniforms, su per, new , boots, fl ew , thr ew , fr ui ts
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about sculptures, an extended conversation about objects in an art show (giving and receiving compliments); focusing on pronunciation: word stress on longer adjectives; listening to a poem and identifying the spellings of words with the /uː/ sound; listening to a presentation about favourite works of art Speaking: developing fluency and accuracy: talking about everyday objects and adjectives to describe them; talking a bout past actions that are connected to now ( Jilly has recycled a newspaper .); creating longer sentences to give more information about people, things or places (Plarchie is a squid which i s made from 160 plastic bags .); focusing on pronunciation: word stress in longer adjectives; giving and receiving compliments; giving a presentation about your favourite work of ar t Writing: identifying and writing words related to everyday objects a nd adjectives to describe them; writing a review of a story; writing a thank you email; writing a culture text about an artist from your country; analysing and writing a description of a person; preparing a presentation about your favourite work of art
Pronunciation: sentence stress and weak forms (schwa /ə/)
Phonics: silent letters autumn , Wed nesdays, combs, climbs, w hen, w h y, w here, answ ers, w rong, list ens, C hrist mas, k nocks, k nees, k nife, k nows
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a survival guide, a diary, a cross-curricular text about space holidays in the future, culture texts about coasts in different countries, an opinion piece, a presentation about a person’s favourite holiday Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about exploring in the forest, an extended conversation about choosing a holiday (stating preferences); focusing on pronunciation: sentence stress and weak forms (schwa /ə/); listening to a poem and identifying words with silent letters; listening to a presentation about a person’s favourite holiday Speaking: developing fluency and accuracy: using adjectives to describe places and phrasal verbs to describe a trip; talking about past experiences in our lives (Have you ever been lost in a crowded place? ); talking about future facts or talking about things we feel are very certain in the future (Space travellers won’t practise techniques used by pilots. They will practise techniques used by astronauts.); focusing on pronunciation: sentence stress and weak forms (schwa /ə/); stating preferences; giving a presentation about your favourite holiday Writing: identifying and writing adjectives to describe places and phrasal verbs to describe a trip; writing a review of a story; writing advice for someone who is lost; writing a culture text about a special place; analysing and writing an opinion piece; preparing a presentation about your favourite holiday
Pronunciation: intonation in sentences Phonics: homophones meet, meat; to, two; pairs, pears; read, red; been, bean; maid, made; ate, eight; flour, flower; whether, weather
Reading: developing intensive and extensive reading comprehension skills of multiple text types: a recipe, a cartoon story, a news story, a cross-curricular text about the process of making spaghetti, culture texts a bout celebrations, a thank you letter, a presentation about a person’s favourite food Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about food from around the world, an extended dialogue about ordering food in a café (ordering a meal politely); focusing on pronunciation: intonation in sentences; listening to a poem and identifying homophones; listening to a presentation about a person’s favourite food Speaking: developing fluency and accuracy: talking about food and different countries and nationalities; talking about quantities with countable and uncountable nouns (She hasn’t got enough prawns. He’s got too much oi l .); talking about a process (Durum wheat isn't grown in Jamaica.); focusing on pronunciation: intonation in sentences; ordering a meal politely; giving a presentation about your favourite food Writing: identifying and writing words related to food and different country and nationality words; writing a review of a stor y; writing a recipe; writing a culture text about a celebration in your country; analysing and writing a thank you letter; preparing a presentation about your favourite food
Syllabus
7
Unit 9:
Dazzl ng drama
Vocabulary
Structures
Core Theatre words: audience, director, stage, costumes, scenery, props, cast, backstage, lines, sound technician, curtain, lighting designer
Adjectives and prepositions:
Behind the scene phrases: build the set, rehearse the show, test the sound, advertise the show, tie your shoelaces, mend the costumes, put on make-up, paint your nails, design the programmes, write the script, dye your hair, style your hair Other A theatre production (The Lion King): adaptation, animated, lyrics, cub, homeland, species, mammal, necessary, plait (v) , spectacular
Dances: region, harvest, percussion, strings, hip, trumpet, luck, emperor
To be excited / worried / sad / happy / angry about something / doing something. To be angry / good/bad at / with something. To be tried / scared of something / doing something. To be famous for something / doing something. To be interested in something / doing something. have something done (have + object + past participle): The costume designer has special animal costumes made. The actors have their hair styled.
8
Rev s on Story 1
Review: bugs words; in the garden words; TV programmes; money words; materials words; Ancient Rome: house and home words; present simple / present continuous; zero conditional; comparative and superlative adjectives with two or more syllables; infinitives of purpose / adjectives + infinitive with to; be made of (present and past simple); used to / didn't use to
Rev s on Story 2
Review: adjectives to describe people; types of book words; adventure sports words; words for equ ipment and clothing for adventure sports; everyday objects words; adjectives to describe objects; past simple / past continuous; past simple with wh- questions; verb + infinitive with to / verb + object + infinitive with to; modal verbs of obligation; present per fect; relative pronouns
Rev s on Story 3
Review: adjectives to describe places; phrasal verbs; food words, words for countries and nationalities; theatre words; behind the scene phrases; present perfect; will / won't ; too much / too many / enough; present simple passive; adjectives and prepositions; have something done (have + object + past participle)
Fest val 1: Crack ng Chr stmas
Core: decorate, carol singing, turkey, sprout, Christmas pudding, crackers, plum pudding
Fest val 2: Rad ant Red Nose Day
Core: red nose, funny, charity, raise, sponsored silence
Festival 3: Merry May Day
Core: Morris dancing, May Day, maypole, well
Syllabus
Extra: weather, every day, swim, wear
Extra: reports, pyjamas, night clothes, baked beans, mini bus, clown, gate, bucket
Extra: belt, bell, stick, accordion, dew, decorate, May Queen, crown, lift (v)
Phonics and pronunciation
Skills
Crosscurricular themes
Cultural themes / Values
Pronunciation: word stress
Reading: developing intensive and extensive reading comprehension skills of multiple text types: an advertising leaflet, a playscript, a cross-curricular text about the theatre production The Lion King, culture texts about dances, a play, a text about how to prepare for a play
Drama: A theatre production – The Lion King
Dances / The importance of not playing music too loudly in public
Phonics: spellings of words with /ʃn/ endings show, sensat ion, direc t ions, invitat ion, magi ci an, conversat ion, electri ci an, musi ci an, posi t ion, politi ci an, collec ti ons
Listening: developing intensive and extensive listening skills: identifying vocabulary and grammar in context; listening for gist and/or specific information from multiple sources: a dialogue about homework, a song about jobs that people do in the theatre, an extended conversation about choosing a film (mak ing suggestions); focusing on pronunciation: word stress; listening to a poem and identifying words with the phoneme /ʃn/; listening to advice on how to prepare for a play Speaking: developing fluency and accuracy: talking about the theatre and the jobs that people do behind the scenes; using the cor rect prepositions with adjectives (Billy is scared of the dark .); talking about when something is done for someone (The actors have their hair cut .); focusing on pronunciation: word stress; making suggestions; practising and acting out a class play Writing: identifying and writing words related to the theatre and the jobs that people do behind the scenes there; writing a review of a story; writing an advert for a play; writing a culture text about a dance from your country; analysing and writing a play; preparing a short play
Syllabus
9
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, who are the 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, children 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 for Schools (KET) and Trinity examinations, has 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. Ace! has an inviting, highly motivating concept and a wealth of story genres. 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. 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 (see Components, page 14).
Ace! 5 Learners are guided through Ace! 5 by triplets Billy, Jilly and Milly Bean, who are all pupils at the Ace School. The triplets, along with their friends, family and teachers provide the background and context to each unit. In the Starter Unit, the children return to school after the summer break and meet their new teacher, Miss London. At the end of the lesson, Miss London sets the class a homework assignment, which sets the topic for the next unit. The opening spread of each unit shows three texts that have been brought in by Billy, Jilly and M illy for their homework assignment. Each text is based on authentic material that children would find at home. The first text presents the vocabulary for the lesson; the second provides a gist reading activity and the third provides the story for Lesson 2. At the end of each unit, Miss London reveals the homework for the next unit and the children are introduced to the
10
Introduction
context for the next unit. (See Using the homework assignment as an optional activity on page 13 for more information.)
Stories The value of stories is widely recognized in Primary English Language Teaching. In a fast-paced course such as Ace!, stories are the perfect vehicle for the presentation of new language structures. 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. 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 inter-curricular themes and citizenship. At this level, it is important that children have exposure to a wide variety of texts and understand that stories are not confined to simple narratives or cartoon strips. In Ace! 5 the stories are provided by a reading text that Billy, Jilly or Milly has brought in as part of his/her homework assignment. The text type changes from lesson to lesson, with the stories taking the form of a page from a history book, a newspaper article, a playscript, a summary of a novel and so on. As a follow up, animated versions of all the unit stories on the DVD bring an extra dimension to the storytelling experience.
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 for Schools (KET ) 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! 5 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! 5, twelve new core items of vocabulary are presented in Lesson 1 of each unit, with a further twelve taught in Lesson 5. All the new core vocabulary is grouped in semantic sets that relate to the unit topic. The vocabulary is presented through listening activities, and then practised through motivating communicative games and activities. Wordcards are provided in the Teacher’s Resource Pack for practice and reinforcement, and the children are encouraged to keep a record of this new language (along with any more new vocabulary) in their own Bilingual dictionaries in the back of their Activity Books throughout the course of the year. Each unit of Ace! 5 also presents and practises two new core structures. The children are exposed passively to the first structure 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 the cross-curricular reading text in Lesson 6. This is practised through engaging reading, writing and communicative pairwork activities in the Class Book, and reading, writing and listening activities in the Activity Book. The Grammar and everyday language posters for each unit, provided in the Teacher’s Resource Pack, can also be used to introduce and explain the grammatical structures in Lessons 3 and 6, as well as providing a visual opportunity to review the grammar, for example, at the end of a unit. Specific notes for using the posters are provided in the unit notes. At this level, there is also a focus on functional language. Lesson 7 centres around a dialogue based on an everyday situation, such as joining the library or inviting someone to an event. Useful phrases are highlighted so that they are easy to pick out. These are practised through acting out the roleplay and completing a communicative activity with the fluency cards from the Activity Book. The Grammar and everyday language posters for each unit also have a section on functional language, providing useful language for the fluency card activities in Lesson 7.
Skills Ace! 5 has an integrated approach to language and skills development. The Class Book and Activity Book work closely together to encourage development of the four skills. Through a variety of enjoyable tasks with a very systematic approach, the children progress from listening practice to speaking 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! recognizes the particular importance of listening in the early years of language learning. All new language is presented with clear models on the Audio CD. Listening to songs, stories, and cross-curricular and cultural texts also helps the children assimilate the language and exposes them to native speaker pronunciation. In addition, listening activities in the Activity Book help to prepare pupils for practical, everyday tasks in English. Speaking: There is a strong speaking focus in Ace! 5, with activities designed to help the children develop fluency and accuracy. This includes personalized speaking activities, practice of the everyday dialogue in Lesson 7 and communicative games using the fluency cards from the Activity Book. The speaking practice in Ace! 5 culminates in the delivery of a class presentation at the end of every unit (and a class play at the end of the year). The children are guided in this through a series of clear and supportive preparation activities in the Activity Book. Further opportunities for speaking in class are provided through contexts the children can easily relate to, as well as suggestions for teacher-led discussions provided in the teaching notes. The Speak up poster, available in the Teacher’s Resource Pack, can also be used to support any kind of communicative activity, be it part of the core
lesson, a warmer or lead-in activity or an optional activity. It can also be used for both open pairwork, where a pair of children work together while the rest of the class observes, and closed pairwork, where the children work in pairs without being observed by others. Structures and example sentences are provided for a variety of functions, such as asking for personal information, talking about a picture or describing an object. Details of optional communication games are also given in the Ideas Bank (see page 201). Reading and writing: Children learning English at a higher level need to be able to make fast progress in reading and writing. This is particularly true for those studying in bilingual projects or with the intention of sitting external examinations. Ace! 5 takes a very systematic approach to reading and writing. It familiarizes children with the structures and conventions of different types of text before any reading or writing takes place. Lesson 1 provides an overview of different text types; it begins with a text-type recognition activity and leads on to a gist reading activity. In Lesson 2, the children read in more detail to find specific information in a story. In Lesson 8, the children read each of the three cultural texts for gist before they read again to extract specific information to answer questions. Lesson 9 in the Class Book prepares the children for a writing activity. It presents and provides analysis of a par ticular type of text, for example a leaflet, email or description. Annotations around the text provide an explanation of layout, content of paragraphs and other features. Following a series of preparation activities in the Activity Book, the children then produce their own texts. The Class Book and the Activity Book provide models that the children can use to support their writing.
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 the children 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 the children to sit Starters by the end of Ace! 3, Movers by the end of this level ( Ace! 5) and Flyers by the end of Ace! 6. Cambridge English: Key for Schools examination (KET): The Ace! series aims to prepare the children 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) examinations can also be found on the Ace! External Exams Practice CD-ROM (see page 29).
Introduction
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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 skills and citizenship. The culture lessons throughout the Ace! series help them to develop an awareness of the people around them, as well as a stronger understanding of the different cultures around the world. There are regular culture lessons in every unit throughout the Ace! course. In Ace! 5, the children learn about aspects of the lives of children in different countries. The cultural information is presented as a web page in which different children respond to questions about their lives that Billy, Jilly and Milly have posted. This sets a context that the children will easily be able to relate to and shows how children from all over the world are united as part of a ‘global village’. The follow-up activities in the Ace! 5 Activity Book give the children the opportunity to consolidate what they have learned. They are also encouraged to reflect on the target culture and draw conclusions about similarities and differences by producing their own text, personalized with ideas and experiences from their own culture. In addition to the cultural input in Lesson 8, further intercultural learning is provided through the three festival sections located at the end of the Ace! 5 Class and Activity Books. These are intended to be used at the appropriate times of the year: Christmas (December), Red Nose Day (March) and May Day (May).
Pronunciation and phonics New to this level is a pronunciation focus, which is found at the end of Lesson 7. These sections deal with word and sentence stress, intonation and pronunciation of numbers and dates and letters of the alphabet. The children listen to a recording of the target words, phrases and sentences and repeat them with the class. The pronunciation point is reinforced though the dialogue from the lesson; the children listen out for the words and phrases in the dialogue before acting it out in pairs or groups. Phonemes in English can be represented by a variety of spelling patterns, which can be a great cause of confusion to learners of English. For this reason, in addition to the pronunciation element, the Ace! 5 phonics lessons help the children to recognize different spelling patterns for particular sounds as well as focusing on tricky aspects of English spelling and pronunciation, such as silent letters, irregular plurals and homophones. The phonics words in Ace! 5 are presented through a fun and engaging poem. In this way, the children can use rhythm and rhyme patterns to help pick out s ome of the words containing the target sound.
Songs Songs are an invaluable way of practising new language, as they naturally include repetition and greatly aid memory through their use of rhythm. Each unit of Ace! 5 contains a song, which is found in Lesson 5 and on the DVD. The song videos use real-life footage, which is particularly relevant for this age group. The songs
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Introduction
offer practice and reinforcement of the vocabulary from the lesson. They cover a wide variety of musical genre, specifically designed to encompass the diverse range of musical styles the children enjoy in the real world.
Cross-curricular focus The Ace! course transfers useful, practical English language to a range of different areas of the curriculum, including Art, Sport, Science, Geography, History and Maths. The areas chosen reflect and build on the kind of subject matter that the pupils are working with in other classes. In Ace! 5, Lesson 6 is contextualized as a school trip where the Ace School pupils visit museums, Roman baths, a nature reserve and other interesting places that will spark curiosity in different areas of the curriculum. The cross-curricular content of the lesson is consolidated and practised through a reading activity and a personalized communication game in the Class Book, as well as follow-up activities in the Activity Book.
Values Learning about values is a key feature of the Ace! series as a whole. In Ace! 5, Lesson 8 ends with a Vital values focus. In this level, the pupils will encounter the following themes: washing fruit before you eat it being honest being a responsible tourist taking care of things you borrow being safe on your bike being kind to your friends staying safe in the sea being respectful of other cultures not playing music too loudly in public. • • • • • • • • •
Revision In Ace! 5, the core vocabulary and grammar of the unit is reviewed in each Lesson 10 through the Ace School newsletter. Each edition of the newsletter contains a range of fun activities to review vocabulary and grammar, such as word puzzles, magazine-style reports, surveys and picturebased activities. Following each sequence of three units, there is also a more extensive revision section, each based around a story in the Class Book featuring the Ace School characters. Two pages of follow-up exercises per story also appear in the Activity Book. These Revision story lessons review the core and secondary vocabulary and grammar from each term. D etails can be found in the Revision stories section of this Teacher’s Book (see page 187).
Optional lessons Each unit includes two optional lessons, details of which can be found in the Optional lessons using the DVD section of this Teacher’s Book (see page 27) and in the lesson notes that follow. The first optional lesson (Lesson 3a) 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 (Lesson 6a) 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.
Using the homework assignment as an optional activity Teachers may wish to set their own class the homework that Miss London gives Class 5A at the end of the unit. This can then be used as an optional lead-in activity for the following unit. The children will find this interesting and rewarding, but it will demand some degree of classroom time. If you wish to set the homework assignments to your class, you will need to be sure that you have enough time in your schedule for the children to present what they have brought in. Some teachers may wish to set the homework assignment for some, but not all units; others may wish to divide up the class so that different children do the assignment for different units. You may choose to ask the children to present their homework to the whole class or within small groups. The second option may suit teachers with less time and those who have less confident pupils. Go around the class, listening and helping as the children present their homework. Also allow time at the end to discuss the activity with the class, for example, by asking one child from each group to tell the class what the children have brought in.
Testing and evaluation Children’s progress can be evaluated through formal testing, ongoing assessment and self-assessment. In terms of 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, each unit ends with a self-evaluation task in Lesson 11, encouraging the pupils to reflect on the activities they have done in the unit they have just finished. The focus is on becoming aware of the progress they are making and of areas that need more attention. As well as this, 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 the children 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 (reading, writing, listening and speaking), 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 fur ther exploitation of each Key Competence. The materials in Ace! 5 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 cooperative 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 being 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 telephone numbers, addresses or personal emails. Set the children homework to tell their parents the unit topic, sing them a song in English or tell them about life in the English-speaking countries, 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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Multimedia 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 Optional lessons using the DVD and Ace! Digital sections of this Teacher’s Book (see pages 27 and 29).
Introduction
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C om po n e n ts Class Book •
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a Starter Unit introducing Billy, Jilly and Milly Bean, their friends and Miss London, their class teacher nine teaching units of eleven lessons per unit providing the core material three Revision Stories featuring the course characters three pages of festival materials a clear syllabus summary showing the main language learnt in each unit a Songs CD with all the songs from the course
Activity Book •
Class Book
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ten pages of activities per core unit, including pairwork activities; a Reading Club feature; follow-up to the crosscurricular, 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 set of fluency cards per unit for communicative pairwork activities Bilingual dictionary, Grammar reference section and an Irregular verbs list
Teacher’s Book •
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Activity Book
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Audio CDs
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a full description of the syllabus an introductory section with explanations of the methodology and concept behind the course an annotated Tour of a unit clear, succinct teaching notes for each less on teaching notes for two optional lessons per unit (one D VD lesson and one cross-curricular lesson) optional extra activity ideas culture notes references to Key Competences full answer keys for Class Book and Activity Book activities transcripts for each lesson references to worksheets on the Teacher’s Resource CD-ROM useful classroom language a list of the unit wordcards an Ideas bank with suggestions for games and activities that can be used to practise and reinforce the course language a wordlist for Ace! 5
Audio CDs •
recording of all the songs, stories and listening activities including recordings for the tests
Teacher’s Resource CD-ROM Teacher’s Book
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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
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one Functions worksheet per unit three festival worksheets (one per festival) one cross-curricular DVD worksheet per unit and a DVD story wordcard worksheet full transcripts and answers for tests, and full teaching notes and answers for worksheets notes for Key Competences and worksheets PDF version of the printed Teacher’s Book (English) as well as PDFs of Guía Didáctica and Llibre del Professor
Teacher’s Resource CD-ROM
External Exams Practice CD-ROM •
practice tests for the following external exams: Trinity, Cambridge English: Young Learners, Cambridge English: Key for Schools (KET) , and Cambridge English: Preliminary for Schools (PET)
Teacher’s Resource Pack Wordcards •
228 wordcards (Set 1: Lesson 1 vocabulary; Set 2: Lesson 5 vocabulary) – see page 200 of this Teacher’s Book for the list of wordcards
Posters •
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Speak up poster with useful structures and models for classroom conversations and pairwork Grammar and everyday language posters for each unit, with grammar tables, explanations and examples of grammatical structures and useful phrases for the Lesson 7 everyday language fluency cards activities
Wordcards
Wipe-clean posters •
two wipe-clean posters focusing on European countries and Routines, which can be written on with a whiteboard marker, wiped clean and used again
DVD •
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Speak up poster
animation of each unit story one cross-curricular video clip per unit video clips of the nine unit songs
iPack Presentation and practice material for interactive whiteboards and data projectors that includes the following: stories songs audio poster and wordcard presentation material Activity Book activities •
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Grammar and everyday language poster
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Oxford Online Learning Zone •
interactive website content for students to use at home or in the classroom
Wipe-clean posters
Components
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T our o f a U n Lesson 1
Vocabulary
Lesson 1 teaches and practises the first key vocabulary set of twelve words. The spread for Lessons 1 and 2 shows the three texts brought in by Billy, Jilly or Milly for the homework assignment that Miss London set at the end of the previous unit. Writing activity based on definitions, practising key vocabulary.
The texts brought in by Billy, Jilly or Milly for their homework assignment allow pupils to connect with the course characters and engage with the text types.
Listening activity practising recognition of key vocabulary.
Identification of different text types. Practice of the key vocabulary through a matching activity, followed by active production of the key vocabulary through a listening activity.
Finding of information through a speedreading activity.
Class Book 5
Wordcards Use the wordcards for practice and reinforcement of the key vocabulary.
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The children listen to the recording and find the text types. The children listen to the second recording and match the words to the pictures. They listen to the recording again and repeat the words chorally and then individually. The children listen to a recording of definitions or sounds and say the new words. The children speed read one of the texts to find the answer to one or two gist questions. They then do a pairwork activity that prompts them to actively produce the new vocabulary.
Tour of a unit
Activity suggestions for fast finishers.
Wordcards Set 1
Activity Book •
Class Book •
Activity Book 5
Active production of the key vocabulary through a pairwork speaking activity.
Bilingual dictionary (Activity Book 5)
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Word-level writing activity practising key vocabulary.
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Before the children move on to Activity 1 in their Activity Books, they add the new vocabulary to their own Bilingual dictionaries at the back of their Activity Books. The children then practise recognizing the vocabulary by writing the correct word beneath each picture. In the second activity, the children complete definitions with the key vocabulary. The children listen to a dialogue or conversation containing the new vocabulary, and then complete an activity that requires them to recognize the new vocabulary. The children write their own personalized texts with the new vocabulary in their notebooks using word or question prompts in the Activity Book. An activity suggestion for fast finishers keeps all the children engaged. This feature is present in all lessons.
T our
o f a U n t
Lesson 2
Story
Lesson 2 teaches and practises the vocabulary presented in Lesson 1 through a story. The story comes from one of the texts that Billy, Jilly or Milly has brought into the class as part of their assignment. There is also passive exposure to the grammar point that will be formally presented in Lesson 3. Gist reading activity.
Key structure and vocabulary contextualized in the story. The story text type is different in every unit (e.g. poem story, cartoon story, legend).
Story consolidation through a comprehension activity.
Extra question for class or paired discussion. Speaking practice through paired discussion.
Follow-up activities are presented as work from a Reading Club. Class Book 5
Extra story worksheet for literacy development.
Simple comprehension activities about the events, the things and/or people from the story and the setting. Gapped summary of the story. Template for the children’s own review of the story.
Story worksheet
Tip to help with writing. Activity Book 5
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The children read the gist question and then read and listen to the story in order to answer the question. The children read the story again and answer more detailed questions, to consolidate their understanding. The children discuss the story with their partners, using a revised structure. The What do you think? feature provides further opportunity for discussion in pairs or as a class.
Activity Book •
The children consolidate their understanding of the plot, characters and setting of the story with detailed questions or ordering activities.
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In the second activity, the children further consolidate their understanding of the plot, characters and setting of the story. In the third activity, the children complete a summary of the story by writing key words in a table. They then use the framework provided to write their own review of the story, engaging personally with the story and their reaction to it.
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The optional Story worksheet offers reinforcement of the story to focus on developing literacy skills and awareness of narrative.
Tour of a unit
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T our o f a U n Lesson 3
Grammar
Lesson 3 teaches and practises the grammar structure the children were passively exposed to in the story in Lesson 2. The children practise the structure through listening and speaking activities. Reading and writing practice of the key structure and vocabulary.
Introduction of the grammar point through a simple matching, ordering or selection activity.
Review of a known grammatical structure.
Listening and controlled practice of the key structure.
Active and freer production of the key structure in a communication pairwork game.
Clear presentation of the grammar structure in a table. Class Book 5
The Grammar 1 section on the poster can be used to support the first new grammar structure presentation of the unit.
Grammar reference (Activity Book 5)
Grammar and everyday language poster
Class Book •
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The children are first explicitly exposed to the grammar structure when looking back at the story from the previous lesson to complete a simple matching or ordering activity. The children look at pictures that demonstrate the grammar point. They listen to descriptions of the pictures and say the number. The children practise describing the pictures using the sentences from the recording. The Grammar and everyday language poster can be used at this point to explain the grammatical structure. The children then look at a grammar table in their Class Books. They read and memorize the sentences. The children practise the grammar point through a communicative activity.
Tour of a unit
Activity Book 5
Extra vocabulary and grammar practice worksheet.
Vocabulary and grammar 1 worksheet
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The Grammar reference section at the back of the Activity Book provides further explanation of the new grammar point and can be used for support throughout the year. The children complete a simple matching (or similar) activity using the new structure. The children complete a text using the structure correctly. They practise the new structure by writing complete sentences using picture prompts and wordpools. They end the lesson by reviewing a grammatical structure from previous units or levels.
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Extra grammar practice can be found in the form of the Vocabulary and grammar 1 worksheet on the Teacher’s Resource CD-ROM.
T our Lesson 4
o f a U n t Reading and Writing
Lesson 4 focuses on reading and writing, using an extended version of one of the texts presented in Lesson 1 as a model. The lesson also has a specific language focus that is practised on the Class Book page and exploited further in the Activity Book. There is also a specific Learning to learn focus introduced and practised in the Activity Book.
Context set by text from Lesson 1.
Extension of text from Lesson 1. Passive exposure to a specific language point.
Comprehension activity of the text.
Further exploitation of the text and introduction of specific language point.
Writing activity to practise the language point.
Class Book 5
Sentence and paragraphlevel reading and writing practice; introduction of a learning strategy. Paragraph-level writing practice, following a model. Introduction and development of a learning strategy or skill.
Activity Book 5
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The children look at the first part of the text (taken from Lesson 1) and complete it from memory. They read the text in Lesson 1 again to check. The children read part 2 and complete a simple accompanying comprehension activity. The children then move on to more explicit practice of the specific language point in the text. The children write sentences using the language point.
Activity Book •
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The children read a text of the same type as that on the Class Book page. The children then practise the language point from the lesson in the context of this new text (in this case, referencing words). The children write their own text, using the Class Book and Activity Book examples as models. The Learning to learn section focuses on a different learning strategy or skill in each unit. The children complete a task based on this and are encouraged to use this independently in the future.
Tour of a unit
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T our o f a U n Lesson 5
Vocabulary and DVD song
Lesson 5 teaches the second set of new vocabulary. The children practise the vocabulary through the DVD song, and through speaking and reading activities. Presentation of context through interactive whiteboard display in Class Book, followed by presentation of new vocabulary via a listening activity.
Listening activity practising recognition of the new vocabulary. Sentence-level practice of the new vocabulary.
Active production of secondary vocabulary through a listening activity. Practice of new vocabulary through a song, which can either be listened to on the Audio CD / Songs CD or watched on the DVD.
Written practice of new vocabulary through a songbased activity.
Further exploitation of song.
Activity Book 5
Paragraph-level writing practice of the new vocabulary.
Active production of new vocabulary in a communicative pairwork game. Class Book 5
Songs CD
Bilingual dictionary (Activity Book 5)
Wordcards Set 2
Wordcards •
Use the wordcards for practice and reinforcement of the key vocabulary.
Activity Book •
Class Book •
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The children use the picture on the interactive whiteboard in their Class Books to make predictions about what the lesson is about. The children listen to and repeat the new vocabulary. The children listen to a recording of descriptions or definitions and say the new words. The children listen to the song and answer a simple gist question. The children complete a more detailed comprehension activity based on the song. Finally, the children play a communicative game in pairs, based on the new vocabulary from the lesson.
Tour of a unit
DVD
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Before the children move on to Activity 1 in their Activity Books, they add the new vocabulary to their own Bilingual dictionaries at the back of their Activity Books. The children practise writing the new vocabulary by listening and completing the song lyrics. The children do a simple listening activity that practises recognition of the new vocabulary away from the context of the song. They move on to sentence-level recognition of the new vocabulary. They write at paragraph level using some of the new vocabulary from the lesson.
T our
o f a U n t
Lesson 6
Grammar and Cross-curricular
Lesson 6 presents cross-curricular content from key areas of the curriculum, and through the cross-curricular text, passively exposes the children to a new grammar structure. The children then practise the structure through reading, writing and speaking activities. Activities set in the context of a school trip.
Controlled writing practice of the new structure.
Photographs provide contextualization and generate ideas from the children.
Reading and writing activity practising the new structure at sentence level. Controlled practice of the new structure.
Consolidation of the key concepts through listening to and reading an explanatory text. Clear presentation of the grammar structure in a table.
Active and freer production of the new structure in a communication pairwork activity.
Activity Book 5
Written production of new structure using word prompts.
Class Book 5
The Grammar 2 section on the poster can be used to support the second new grammar structure presentation of the unit. Extra vocabulary and grammar practice worksheet.
Grammar reference (Activity Book 5)
Grammar and everyday language poster
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The children look at the photos in pairs and discuss what they know about the topic before reading the text to check their ideas. The children look at the grammar table and find examples of the structure in the text. The Grammar and everyday language poster can be used at this point to introduce and explain the grammatical structure. They read the text again and perform an activity with controlled practice of the new structure. They practise the new structure in an active communication pairwork activity.
Vocabulary and grammar 2 worksheet
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The Grammar reference section at the back of the Activity Book provides further explanation of the new grammar point and can be used for support throughout the year. In the first activity, the children write sentences with the new structure. In the second activity, they complete a reading and writing activity that practises the new structure at sentence level. In the third activity, they have to write sentences using the new structure and word prompts.
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Extra grammar practice can be found in the form of the Vocabulary and grammar 2 worksheet on the Teacher’s Resource CD-ROM. Tour of a unit
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T our o f a U n Lesson 7
Listening and Speaking
In this lesson, the Class Book presents a dialogue between the story characters. The language from the dialogue forms the basis for a communicative activity with the fluency cards from the Activity Book. Context-setting and gist listening activity. Second listening, for specific information.
Pronunciation focus. Speaking practice through acting out the model dialogue.
Presentation of the dialogue model and gist activity.
Paired speaking practice with fluency cards.
Class Book 5
The Everyday language section on the poster can be used to support the communicative activity.
Functions worksheet Fluency cards (Activity Book 5)
Grammar and everyday language poster
Class Book •
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The children listen to the recording and answer a gist question. They listen again to find specific information. The children listen to and read the model dialogue. They answer a gist question. The children are introduced to a pronunciation point that can be found in the model dialogue. They listen and repeat. The children act out the dialogue.
Tour of a unit
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The children use the fluency cards for a paired communicative activity, offering more open practice of the function presented in the Class Book dialogue and on the Grammar and everyday language poster.
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Extra practice of the function presented in the Class Book can be found in the form of the Functions worksheet on the Teacher’s Resource CD-ROM.
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Lesson 8
Culture and Reading
Lesson 8 provides key cultural input, focusing on a particular aspect of life in other countries. This lesson is presented as a page from a children’s social networking site, where the texts are responses to questions asked by Billy, Jilly and Milly. In this lesson, the children also explore a particular value related to the cross-curricular topic and discuss this as a class. Pre-reading activity to familiarize the children with the cultural topic and the reading task. Short, personalized writing activity. Paired speaking activity.
Reading texts posted by children from around the world.
Focus on values develops social awareness. Reading task using the texts from the Class Book page.
Comprehension to check understanding.
Speak up poster presents useful language for describing differences and similarities.
Class Book 5
Related listening activity. Review of a known grammatical structure. Personalization, using vocabulary for review. Extended personalized writing task.
Speak up poster Activity Book 5
Class Book •
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The children work with a partner to compare the things they see in the pictures. The children listen to and read the texts. They match each text to a photo from Activity 1. The children read the text again and choose correct answers to the questions. The children complete a short, personalized writing activity based on the texts. The children share their answers from Activity 4 with their partners in the form of a speaking task. The Vital values feature encourages the children to discuss a particular value related to the topic. Some issues may generate complex responses that the children cannot voice in English; in these cases, it is advisable to discuss the topic in the children’s own language.
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The children complete three columns of a table with information from the texts on the Class Book page. The children then complete the final column in the table with their own notes about the topic. The children complete sentences using the vocabulary for review. The children complete a personalized writing task using the vocabulary for review. The children make notes and complete an extended personalized piece of writing related to the topic of the lesson.
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The Speak up poster can be used to help structure discussion on a range of topics in any of the lessons. It can be used in this lesson to aid discussion on cultural similarities and differences.
Tour of a unit
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T our o f a U n Lesson 9
Writing and Phonics
Lesson 9 presents and provides analysis of a particular text type. Following a series of preparation activities in the Class Book and Activity Book, the children produce their own texts of the same type. The phonics focus is also presented in this lesson, through a poem in the Class Book.
Extra discussion question.
Identification of text type. Explanation of layout, content of paragraphs and other features of the text.
Punctuation focus. Identification of a particular phonics feature.
Comprehension activity to check understanding of text.
Presentation of phonics focus through poem.
Class Book 5
Categorization activity related to the phonics focus in the Class Book.
Reading activity based on function and features of a text type. Identification of words with the target sound in the text.
Extended writing activity based on the text type from the lesson. Activity Book 5
Class Book •
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The children read and identify the text type. The children answer comprehension questions about the text. The children listen to and read a poem, which contains words with the target phonics focus. They answer question about the poem. The children find and write words with the target phonics focus.
Tour of a unit
Activity Book •
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The children categorize words according to the phonics focus from the Class Book. The children read a text and add missing information using sentences or headings from a wordpool. The children read the text again and find words or sounds relating to the phonics focus. The children write their own text using the examples in their Class Books and Activity Books as models.
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Lesson 10
Review
Lesson 10 provides a comprehensive review of all the new vocabulary and grammar structures from the unit through a series of activities in the Ace! Weekly school newsletter. School newsletter format allows for a range of fun activities to review the unit’s vocabulary and grammar.
Communication game reviews the first set of key vocabulary.
Collocation activity reviews the second set of vocabulary.
Gap-fill activity focuses on the first grammatical structure.
Written production of first grammatical structure.
Paired speaking activity reviews the second grammatical structure.
School newsletter format allows for a range of fun activities to review the unit’s vocabulary and grammar.
Class Book 5
The Grammar 1 and 2 sections on the poster can be used to review the grammar of the unit.
Word-level writing activity reviews first set of vocabulary. Matching activity reviews second grammatical structure.
Puzzle to review second vocabulary set. Grammar and everyday language poster
Class Book •
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Each edition of the newsletter in Lesson 10 of each unit contains a range of fun activities to review vocabulary and grammar, such as word puzzles, magazine-style articles, surveys and picture-based activities. In Lesson 10 of Unit 1, the children start by asking and answering questions in a paired guessing game. The children reproduce the second grammatical structure in a paired speaking activity. The children complete the phrases with the correct word from the second vocabulary set. The children complete the sentences using the first grammatical structure.
Activity Book 5
Activity Book •
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The children write the correct word for each picture. The children review the second grammatical structure by completing the sentences with the correct verb form. The children review the first grammatical structure by completing the sentences with the correct verb form. The children review the second set of vocabulary by completing a word puzzle.
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Sections 1 and 2 of the Grammar and everyday language poster can be used in this lesson, providing a visual opportunity to review the grammar of the unit.
Tour of a unit
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T our o f a U n Lesson 11
Class presentation and Self-evaluation
In Lesson 11, the children prepare for and give a class presentation (or a play) related to the topic of the unit. The lesson also provides an opportunity for self-evaluation
Presentation related to the unit’s topic.
Introduction of the next unit’s topic.
Class Book 5
Listening activity based on the model presentation. Planning of presentation using model provided.
Model of a presentation plan. Self-evaluation activit y allows the children to review learning and focus on improvement. Activity Book 5
Class Book •
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The children are prompted to prepare and give a presentation. Miss London reveals the homework for the next unit, and the children are introduced to the context for the next unit.
Activity Book •
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The children look at the model plan from a presentation and answer questions about it. The children listen and complete information in the plan.
Tour of a unit
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The children plan their own presentation using the model in their Activity Books. They give their presentation to the whole class or the rest of their group.. The children look back at the unit and complete the self-evaluation task.
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In Lesson 11, teachers can decide whether to set the homework for their own class. This can then be used as an optional lead-in activity for the next unit.
s us ng the DV D n o s s e l l O p t o na Reinforcement and story practice Lesson 3a
Cross-curricular and social task Lesson 6a
The reinforcement and story practice lesson is optional in each unit, but it gives teachers a great opportunity to enhance their pupils’ learning experience and enjoyment by introducing engaging reinforcement activities and an animated version of the unit story. The first three activities review the main vocabulary and language from Lessons 1 to 3 of the unit. The fourth activity introduces the animated text version of the story on DVD. The DVD story can be played as many times as possible. The children are encouraged to focus on the vocabulary and language used in the story. The lesson concludes with an activity where the children make their own story wordcards, using the DVD story wordcard worksheet on the Teacher’s Resource CD-ROM. The children ‘design’ their chosen words from the story following the DVD story as a model. For example, they can write ‘happy’ in the shape of a smile. At least one activity in each Lesson 3a has a specific focus on one of the Key Competences, for example, a craft activity for artistic and cultural competence or group work that encourages competence in social skills and citizenship.
The second optional lesson is designed to allow the teacher to reinforce and extend the cross-curricular topic for the unit through more activities which introduce some additional items of vocabulary from the vocabulary set presented in Lesson 5. It gives the teacher an opportunity to exploit the cross-curricular content using social tasks which involve elements of collaboration and research, for example, researching how plants grow and making a poster, writing information cards for museum exhibits, researching the life and writing a diary entry of a gladiator. The lesson begins by reviewing the cross-curricular topic vocabulary. The first activity extends the context presented on the Lesson 6 Class Book page. The class is then divided into groups and the groups do simple research activities linked to the topic. For example, in Unit 1 the groups are encouraged to use the internet or reference books if the internet is not available, to research how to grow a seed. The groups then make posters, or write information cards using the information they have researched. To conclude the lesson, a range of follow up activities are suggested, for example, presenting the posters and information cards to the class and displaying the materials they have made in the classroom. For further practice and extension, the teacher can play the relevant cross-curricular video clip from the DVD. Play the video clip 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
Teacher's Resource CD-ROM
Optional lessons using the DVD
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o f the cour se s e r u t a e O the r f Revision stories Regular revision of vocabulary and grammar is a key element of learning a language. Ace! 5 has three Revision stories following three exciting adventures of the course characters, Billy, Jilly and Milly. The revision lessons are designed to be used after Units 3, 6 and 9, and each focuses on the vocabulary and grammar in the preceding three units. The Revision stories include key skills practice in the Activity Book. Revision of grammar and vocabulary through a story context.
Story consolidation work develops literacy skills, along with further language practice in the Activity Book.
Follow the adventures of the course characters to appeal t o the imagination of the pupils and foster their engagement with the story.
Class Book 5 Activity Book 5
Festivals There are three festivals in Ace! 5: Christmas, Red Nose Day and May Day. The pages offer a detailed look at a specific aspect of English-speaking festival culture. The festivals are found at the end of the Class Book and Activity Book, so you can use them at the appropriate point in the school calendar. The Teacher‘s Resource CD-ROM contains language practice activities as well as opportunities to practise skills and promote discussion. Class Book presentation of the topic and key vocabulary through a variety of text types.
Activity Book 5
Class Book 5
Worksheets allow for further language practice and personal reactions/ comparisons.
Speaking, reading and writing practice across Class Book and Activity Book.
Teacher’s Resource CD-ROM worksheets 28
Other features of the course
Ace
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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! 5. This includes: Extra Story worksheets for every unit. Two Vocabulary and Grammar practice worksheets per unit. One Functions worksheet per unit. Starter Unit and festival worksheets. One cross-curricular DVD worksheet per unit and a DVD story wordcard worksheet. 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, Cambridge English: Key for Schools (KET) and Cambridge English Preliminary for Schools (PET) 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. Ace! Digital
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Ace
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iPack The Ace! 5 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 and video clips. 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, wordcards, stories and songs, so that you can access them whenever you need them. •
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iPack
Play the audio by clicking on the page.
iPack sample
Click easily between the Class Book and Activity Book pages.
Practise vocabular y and grammar with the whole class using the fun, interactive games in each unit.
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Ace! Digital
e m o c l e W Lesson 1
CB PAGE 2 and AB PAGE 2
REVIEW, LISTENING AND SPEAKING Lesson objectives Become familiar with the course characters Review some vocabulary and language from previous levels Listen for specific information Practise asking questions
Language Review: vocabulary for describing appearance; questions: What …? When …? How many …? Do you …? Have you got …? Where …? Extra: triplets, sign up, penfriend
Transcript 1 He hasn’t got a beard. He’s got brown hair and a brown moustache. 2 He’s got glasses and short, light brown hair. 3 She’s got short, black hair and big earrings. 4 He’s got curly, black hair. He hasn’t got glasses. 5 She’s got wavy, brown hair. She hasn’t got glasses. 6 He hasn’t got a beard and he hasn’t got a moustache. He’s got short, grey hair. 7 She’s got glasses and a ponytail. 8 She’s got wavy, light brown hair and she’s got glasses. ANSWERS
1 Mr McMaster 2 Billy Bean 3 Miss London 4 William Victory 5 Betty Greenstreet 6 Mr Tidy 7 Milly Bean 8 Jilly Bean
2 Listen and complete the table. $ 1•02 •
Materials CD1 $ tracks 01–02; Speak up poster Warmer •
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Introduce yourself to the class. Say, e.g., Hello. I’m (your name). I’ve got two brothers. I ha ven’t got any pets. Ask individual children to stand up and introduce themselves in a similar way.
Lead-in •
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Tell the children that in this lesson they are going to meet the course characters for this year. Ask the class what they think they will find out about the characters. Elicit categories for personal information and write them on the board, e.g. name, age, address, hobbies.
Class Book 1 Look, listen and say the names. $ 1•01 •
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Focus on the pictures of the characters. Tell the children that Billy, Jilly and Milly are triplets (brothers and sisters born on the same day). The children can also see the triplets’ friends and some of the people who work at their school. Focus on the characters’ names. Point out that even though the first names of the adults are given, we wouldn’t usually use them. We would say Mr McMaster , not Mr Alistair McMaster , for example. Point to each character and say the name for the children to repeat. Ask the class questions about the characters’ appearance, e.g. What colour are Jilly’s glasses? Who has got short, curly hair? Has Betty got glasses? Tell the children that they are going to hear descriptions of the characters. The must listen and say the names of the people who are being described. Play the recording. Pause after each description for the children to call out the name.
b a c k
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Focus on the table. Ask What is the table for? (To sign up for a penfriend.) Look at the information provided. Check how many of the categories the children mentioned in the Lead-in activity. Tell the class that they are going to hear the children giving answers to questions about personal information. They must listen and write the missing information in their notebooks. Play the recording, pausing where necessary for the children to write the answers. Play the recording a second time, if needed.
Transcript Receptionist So would you all like penfriends? Billy, Milly and Jilly Yes, please! Receptionist OK, then. Can you give me your full names, please? Billy I’m Billy Bean. Milly I’m Milly Bean. Jilly And I’m Jilly Bean. We haven’t got middle names. Receptionist OK. And you’re brother and sisters? Billy Yes. We’re triplets. We’ve got the same birthday. It’s 22nd September. Receptionist 22nd September. Right. And what’s your address? Milly It’s Bean Cottage … Receptionist Is that B-E-A-N? Milly Yes, Bean like our surname. Bean Cottage, Little Street, Aceton. Receptionist Have you got any more brothers and sisters? Jilly No, we haven’t. Receptionist OK. And what are your hobbies, Billy? Billy Football! I love football. Receptionist OK. And have you got any pets? Billy We’ve got a dog called Bongo! Receptionist Bongo? Billy Yes, B-O-N-G-O. Receptionist And Milly, what are your hobbies? Milly I like walking in the country. Jilly And I like art.
Starter Unit
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Milly Yes, Jilly loves art. Receptionist Great. William Look, Betty! Penfriends! Let’s sign up. Betty OK. You go first. William Err … full name … William … Victory. Betty When’s your birthday? William It’s on 19th February. And my address is … 7 … Little Street, Aceton. Betty Have you got any brothers or sisters? William Yes, I’ve got one brother. Michael. M-I-C-H-A-E-L. Michael. Betty What are your hobbies? William Hmm. Well, I like computer games. Betty What about pets? Have you got a pet? William No, I haven’t got any pets. Your turn! Betty My full name is Betty Greenstreet. William Greenstreet? Betty Yes. G-R-E-E-N-S-T-R-E-E-T. And my birthday is the 17th March. William What’s your address? Betty 14 School Road, Aceton. William You haven’t got any brothers and sisters. Betty No, that’s right. William What are your hobbies? Betty I go ice skating … oh! And dancing! I like dancing. William Have you got any pets? Betty Yes, I’ve got a cat. Her name is Lulu. L-U-L-U. ANSWERS
1 Dog (Bongo) 2 walking 3 art 4 William Victory 5 19th February 6 Michael 7 computer games 8 None 9 Betty Greenstreet 10 14 School Road, Aceton 11 ice skating, dancing 12 Cat (Lulu)
3 Choose a character from Activity 2. Play a guessing game in pairs. •
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Divide the class into pairs. Ask a pair of children to read the example dialogue to the class. Ask the children to play the game with their partners. One of them chooses a character and the other asks questions to find out who it is. They swap roles and repeat. Go around the class as the children are talking, helping and checking where necessary.
4 Make questions with the table headings. Ask and answer in pairs. •
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Focus on the headings in the table. Look at the second one together. Ask What’s the question? ( When’s your birthday?) The children write the questions in their notebooks using the table headings and the question words from the box. They then work in pairs, asking and answering the questions for themselves. Refer the children to the ‘Asking for personal information’ and ‘Talking about yourself’ sections on the Speak up poster for help while they do this, if necessary. Go around the class as the children talk, helping and checking.
Starter Unit
Competence in social skills and citizenship The ability to ask for and give personal information is a vital skill. The children need this to make friends and answer questions for official purposes. KEY COMPETENCE:
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Look back at the categories that the children mentioned in the Lead-in activity. If there are any that are not used in Activities 3 and 4, elicit questions for them and ask the children to ask and answer them in pairs.
Activity Book 1 Look at the pictures and complete the sentences. •
Ask the children to look at the pictures of the people and complete the sentences about them.
ANSWERS
1 short, hasn’t 4 big, curly
2 glasses, long
3 beard, black
2 Order and write questions. Answer the questions about you. •
The children put the words in the correct order and write the questions. They then write answers about themselves.
ANSWERS
1 Have you got any pets? 2 When is your birthday? 3 Have you got any brothers and sisters? 4 What are your hobbies?
Lesson 2
CB PAGE 3 and AB PAGE 2
VOCABULARY AND READING Lesson objectives
ANSWERS
a e h k
Identify different places in a school Read notices Listen to and give directions
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Language Core: headmaster’s office, science lab, drama theatre, toilets, canteen, school hall, cloakroom, music room, staffroom, reception, tennis court, bike shed, go straight on Review: Imperative sentences; language for giving directions: Turn left / right. Go straight on.; wear Extra: assembly, drama production, helmet, disturb, chemical, receptionist, hang up
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Warmer Play Smiley sentence (see page 202) to review the questions from Lesson 1. •
Lead-in •
With books closed, ask the children Which places are there inside a school? Brainstorm a list and write it on the board.
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Class Book
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Focus on the words in the box. How many of the places did the children mention in the Lead-in activity? Point to the different rooms. Ask What happens here? Ask the children to match the words to the places and write their answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words in chorus and individually.
Transcript 1 school hall 2 tennis court 3 bike shed 4 science lab 5 music room 6 staffroom 7 headmaster’s office 8 canteen 9 toilets 10 reception 11 cloakroom 12 drama theatre
2 Read the notices and write the place. •
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Focus attention on the notices. Point to some of them and ask What does this tell us? Where do we see notices like this? Ask the children to work in pairs. They read the notices and write the places in their notebooks. Go around the class as the children work, helping where necessary.
Tell the class that they are going to play a game with directions. Elicit the instructions Turn left / right, Go straight on and It’s on the left / right . Write them on the board. Focus on the speech bubbles. Play the recording for the children to listen and follow the text in their books. Show them how to place their finger on the reception in the floor plan in Activity 1 and trace the directions. Ask the children to work in pairs. They take turns to choose a place and give directions to their partner. Their partner follows the directions in the floor plan in Activity 1 to find out which place it is. Go around the class as the children talk. Help where necessary. Ask some of the children to give directions for the class to follow and say the place. Competence in social skills and citizenship Pairwork activities encourage the development of social skills and build confidence. Activity 3 simulates a real-life situation and the children must understand the need to be polite. They must also listen carefully to their partners in order to follow the route on the map. After the game, discuss how we ask for directions politely and how we can ask people to repeat themselves if we didn’t hear or understand. KEY COMPETENCE:
1 Match the words and the places (1–12). Listen, check and say. $ 1•03 •
Ask questions for the children to respond with the names of the correct rooms, e.g. Where can I go to find Mr McMaster? Where can I eat my lunch? Where can I put my coat?
3 Look at Activity 1. Listen and say. $ 1•04 Play the game in pairs.
Materials CD1 $ tracks 03–04
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school hall b canteen c toilets d tennis court music room f staffroom g drama theatre bike shed i headmaster’s office j science lab reception l cloakroom
Activity Book 1 Complete the crossword. Find the secret word. •
The children read the clues and write the words in the crossword. They find the secret word by reading the letters in the shaded area.
ANSWERS
1 canteen 2 theatre 3 staffroom 4 reception 5 tennis 6 hall 7 bike shed 8 toilets 9 cloakroom Secret word caretaker
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Starter unit, Lessons 1 and 2 worksheet. Notes and answers on CD-ROM
Starter Unit
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Lesson 3
CB PAGES 4 and 5 and AB PAGE 3
STORY AND LANGUAGE REVIEW
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Lesson objectives Read and understand a story Act out a story Review some vocabulary and language from previous levels
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doesn’t divide exactly, some of the children can have more than one role. The children practise acting out the story. Go around the room as they work, checking pronunciation and helping where necessary. Ask each group in turn to come to the front of the class and act out the story. KEY COMPETENCE:
citizenship Activity 3 focuses on teamwork skills. The children work together to assign characters to each other. They then practise acting out the story as a group and finally perform the story to the class. Ask the children if they enjoyed acting out the story and working as part of a team. Ask them to suggest other situations in life in which teamwork is important.
Language Review: Introductions: I’m …, This is …, Hi,; jungle, shark, ocean, volcano, fly / flew, find / found, hear / heard, swim / swam, write / wrote Extra: presentation, worried, wild, explore, go climbing
Materials CD1 $ track 05
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Play The definitions game (see page 202) with the words from different places in a school from Lesson 2.
Lead-in •
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Ask the children what they can remember about the course characters. Elicit the names and write them on the board. Point to each name in turn and ask the children to tell you a fact about the character. Allow the children to look back at page 3 and check if they were correct.
Class Book 1 Listen and read the story. $ 1•05 •
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Ask the children to look at the pictures in the story. Ask What do you think happens in the story? Encourage predictions from different children around the class. Play the recording for the children to follow the words in their books. Ask questions to check comprehension, e.g. Who is Miss London? (The childrens’ new teacher.) What do the children have to do this week? (Prepare a presentation about their summer holidays.) Why are Billy, Jilly and Milly worried? (They didn’t go on holiday this year.) What did Jilly write about? (Camping in a tent.) What did Billy, Jilly and Milly do on the holiday? (Explored the countryside, went climbing, found food, swam in dangerous waters and sailed in a ship.) Did Miss London like the presentation? Why? (Yes, because it was very interesting and funny.) Ask the children if their predictions about the story were correct.
2 Act out the story. •
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Tell the children that they are going to act out the story in groups. Ask the children to look through the story and make a list of the characters (Miss London, Billy, Jilly, Milly, William, Betty). Divide the class into groups of six and ask them to assign a character to each member of the group. If the class
Starter Unit
Competence in social skills and
Say false sentences about the story for the class to correct you, e.g. Billy, Jilly and Milly went on holiday to France. (No, they didn’t! They didn’t go on holiday this year.)
Activity Book 1 Remember the story. Write the words. Then match. •
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Ask the children to read the speech bubbles and complete them with the correct words without looking back at the story. They should then match them with the correct character. Ask the children to read the story on pages 4 and 5 of their Class Books again to check their answers.
ANSWERS
1 flew, b 2 didn’t go, c 3 rode, f 5 was, a 6 didn’t swim, d
4 wrote, e
Lesson 4
Autonomy and personal initiative Presentations like the one in this lesson focus on what the children can achieve as individuals. They are responsible for the planning and delivery of their work. The subject matter here is personal, so the children will not be able to find facts on the internet or in encyclopedias: all of the information must come from them. Ask the children how they felt about preparing and delivering their presentations and what they gained from the experience. If they felt nervous, reassure them that they will become more confident with practice over the year. KEY COMPETENCE:
CB PAGES 4 and 5 and AB PAGE 3
STORY AND CLASS PRESENTATION Lesson objectives Read and understand a story Listen for specific information Prepare and give a presentation
Language Review: Introductions: I’m …, This is …, Hi,; jungle, shark, ocean, volcano, fly / flew, find / found, hear / heard, swim / swam, write / wrote Extra: presentation, worried, wild, explore, go climbing
Optional activity •
Materials a piece of paper for each child (optional)
Warmer •
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Describe a character from the story for the class to guess. Invite a volunteer to stand up and describe a character for the class to guess. Repeat with other children.
Homework •
Lead-in •
Discuss the story from Lesson 3. Encourage the children to tell you all they can remember.
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Class Book 3 Prepare a class presentation. •
Tell the children they are going to prepare and then give a class presentation about what they did on their summer holiday.
4 Give your presentation to the class. •
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Discuss the presentations with the class. What did the children find most interesting? Ask Which holiday would you like to go on? Which activity would you like to do? Why?
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Milly and Jilly and their class at the end of the story on page 5 of the Class Book: Super science homework. Find out about bugs. Tell them that this will be the theme for the next unit. Ask the children if they can think of any bugs they know in English. Write a list on the board and congratulate the children on how much they have remembered. What kinds of things do they think Billy, Milly and Jilly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page13).
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Starter unit, Story worksheet. Notes and answers on CD-ROM.
Ask the class What was Jilly’s presentation about? (her summer holiday). Tell the children they are going to prepare and then give a class presentation about their summer holiday. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
Activity Book 2 Prepare your summer holiday presentation. Make notes. •
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Tell the children to plan their presentations using the table in their books. They read and answer the questions. Go around the class as the children work, helping and checking. If you wish, give out pieces of paper and ask the children to draw a picture to go with the information they have prepared. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Starter Unit
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S u p e r Lesson 1
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CB PAGE 6 and AB PAGES 4 and 103
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VOCABULARY Lesson objectives Identify common bugs Identify different text types Interpret a diagram and find information in a set of instructions for a science experiment Ask and answer about the bugs you lik e
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Tell the children that you are going to play the recording again. They must listen and find the text types that Billy talks about. Explain that they do not need to read the text, but should look for visual clues, such as layout and style. Before playing the recording, read the text types with the class and check that children understand what each one means. Play the recording, pausing where necessary for the children to listen and match the text types to the texts. Check the answers as a class.
Transcript Language Core: worm, snail, beetle, wasp, fly, ant, ladybird, spider, centipede, mosquito, moth, grasshopper, Review: present simple; body, science Extra: nocturnal, active, free (v) , annelid, mollusc, arachnid, myriapod, section, equipment, trowel, magnifying glass
Materials CD1 $ tracks 06–09; bugs wordcards from previous levels; Unit 1 wordcards Set 1; a watch or timer
Warmer •
Play a game of Draw! (see page 201), using wordcards of bugs from previous levels that the children will be familiar with.
Lead-in •
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Ask the children what they remember about the story from the Starter Unit. Ask Who is the new teacher? What was the homework assignment about? What did Billy, Jilly and Milly talk about in the presentation? Ask What homework did Miss London set at the end of the story? (Find out about bugs.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Billy) What do you think he has brought in? Encourage a variety of suggestions from different children around the class.
Class Book
Miss London Hi everyone! What was your super science homework this week? Billy Find out about bugs! Miss London That’s right! What have you got, Billy? Billy Well, I’ve got a page from an encyclopedia. It’s a diagram with lots of bugs, look. Miss London Great! What else? Billy I’ve got some instructions for an experiment. Miss London How to study nocturnal bugs. Very interesting! Billy Yes! And I’ve got a story about bugs. It’s a poem. Miss London Well done, Billy! Thank you! ANSWERS
A diagram B instructions for a science experiment C story poem
Learning to learn The children should be aware that we read in different ways, depending upon what we want from the text. If we want to identify a text type, we can just look for visual clues, such as layout, or look at headings and subheadings. If we need very specific information, we can speed-read, glancing through the text until we find the information that we need. By putting these skills into practice, the children will be become more efficient with their reading at home and in the classroom. KEY COMPETENCE:
2 Match the words and the pictures (1–12). Listen, check and say. $ 1•07 •
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1 Listen. $ 1•06 Look and find these text types. •
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With books closed, tell the children that they are going to hear a recording of Billy telling Miss London about the things that he has brought in for his homework assignment. Play the recording. Ask individual children to tell you what they can about Billy ’s homework. Ask the children to open their books. Focus attention on pages 6 and 7 and explain that these are the different things that Billy has collected.
Unit 1
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Ask the children to look at the diagram on page 6 (text A). Focus on the pictures of the bugs. Ask What’s picture 1? (a beetle). Divide the class into pairs, and ask the children to look at the rest of the pictures and match the words and pictures with their partner. Play the recording for the children to listen and check their answers. Check the activity as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 beetle 2 mosquito 3 fly 4 ant 5 moth 6 grasshopper 7 wasp 8 ladybird 9 spider 10 worm 11 snail 12 centipede
3 Look at text A. Listen and say the bug. $ 1•08 •
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Explain that you can use a diagram like text A to put bugs into different groups (insects, arachnids, myriapods, annelids and molluscs). Tell the children that they are going to listen to a recording of Milly and Billy asking each other questions about different bugs. The children must listen to the conversations as they follow the chart to see which bug the children are talking about. Play the first conversation. Pause the recording and ask a volunteer Which bug is it? Repeat with the rest of the conversations, and check the answers with the class.
E F
Milly Has it got legs? Billy Yes, it has. Milly Has it got six legs? Billy No, it hasn’t. Milly Has it got eight legs? Billy No, it hasn’t. Milly Has it got more than eight legs? Billy Yes, it’s got lots of legs! Billy Has it got legs? Milly Yes, it has. Billy Has it got six legs? Milly Yes, it has. It’s red with black spots.
A worm B wasp C spider E centipede F ladybird
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Focus on the bugs in the diagram again. Ask individual children Do you like worms/ants/snails? Which bugs do you like? Invite the children to ask and answer the question in pairs.
Activity Book Bilingual dictionary •
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Tell the children to find the Unit 1 section in the Bilingual dictionary on page 103 of their Activity Books. Ask the children to complete the dictionary with the translations of the bug words.
D grasshopper
Ask the children to look at text B. Explain that sometimes we need to find information quickly from a text, without reading it in detail. Read the two questions with the class. Tell the children that they have one minute to find the answers. Remind them that they don’t need to read every word – they just need to find the information required. Ask the children to begin the activity. Use a watch or timer to time one minute. When the minute is up, check the answers with the class.
ANSWERS
Nocturnal bugs are those that are active on and under the ground at night. To study nocturnal bugs you need: a trowel, food (cheese, fruit or meat), a square piece of wood, a plastic cup, 4 stones and a magnifying glass.
The children look at the pictures and write the names of the bugs. Display the Unit 1 Set 1 wordcards for support while they work.
ANSWERS
1 ladybird 2 moth 3 beetle 4 centipede 5 mosquito 6 fly 7 snail 8 ant 9 wasp 10 worm
2 Read and complete the definitions. •
The children read and complete the definitions with the correct bug words.
ANSWERS
1 snail 2 ladybird 3 worm 4 Spiders 5 grasshopper 6 wasp 7 centipede 8 moth
3 Listen and circle. $ 1•09 •
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4 Read text B and answer.
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ANSWERS
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1 Write the bugs.
Transcript A Milly Has it got legs? Billy No, it hasn’t. Milly Has it got body sections? Billy Yes, it has. B Billy Has it got legs? Milly Yes, it has. Billy Has it got six legs? Milly Yes, it has. It’s black and yellow. C Milly Has it got legs? Billy Yes, it has. Milly Has it got six legs? Billy No, it hasn’t. Milly Has it got eight legs? Billy Yes, it has. D Billy Has it got legs? Milly Yes, it has. Billy Has it got six legs? Milly Yes, it has. It’s green and it jumps.
5 Ask and answer in pairs.
Ask the children if they know the phrase food chain. If necessary, draw a picture on the board to show a simple food chain, e.g. dead leaves with an arrow to a worm and a second arrow from the worm to a bird. Tell the children that they are going to hear Billy and Jilly describing one of the food chains shown in the pictures. They must listen and circle the corresponding food chain. Check the answers with the class.
Transcript Billy What’s that, Jilly? Jilly It’s called a food chain. It shows you what animals eat. Billy So how does it work? Jilly Well, see there’s a picture of some dead plants. Then there’s an arrow to a fly. That means the fly eats the dead plants. Billy OK. Jilly And then there’s an arrow from the fly to a spider. Billy So that means the spider eats the fly, right? Jilly That’s right. ANSWER
c
4 Write about a bug. •
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The children choose a bug and write about it in their notebooks using the word prompts. Go through the activity with the class. Ask some of the children to read their descriptions aloud.
Unit 1
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Lesson 2
CB PAGE 7 and AB PAGE 5
8 Tell your partner the good and bad things about bugs.
Language
Focus on the example and ask a pair of children to read the sentences in the speech bubbles to the class. The children work in pairs. One chooses a bug and says something good about it. His/Her partner responds by then saying something bad about it. The children swap roles and continue. What do you think? Discuss the question as a class. Ask them to discuss how they feel about bugs.
Core: Lesson 1 bugs words Review: nocturnal, food chain, write / wrote Extra: chestnut, human, hairy, tell lies, sting, protection, natural, hive, useful, agree
Artistic and cultural competence Poetry is an art form that all the children will be familiar with. Through reading a narrative poem, children have exposure to rhythm and rhyme as they follow a story.
STORY Lesson objectives Read and understand a story poem Ask and answer questions in the present tense Write a review of the story poem
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Materials CD1 $ track 10 Warmer •
Play The definitions game (see page 202) with the bugs vocabulary from Lesson 1.
Lead-in •
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Tell the children that they are going to hear and read a story poem about some of the bugs from Lesson 1. Review the language from the previous lesson and set the scene for Lesson 2 by asking individual children Which bugs do you like? Why? Which bugs are scary? Which are useful?
Class Book 6 Read and listen. $ 1•10 Choose. •
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With books open, tell the children that they are going to listen to and read a poem. They must decide what it is about. Read the three possibilities with the class. Play the recording for the children to follow the story poem in their books. Check the answer with the class and then discuss the children’s reactions to the poem. Did they like it? Do they agree that bugs are important?
ANSWER
It’s about why bugs are important.
KEY COMPETENCE:
Activity Book Plot, characters and setting 1 Remember the story poem. Read and write True or False. •
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ANSWERS
1 False 2 True 7 True 8 True
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Ask the children to read the story poem again and write their answers to the questions in their notebooks. Ask the children to check their answers in pairs. Then check as a class.
ANSWERS
Because humans don’t like bugs. Because they eat doors and furniture. its legs Because Spider says that flies annoy people and that spiders help people by catching them. 5 Spider, Bee and Worm. Spider is useful because it catches flies; Bee is useful because it makes honey; Worm is useful because it helps plants and flowers to grow. 6 The bugs write the story poem. 1 2 3 4
3 True
4 False
5 True 6 False
2 Write the words. •
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The children complete the sentences with the correct words in the box. Check the answers with the class.
ANSWERS
1 old 2 angry, young 4 ugly, thin, useful
3 hairy, scary, quiet
Synopsis 3 Read and complete. •
7 Read again and answer. •
The children read the sentences and write their answers from memory. Ask the children to check their answers by looking at the Class Book story poem on page 7. Then check the answers as a class.
The children complete the text by writing the missing words next to the corresponding numbers in the table.
ANSWERS
1 was 2 the 8 tell 9 a
3 about
4 for
5 they
Unit 1
7 to
Review 4 Complete the review. •
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Read the instructions for writing a review and the writing tip with the class. The children complete the review, referring back to the instructions and the writing tip for help. Put the children into pairs to compare their answers.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Story worksheet. Notes and answers on CD-ROM.
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6 and
Lesson 3
CB PAGE 8 and AB PAGES 6 and 108
GRAMMAR Lesson objectives
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Practise using the present simple and present continuous Talk about the behaviour of bugs Describe a picture Regular review: practise the use of have got
Language Core: Lesson 1 bugs words; present simple/present continuous Review: noise, important, honey, jump, plant, wood; have got Extra: sting, hive, web, soil
Transcript Bees work in hives. The bees are working in the hive. The wasp is stinging her arm. Spiders make webs. The spider is making a web. Wasps sting people. ANSWERS
5, 6, 2, 3, 4, 1
Grammar and everyday language poster
Materials CD1 $ tracks 10–11; Unit 1 Grammar and everyday
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language poster; Speak up poster
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Warmer •
Play a game based on the story poem from the previous lesson. Make correct and incorrect present simple sentences for the children to call out True or False.
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Lead-in •
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Ask the children what they can remember about the story poem from Lesson 2. Prompt with questions if necessary, e.g. Why don’t people like spiders? Ask the children to open their Class Books and look at the story poem on page 7 again. Did they remember it?
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1 Read and listen to the story poem again on page 7. $ 1•10 Match. •
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With books open, tell the children that they are going to hear the story poem again. As they listen, they must match the beginnings of the sentences with the correct endings. Play the recording, pausing if necessary, for the children to match the sentences in their notebooks. Play the recording a second time, if necessary, for the children to check their answers. Check the answers with the class. 2 c
3 e
4 a
5 d
2 Listen and say the number. $ 1•11 Describe the pictures. •
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Focus on the pictures. Tell the children that they are going to hear descriptions of each picture in a different order from the way they appear on the page. They must listen and say the number. Play the recording, pausing after each sentence and eliciting the number of the corresponding picture. Ask the children why we say Bees work in hives for picture 5 and The bees are working in the hive for picture 6. (We use
Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table. After each sentence, ask the class Is this happening now?
4 Describe the picture in pairs. •
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ANSWERS
1 b
Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 1. Focus on the table for the present simple. Ask the children to help you make an affirmative sentence and write it on the board. Ask them to use the table to make a negative sentence and write this on the board. Elicit a present simple question and affirmative and negative answers to the question. Ask the class When do we use the present simple? Children use the information at the bottom of the poster to answer. Repeat the process with the table for the present continuous.
3 Read and learn.
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Class Book
the present simple for picture 5 because we are talking about something that the bees do every day; we use the present continuous for picture 6 because we are talking about what the bees are doing now.) Point to each picture in turn and ask a volunteer to describe it using the present simple or present continuous.
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Ask the children to look at the picture. Say Which bugs can you see? Ask questions about what the different bugs are doing. Tell the children that they are going to describe the picture in pairs. Focus attention on the example and ask a pair of children to read the s entences in the speech bubbles to the class. Explain that the first sentence is a general fact about grasshoppers and the second is about what the grasshopper in the picture is doing. Divide the class into pairs. One child gives a general fact about a particular bug and the other says what the same bug, or bugs, in the picture are doing. They use the prompts in the notice on the left. Point out that they can use the grammar table and the Unit 1 Grammar and everyday language poster to help them form their sentences. They can also refer to the Talking about a picture section on the Speak up poster, for help.
ANSWERS
Grasshoppers jump. The grasshopper isn’t jumping now. Spiders make webs. The spiders aren’t making webs now. Wasps sting people. The wasp isn’t stinging people now. Unit 1
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Worms make holes in the soil. The worm is making a hole in the soil now. Ants walk in a line. The ants are walking now. Ladybirds fly. The ladybirds are flying now. Snails eat plants. The snails are eating plants now. Beetles eat wood. The beetles aren’t eating wood now.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND STORY PRACTICE Lesson objectives
Activity Book
Review and practise the present simple and present continuous Review and practise bugs vocabulary
Grammar •
Tell the children to turn to the Grammar reference page on page 108 of their Activity Books. Explain that this reference is here to help them when they need it.
Language Core: Lesson 1 bugs words; present simple/present continuous
1 Match. •
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Focus on the pictures of the food chain in Activity 2. Ask a volunteer to explain what they see. Point to pictures a and b and ask a second volunteer What’s happening in the pictures? After the children have identified what the bugs are doing, they match the beginnings of the sentences in Activity 1 with different endings to make two facts about what grasshoppers do in general and two sentences about what they are doing in pictures a and b.
Materials DVD Story 1; Unit 1 Grammar and everyday language poster; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 1; a sheet of poster paper for each group; plain paper for each group; glue; scissors
Warmer •
ANSWERS
1 a, d
2 b, c
2 Look and complete with the present simple or present continuous. •
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Ask the children to complete the text with the correct forms of the verbs in brackets. Remind them that they will need to use the present simple to make sentences that report facts (i.e. about the food chain) and the present continuous to say what is happening now (i.e. in pictures a and b).
Lead-in •
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ANSWERS
1 starts
2 eats
3 is eating
4 eat
5 is jumping
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3 Write about the food chain and the pictures. •
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Ask a volunteer to describe the food chain and a second volunteer to say what they see in pictures a and b. The children write sentences about the food chain and the pictures using the correct forms of the verbs in brackets. They can use the sentences from Activity 2 to help them form their sentences.
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Ask the children to complete sentences (1–4) using have got .
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1,
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Vocabulary and Grammar 1. Notes and answers on CD-ROM. •
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Unit 1
Ask different children around the class Which is your favourite bug? Why? What does it eat? What eats your bug? Ask the children to draw a picture of their bugs. Below the picture, they write information about the bug, e.g. This is a grasshopper. Grasshoppers eat grass and leaves. Birds eat grasshoppers. Ask children to hold up their pictures and tell the class.
2 Draw an action picture of your bug. Write about what your bug is doing now.
4 Look and complete. •
On the board, draw a simple picture of a food chain. Draw a patch of grass with an arrow to a grasshopper. Draw a second arrow from the grasshopper to a bird. Ask a volunteer to explain what is happening in the food chain using the present simple (they can refer to the Grammar 1 section of the Unit 1 Grammar and everyday language poster, for help). Discuss food chains as a class. Compile a list of all the things that different bugs eat, e.g. grass, leaves, other bugs. Compile another list of animals that eat bugs, e.g. frogs, birds, other bugs.
1 Choose your favourite bug. Draw and write.
ANSWERS
1 The food chain starts with leaves. 2 The first arrow in the diagram shows us that a worm eats leaves. 3 In picture a, the worm is pulling a leaf. 4 The second arrow shows us that beetles eat worms. 5 In picture b, the beetle is carrying a worm.
Play a game of Simon says … (see page 201) using the present continuous and the bugs vocabulary from the previous lessons. Divide the class into three or four groups of bugs, e.g. grasshoppers, ants, worms, ladybirds. Say, e.g. Simon says the ants are walking in a line.
On the board, draw an action picture of a grasshopper jumping. Ask What is the grasshopper doing now? Elicit negative as well as affirmative responses by asking questions: Is the grasshopper eating grass / leaves? Is it walking? Ask the children to draw an action picture of their bug. Below the picture, they write sentences about what the bug is doing now, e.g. The grasshopper isn’t eating grass now. It is jumping. It isn’t walking. Ask some of the children to present their work to the class.
3 Work in groups. Make a food chain. Tell the class. •
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Tell the children that they are going to make their own food chains to tell the class about. Divide the class into small groups. Give each group a piece of poster paper, some plain paper, glue and scissors. Make sure that each group has access to colouring pencils. Ask the children to choose a bug and make pictures for a simple food chain, like the one that you did at the beginning of the lesson. They draw pictures to go with the food chain, showing the animals eating their food and being caught or approached by a predator. The children stick their pictures to the poster paper and then write about their food chain, using the present simple and present continuous as appropriate. Ask each group to stand up and present their food chain to the class.
Lesson 4
READING AND WRITING Lesson objectives Read and follow an instructive text Understand the use of, and make sentences with, it and them Write a set of instructions Learning to learn: using a dictionary
Language Core: Lesson 1 bugs words Review: every day, find / found, pick up, jar, gloves Extra: nocturnal, active, set them free, experiment, equipment, trowel, magnifying glass, alone, instructions, objective, ventilated jar, chrysalis, plural, example, meaning, pronunciation
Competence in social skills and citizenship Group work encourages children to cooperate and teaches important social skills, such as turn-taking and sharing ideas and tasks within a group. KEY COMPETENCE:
4 Watch the story on DVD.
Tell the children they are going to watch the story The bugs poem on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 bee 2 angry 3 sad 4 beetle 5 spider 6 fat 7 scary 8 eat Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 1 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
2 angry
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Unit 1 wordcards Set 1; dictionaries
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5 spider
7 scary
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Ask the children what they can remember about the instructions for a science experiment from Lesson 1. Ask What is the experiment about? What do you have to do?
Class Book 1 Read part 1. Remember and complete. Read page 6 again and check.
8 eat
Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Play Spell it! (see page 202) with the Unit 1 Set 1wordcards.
Lead-in
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4 beetle
5 Make story wordcards. •
Materials
Warmer
DVD Story 1
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1 bee
CB PAGE 9 and AB PAGE 7
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Ask the children to open their Class Books at page 9. Ask What is this text? (instructions for a science experiment). Focus their attention on part 1 of the text. Explain that some of the words are missing. Ask the children to complete the text from memory, without referring back to the complete text on page 6. When they have finished they can check their answers.
ANSWERS
1 bugs
2 night
3 cup
4 fruit
5 4
6 square
Learning to learn Activities such as Activity 1 encourage the children to think about what they know about a topic or text without relying on the text to find information. Where possible, ask the children to recall what they have read at a later stage. KEY COMPETENCE:
2 How do you study nocturnal bugs? Order the pictures. Read part 2 and check. •
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Ask the class How do you think we can study nocturnal bugs? Encourage as many ideas as possible. Point to the pictures a–g and tell the children that they show different stages in the experiment. Ask the children to tell you what they can see in each one. Ask them to number the pictures in their notebooks in the order they think they appear in the instructions for the
Unit 1
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experiment. Explain that this is a prediction task and the children should not read part 2 of the text to help them. Ask the children for their ideas. Accept their suggestions, but don’t reveal the answers at this point. Ask the children to read part 2 of the text to check their answers. They make any necessary changes.
ANSWERS
1 b
2 f, c
3 e
4 g
5 a, d
Learning to learn Prediction tasks, such as ordering pictures before reading a text, help the children to anticipate what they are likely to read. This focuses them on the task and helps them to pick out the information they need. KEY COMPETENCE:
3 Find the phrases in part 2 and match. •
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Focus attention on the phrases taken from part 2 of the text. Draw attention to the circled words in each one. Ask Why do we use words like ‘them’, ‘it’, ‘him’ and ‘her’? (So that we don’t have to repeat nouns.) Tell the children that the circled words represent the people or things listed in the box on the right. Ask the children to read part 2 of the text again and find the phrases. They then match the circled words to the people and things in the box in their notebooks, using the example (them = pieces of food) as a model answer.
ANSWERS
1 them = pieces of food (e) 2 it = the hole (c) 3 them = the bugs (b) 4 him = a male adult (d); her = a female adult (a)
4 Rewrite the sentences using it or them. •
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Focus on the first sentence. Ask the children Which word appears in both sentences? (cheese) Ask Which word can we use instead of ‘cheese’ the second time? (it). Ask them to read the rest of the sentences and find the nouns that are repeated. They rewrite the sentences, replacing these words with it , if the noun is singular, or them, if it is plural. Check the answers.
ANSWERS
1 2 3 4
Get some cheese. Cut it into small pieces. Study the bugs you find. Set them free in the garden. Look at the beetles. Draw and colour them. I like bugs. I often read about them.
Activity Book 1 Read the science instructions. Number the pictures. •
The children read the science instructions and then number the pictures in the correct order.
ANSWERS
2, 4, 1, 5, 6, 3
2 Write the sentences with it or them from Activity 1 in your notebook. Circle the words and write the phrases they refer to. •
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Look at the objective of the experiment from Activity 1 with the class. Ask the children to find a sentence with a reference word. (Find a caterpillar and watch to see how it turns into a moth or a butterfly .)
Unit 1
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The children copy the sentence into their notebooks and circle the reference word ( it ). They write down what it refers to (the caterpillar ). They read the rest of the experiment, copy down the other sentences with reference words and do the same.
ANSWERS
Find a caterpillar and watch to see how it turns into a moth or butterfly. (the caterpillar) Pick up the caterpillar and put it into the glass jar. (the caterpillar) You know it likes to eat them! (the caterpillar) Put the leaves in the jar and close it . (the jar) It should get bigger, then turn into a chrysalis. (the caterpillar) Then it opens and a butterfly or a moth comes out! (the chrysalis)
3 Write a set of instructions. •
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Ask the children to look at the pictures and the words. Ask a different child to suggest a sentence to go with each one. Pay attention to the sentences for the final picture in which children will have to separate the two parts of the multi-word verb. The children write a set of instructions in their notebooks, using the one from Activity 1 as a model.
POSSIBLE ANSWERS
1 First, find your centipede. Look under logs. 2 Put on your gloves. Pick up the centipede and put it into the clear box. 3 Draw the bug on paper. Use your coloured pencils. 4 Go outside and put the bug back.
Learning to learn: Look at this dictionary entry for ‘chrysalis’. Label the parts of the entry. •
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Look at the words in the box with the class and check that the children understand the meaning of each one. The children label the parts of the dictionary entry.
ANSWERS
1 pronunciation
2 meanings
3 plural
4 example
Choose another word and look it up. Can you find the same parts of the definition? •
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Give each child a dictionary. Ask them to look up another word from the lesson. They find the same parts of the definition. Ask the children to read the writing tip to encourage them to guess the meanings of words from context.
Learning to learn Through developing strategies for working out the meanings of words and looking them up in the dictionary, the children will become more independent learners. The activity here teaches children how to identify different parts of a dictionary entry so that they can use dictionaries independently. KEY COMPETENCE:
Lesson 5
CB PAGE 10 and AB PAGES 8 and 103
VOCABULARY AND DVD SONG Lesson objectives Identify things in the garden Listen and extract information from a song Ask and answer about things in the garden
Language Core: bird feeder, scarecrow, greenhouse, petal, wheelbarrow, raspberry, pollen, watering can, stem, seeds, weeds, roots Review: basket, pumpkin, every day Extra: insects, tomatoes, pot, trowel, hoe, sweetcorn
Materials CD1 $ tracks 12–15; DVD Song 1; Unit 1 wordcards Set 2 Warmer •
Play Everything I know about … (see page 202) using the topic of bugs.
Lead-in •
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Ask the children to write down all the places in their house. They then write one thing that you find in each place. Tell the children that in today’s lesson they are going to be looking at one of these places.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the l esson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 1•12 •
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Establish that this lesson is about things in the garden. Tell the children that you are going to play a recording of the words. They must listen and repeat, pointing at the things in the picture as they do so. Play the recording for the children to listen and repeat.
Transcript A B C D E F
ANSWERS
A greenhouse B raspberry E seeds F watering can
3 Listen and say the word. $ 1•13 •
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Tell the children that they are going to hear descriptions of the different things from the picture in Activity 1. They must listen and say what is being described. Play the recording, pausing after each description for the children to say the word. Display the Unit 1 Set 2 wordcards for support while they listen.
C roots
D pollen
4 Listen to the song. $ 1•14 Which fruit and vegetables do you hear? DVD Song 1 •
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Tell the children that they are going listen to the song, or, if you are using the DVD, they will listen and watch the song video. Explain that they must write down in their notebooks the names of the fruit and vegetables. Play the song for the children to listen and note down the fruit and vegetables. Play the recording a second time, if necessary. Check the answers with the class.
Transcript In my garden, I plant some seeds. I dig the soil and take out weeds. Bees bring pollen. Then, you know, Roots and stalks and petals grow. Wuh-oh! In my garden, plants and flowers grow. Wuh-oh! Roots and stalks and petals grow, you know. These can help my garden grow: A watering can, a wheelbarrow. A scarecrow scares the birds away. They come to eat nuts every day. Wuh-oh! Here’s my trowel, my basket and my hoe. Wuh-oh! It’s fun to push my wheelbarrow, you know. Here’s my greenhouse. It’s quite hot. Tomatoes are growing in small pots. This is where the pumpkins hide. Sweetcorn’s growing tall outside. Wuh-oh! Raspberries are growing in the sun. Wuh-oh! Welcome to my garden, everyone. Welcome to my garden, everyone. [x4] ANSWERS
tomatoes, pumpkins, sweetcorn, raspberries
5 Listen again. $ 1•14 Order the lines from the song. •
Transcript 1 birdfeeder 2 scarecrow 3 greenhouse 4 petal 5 wheelbarrow 6 raspberry 7 pollen 8 watering can 9 stem 10 seeds 11 weeds 12 roots
It’s made of glass. You can grow plants inside it. It’s a small red fruit. It’s the part of a plant under the ground. Bees take this from plants. Gardeners put these in the ground to grow plants. Gardeners use this to water the garden.
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Tell the children that they are going to listen to the song again. This time they must order the lines. Before you play the song, ask the children to read the lines in their Class Books. Play the recording, pausing at intervals if necessary, for the children to number the lines in their notebooks.
ANSWERS
a 2
b 5
c 3
d 6
e 1
f 4
Unit 1
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6 Think of a word from Activity 1. Play a guessing game in pairs. •
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Tell the children that they are going to play a guessing game using the words from Activity 1. Focus on the example. Ask a pair of children to read the questions and answers for the class. Go around the class as the children ask and answer questions. Help where necessary.
Lesson 6
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about different types of plants Read and understand a text about seed dispersal Practise using the zero conditional Make sentences using the zero conditional
Activity Book
Language
Bilingual dictionary •
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CB PAGE 11 and AB PAGES 9 and 108
Core: zero conditional Review: pea, fly, seed Extra: dandelion, poppy, sycamore, coconut, mistletoe, space, seed dispersal, far away, hole, float, pod, sticky, pass, carry
Tell the children to find the Unit 1 section in the Bilingual dictionary on page 103 of their Activity Books. Ask the children to complete the dictionary with the translations of the words for in the garden.
Autonomy and personal initiative Through building a record of the key vocabulary in their Bilingual dictionaries, the children build a reference tool that they can refer to whenever the need arises. This will help them to approach tasks independently. Encourage the children to record other new or difficult words and their translations in their notebooks. KEY COMPETENCE:
Materials CD1 $ tracks 14 and 16; Speak up poster; Unit 1 Grammar and everyday language poster
Warmer $ 1•14 •
1 Complete the song. Listen and check. $ 1•14 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
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Lead-in •
ANSWERS
1 seeds 2 weeds 3 pollen 4 Roots 5 petals 6 watering can 7 scarecrow 8 wheelbarrow 9 greenhouse 10 Raspberries
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2 Listen and tick ✓. $ 1•15 •
Tell the children that they are going to hear Milly talking about her granny’s garden. They must listen and circle the picture that matches the garden that is described.
Transcript Milly This is a picture of my granny’s garden. It’s got lots of flowers – the bees really like it. There aren’t many weeds. Granny grows some fruit too: raspberries and strawberries. There are two birdfeeders and birds often visit the garden. There isn’t a scarecrow. There’s a small greenhouse with a wheelbarrow next to it. Granny loves her garden and I love it too.
1 Look at the photos. Say what you know about these plants. •
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ANSWER
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The children look at picture a. They read the sentences and circle the correct words.
ANSWERS
1 bird feeder
2 flowers
3 greenhouse
4 birds
4 Write about a garden you know. •
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The children write their own sentences about a garden they know.
Unit 1
With books open, draw attention to the school bus on the top-right corner of the Class Book page. Ask the children if they know about nature reserves, and if anyone has ever visited one. Tell the children that the Ace pupils are going to visit a nature reserve in this lesson, where they will learn about seed dispersal. Explain that this is the way that seeds get moved around so that they can grow in new places.
Class Book
b
3 Look at picture a. Read and circle.
Tell the children that they are going to listen to the song from last lesson again. Play the song, encouraging the children to sing along. Ask the children which thing in the garden they like best.
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Ask the children to look at the photos. Tell the children that they are going to talk about the plants they can see. Can they name any of them? How do they think that the plants’ seeds get moved around? Ask the children to work in pairs. They tell each other what they know about the plants in the photos. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the photos as a class. Encourage different children to share their ideas. Write the names of the plants on the board for the children to copy into their notebooks.
2 Listen, read and check your ideas. $ 1•16 •
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Tell the children that they are going to listen and read the text to check their ideas. Play the recording while the children follow the words in their books.
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Go through the activity by checking which of the children’s ideas were correct. Answer any questions that the children have about the text. Autonomy and personal initiative Independent reading encourages the children to interpret texts for themselves and work out meaning through context. When the children have finished Activity 2, ask them to write down any words they don’t know. They try to work out their meanings through context, without looking in a dictionary. Discuss the children’s ideas with the class, giving correct definitions of the words if necessary. KEY COMPETENCE:
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ANSWERS
If seeds have wings, they can fly in the wind. If a bird eats fruit, the seeds move to a new place in the bird’s droppings. If a coconut lands on a beach, a new tree grows.
Activity Book Grammar •
3 Read the grammar table and learn. Find more examples of the zero conditional in the text. •
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Focus on the grammar table. Explain that the sentences in the table have two parts: the first part is the condition – this uses the word if to talk about a possible situation; the second part is the result – this explains what will be the result of this situation. Ask the children What happens if the wind blows? Elicit the answer the heads move. Use the table to show how we combine these two ideas in a zero conditional sentence. Ask the children to look at the grammar table and memorize the sentences. Ask the children to look at the text from Activity 2 again and find more examples of zero conditional sentences. They write the sentences in their notebooks. Go through the activity. Ask volunteers to tell you their sentences and write them on the board.
ANSWERS
If it’s windy, the seeds blow far away from the plant. If the wind blows, the heads move and the seeds fall in different directions. If a coconut falls into the sea, it travels a long way. If the coconut finds land, a new tree grows. If a bird eats an apple, the apple seeds move to a new place in the bird’s droppings. If an animal passes these plants, the seeds stick to its fur.
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4 Read the text again and match. •
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Ask the children to read the text again to help them match the zero conditional sentences in their notebooks. Explain that the sentences in the activity are rephrased and they will not find exactly the same sentences within the text. Check the answers with the class.
ANSWERS
1 d
2 e
3 b
4 c
5 a
5 Finish the sentences in pairs. •
Ask the children to work in pairs. They read the beginnings of the sentences, providing endings of their own. They can refer back to the text in Activity 2 to help them.
Focus on the sentence prompts. Explain that the children are going to write sentences about the different kinds of seed dispersal. For each sentence, explain that the first part is the condition, and the second is the result. When they have written the sentence, they give an example of a seed that does this, using the words in the box. Do the first sentence with the class as an example and then ask the children to work in pairs to write the rest of the sentences.
ANSWERS
1 If it’s windy, the seeds blow far away from the plant. Example: dandelion 2 If a seed finds land, a new plant grows. Example: coconut 3 If a bird eats some fruit, the seeds move to a new place. Example: apple 4 If a pod explodes, the seeds fly in different directions. Example: pea
2 Read and complete. •
Ask the children to look at the Grammar 2 section on the Grammar and everyday language poster for Unit 1. Use the grammar table, explanation and example to further clarify how and when we use zero conditional.
Tell the children to turn to the Grammar reference page on page 108 of their Activity Books. Explain that this reference is here to help them when they need it.
1 Write sentences. Then complete the examples.
Grammar and everyday language poster •
Go around the class as the children talk and help where necessary. Ask individual children to tell you how they completed the sentences.
The children read the text about human dispersal and complete it with the words from the box in the correct verb form.
ANSWERS
1 sticks
2 carry
3 gets
4 travels
3 Write sentences using the zero conditional. •
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The children write zero conditional sentences about the pictures using the word prompts. Explain that the first set of prompts is the condition and the second is the result. Do the first sentence on the board with the class as an example. The children write the remaining two sentences.
ANSWERS
1 If a seed finds soil, roots start to grow. 2 If a plant has water and sun, stems and leaves grow. 3 If flowers grow, the plant makes seeds.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Vocabulary and Grammar 2. Notes and answers on CD-ROM. Unit 1
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Extension Lesson 6a (optional)
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CROSS-CURRICULAR AND SOCIAL TASK •
Lesson objectives Describe different types of seed Categorize seeds into different groups Research how to grow a plant from a seed Share knowledge and learning in the form of a social task
Language Core: Lesson 5 in the garden words; wind dispersal, water dispersal, animal dispersal, explosive dispersal Review: sticky Extra: helicopter, pod
Materials DVD cross-curricular; a selection of seeds for each group, e.g. apple seeds, orange seeds, dandelion seeds, poppy seeds, sycamore seeds, peas or beans in a pod, water lily seeds (preferably in its pod); Speak up poster; a sheet of poster paper for each group, coloured paper for each group; coloured pencils; scissors; internet/encyclopedias/ gardening books
Warmer •
Play a game of Jumble (see page 202) to review the vocabulary from Lesson 5.
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3 Choose a seed. Research how to grow the plant. •
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Lead-in
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Write the following phrases on the board: wind dispersal, water dispersal, animal dispersal, explosive dispersal . If you wish, add a picture next to each one to illustrate. Ask the children to tell you what they can remember about each kind of seed dispersal.
1 Talk about the seeds. •
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Tell the children that they are going to talk about some seeds that you have brought in. They should discuss the appearance and features of the different seeds and make comparisons between them. Draw attention to the section for describing similarities and differences on the Speak up poster. Tell the class that the language here will help them with the activity. Hold up two of the larger seeds. Ask the class What do the seeds look like? How are they similar / different? What else is interesting about them? Divide the class into small groups. Give each group a selection of seeds to discuss. Go around the class as the children talk, helping where necessary. Go through the activity with the class. Ask each group to tell you about one or two of their seeds. Tell the children which plant each seed comes from and write the names of the plants on the board.
2 Divide the seeds into different groups. •
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Give each group a plain piece of paper.
Unit 1
Ask each group to choose a seed from the selection. Tell them that they are going to research how to grow the seed. If you have access to the internet, the children can do their research on the computer. If not, give each group an encyclopedia or gardening book to do their research. Go around the class as the children work, helping where necessary.
4 Make a poster.
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Draw attention to the phrases on the board from the Lead-in activity. Ask the children to copy the headings on to the piece of paper. Tell the children that they are going to work together to decide how each type of seed is dispersed. They must put each seed on the paper under the correct heading. Elicit some questions that will help the children to decide, e.g. Is the seed light? (wind dispersal) Does it look like a helicopter? (wind dispersal) Is the seed from a fruit? (animal dispersal) Is the seed sticky? (animal dispersal) Is the seed in a pod? (explosive dispersal) Does the plant grow in or near water? (water dispersal). Go around the class as the children talk, helping where necessary. Check the activity with the class.
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Tell the children that they are going to make a poster to present their information. Give each group a sheet of poster paper and some sheets of plain paper. They write an instructive text about how to grow their seed. They draw pictures to illustrate each stage of their text on the plain paper. When they have finished, they stick the text and the pictures on to the poster paper. Ask each group, in turn, to hold up their poster and present their information to the class. Discuss the activity with the class. Ask individual children which of the seeds they would most like to grow and why.
Optional activity •
If you have enough seeds, give each child a seed from the plant that their group researched. Ask the children to grow the seeds at home.
Competence in processing information and the use of ICT Activities that involve the use of the internet for research help the 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:
Further practice $ DVD, Unit 1 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 1, Cross-curricular worksheet. Notes and answers on CD-ROM.
Lesson 7
CB PAGE 12 and AB PAGES 115 and 116
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: using the correct stress in compound words Make polite requests and excuses
Language Core: Lesson 5 in the garden words; polite requests and excuses Review: sweep Extra: hutch, clothes line, blackbirds, blackberries, fish pond, plant pot, birdseed, bird table, pear tree
Materials CD1 $ tracks 17–19; Unit 1 Grammar and everyday language poster; scissors
Warmer •
Play a game of What am I doing? (see page 201) with different jobs in the house and garden, e.g. vacuuming the carpet, watering the plants, picking fruit/vegetables, mowing the grass.
Lead-in •
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Ask the children to tell you about the different things they do to help out in the house and garden. After the discussion, draw the children’s attention to the language that they used when they were playing the game (the present continuous) and the language they used to describe the things they do routinely (the present simple).
Erm … there’s lots of fruit on the fruit trees. The apples and the pears are ripe now, so we can pick those. And I think that’s it … oh, hang on, I washed some clothes this morning, so I need to hang those on the clothes line, too. ANSWER
Mrs Bean
2 Listen again and complete the list. $ 1•17 •
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ANSWERS
1 leaves 2 Tidy up 6 apples
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2 Billy
3 Milly
4 Look, listen and repeat. $ 1•19 •
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Transcript Mrs Bean OK, kids. I’ve got lots of jobs to do in the garden today, so I’d like you all to help me. The garden is quite untidy. There are lots of leaves on the path, so we need to sweep them up. And we need to tidy up the plant pots. They’re all outside next to the greenhouse. Now, the rabbit is also running around the garden, so we need to put him away in his hutch. Oh! And that reminds me that I’ve got some birdseed, so we can feed the birds today too. And … ew! … the fish pond is very dirty! We definitely need to clean it.
5 birds
Ask the children to look at the pictures on the right-hand side of the page. Ask them to identify the jobs. Tell the children that they are going to hear a conversation between Mrs Bean and the children. They must listen and read the dialogue to find out who does each of the jobs. Play the recording all the way through. Repeat if necessary. Check the answers with the class.
1 Jilly
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4 Clean
ANSWERS
1 Listen and say who is talking. $ 1•17 With books open, ask the children to look at the picture and describe what they see. Prompt with questions if necessary, e.g. What’s in the garden? What are Billy, Jilly and Milly wearing? What time of year is it? Tell the children that they are going to hear a recording of one of the characters speaking. They must listen and say who it is.
3 rabbit
3 Listen and read the dialogue. $ 1•18 Who does the jobs in the pictures?
Class Book •
Focus the children’s attention on the To do list at the top of the page. Tell them that this shows the jobs that need to be done in the garden. Tell the children that they are going to listen to the recording again. They must complete the list with the missing words in their notebooks. Play the recording, pausing where necessary, for the children to write the missing words. Check the answers with the class.
Tell the children to look at the compound nouns in the Perfect pronunciation box. Explain that they are all phrases from the dialogue. Tell the children that they are going to hear a recording of the way the words are said. They must listen and pay attention to the way the words are stressed. Play the recording for the children to listen to the words. Elicit, or explain that in all of these words, the stress is placed on the first syllable. Play the recording a second time, pausing after each word for the children to repeat it. Play the recording again for individual children to say the words.
5 Listen to the dialogue again. $ 1•18 Act out. •
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Ask the children to read quickly through the dialogue from Activity 3 and find each of the compound words. Tell the children that they are going to listen to the dialogue again. They must listen and pay attention to the stress on the compound words. Play the recording for the children to follow the words in their books and to listen for the stress on the compound words. Tell the children that they are now going to act out the dialogue. Divide the class into groups of four. If the class Unit 1
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doesn’t divide exactly, children in some groups can play the part of more than one child. Walk around the room, as the children practise, helping and correcting pronunciation where necessary. When they have finished, ask some of the groups to act out the dialogue for the rest of the class.
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Lesson 8
CULTURE AND READING Lesson objectives Read about and become familiar with fruit from other countries Talk about a fruit you would like to eat Understand the importance of washing fruit before eating it Regular review: practise the use of sense verbs and adjectives
Optional activity •
Ask the children to look at the dialogue from Activity 3 and make a list of the different questions Mrs Bean uses to make requests, and the different answers/excuses that the children give in response.
6 Cut out and complete your fluency cards. Practise in pairs. •
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Tell the children that they are going to practise making and responding to polite requests. Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 1 and draw attention to the language for polite requests and making excuses. Ask a pair of children to read the dialogue to the class. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 1 fluency cards. They complete their individual lists of four jobs on their cards. Ask a pair of children to read the example question and answer on the Class Book page to the class. Ask the children to take turns to make requests for their partner to respond. Go around the class as the children practise, helping and correcting pronunciation where necessary. When they have finished, ask some of the pairs to make and respond to a request while the class listens. KEY COMPETENCE:
Competence in social skills and
citizenship When the children communicate in English, it’s important that they know how to do so politely. Brainstorm any other phrases that the children could use to make or respond to polite requests.
CB PAGE 13 and AB PAGE 10
Language Review: sense verbs and adjectives; skin, sore throat, salt Extra: durian, kumquat, dragon fruit, kiwi fruit
Materials Speak up poster
Warmer •
Tell the class that you are thinking of a fruit that grows in your garden. Describe the fruit for the class to guess.
Lead-in •
Discuss fruit with the class. Ask individual children What’s your favourite fruit? What does it taste like?
Class Book 1 Compare the photos in pairs. •
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Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 1, Listening and Speaking. Notes and answers on CD-ROM. •
Ask the children to look at the photos. Ask What can you see? (different types of fruit). Tell the children that they are going to work in pairs to compare the photos. Explain that it doesn’t matter if they can’t name any of the fruit. Refer the children to the Speak up poster and focus on the Describing differences and similarities section. Explain that they can use the language here to help them compare the fruit. Point out that when we are highlighting similarities and differences between more than two things, we use the words all and none rather than both and neither . Elicit one or two comparisons from the class. Ask the children to work in pairs. They look at the photos and compare them in more detail, finding similarities and differences. Go around the room, helping and check ing.
2 Read and match the texts and photos. •
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Unit 1
Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about fruits that grow in different countries. Nor, Hong and Tuyet have posted about fruits from their countries on Ace! Space. Ask the children to read the three texts and match each of them with a photo from Activity 1. Explain that they should read the texts quickly just to find the information that will help them identify each fruit. Reassure them that they don’t need to worry about any words they don’t know.
ANSWERS
1 Nor
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2 Tuyet
3 Hong
3 Read again and choose the best answer. •
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Tell the children that they are going to read the three texts again more slowly and in more detail. They must decide whether the sentences in their Class Books are right or wrong or whether the information is not in the text. Before they read the text again, ask the children to read each sentence. Go around the class as the children read and choose their answers. Help where necessary. Check the answers with the class. Ask the children to give you the reasons for their choices and write the correct answers on the board.
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Ask the children to read the other two texts and complete the rest of the information independently. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Country
Malaysia
China
Name of fruit
durian
kumquat dragon fruit
Size
big
small
medium-sized
Colour
green/brown outside, yellow inside
orange
pink/green outside, white/ black inside
Feels …
rough
smooth
soft
Tastes …
like cream cheese
sour
like melon or kiwi fruit
ANSWERS
1 a
2 b
3 b
4 a
5 c
6 a
4 Which fruit do you want to eat? Write three reasons. •
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Ask the children if they have ever eaten any of the fruits from Activity 1. Ask individual children Which fruit would you like to eat? Why? Tell the children that they each have to choose which fruit they would like to eat. In their notebooks, they write three reasons why they would like to eat that fruit.
5 Tell your partner. •
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Ask the children to work in pairs. Tell them that they are going to tell their partner about the fruit that they would like to eat. Ask a volunteer to read the example in the speech bubble to the class. Go around the class as the children are talking, checking and helping where necessary. Ask some of the children to tell the class about their fruit.
Vietnam
2 Write notes about a fruit from your country in the last column of the table. •
The children think about a fruit from their country and fill in the last column of the table in Activity 1 with the information about the fruit.
3 Complete the sentences with adjectives. •
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The children use the information from the table in Activity 1 to complete the sentences. Check the answers with the class.
ANSWERS
1 rough / like old onions or dirty socks 2 smooth / sweet / sour 3 beautiful / very strong
4 What do you think? Complete. Artistic and cultural competence Learning about food from other countries, especially when it is unusual or exotic, arouses children’s curiosity. Ask the children to choose one of the fruits from Activity 1 and compare it with a fruit from their own country. KEY COMPETENCE:
Vital values •
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Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask the class Why is it important to wash fruit before you eat it? (Because there might be pesticide or fertilizer on the fruit that is dangerous if you eat it, or just because the fruit could be dirty.) Accept answers in English or the children’s own language.
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Ask the children to complete the sentences with the words in the shape. Point out that some of the answers will be based on their own opinions.
5 Use your notes in the table to write about the fruit from your country. •
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The children use their notes from the table in Activity 1 to write about the fruit from their country. They should write full sentences, in their notebooks, in answer to the questions (1–3).
Activity Book 1 Read the texts on Class Book page 13 again. Make notes in the first three columns of the table. •
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Focus on the table. Tell the children that they need to read the texts from Activity 2 on page 13 again to complete the missing information. Look at the first column. Ask the children to read Nor’s text again. Ask questions: What country is Nor from? What fruit does he write about? How big is it? The children answer the questions and complete the information in the table. Unit 1
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Lesson 9
CB PAGE 14 and AB PAGE 11
WRITING AND PHONICS Lesson objectives Identify the features of an information text Understand the use of ‘s to show possession Identify the spelling patterns of words with the /əʊ/ sound Write an information text
Language
POSSIBLE ANSWERS
1 The first paragraph explains why ants are insects. The second paragraph is about where ants live. The third paragraph is about the ant’s sense of smell and touch. The fourth paragraph is about different kinds of ants. 2 Most queen ants and male ants have wings. 3 Ants usually live in nests. 4 Ants use their sense of smell to find their nest. They use their sense of touch to communicate. 5 You can eat lemon ants. 6 Billy spelt go as gow . Because he confused the sound of the word and the spelling. •
Core: Lesson 1 bugs words; Lesson 5 in the garden words Review: dark, touch Extra: queen ant, male, colony, communicate, vibration, army ant, fire ant, rainforest, lemon ant •
Materials CD1 $ tracks 20-21; Unit 1 wordcards Set 1
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Warmer •
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Learning to learn Analysing a text prepares the children for writing a text of the same type. It helps them to understand the functions of the individual paragraphs, and recognize any features that should be included. KEY COMPETENCE:
Put the Unit 1 Set 1 ant wordcard on the board. Ask the children to tell you everything they can about ants. Repeat with two or three of the other bugs.
Lead-in •
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Tell the children that they are going to read a text about ants. Ask what information from the last activity they think will be included. Ask Is there anything else you would like to know about ants? Encourage answers from a variety of children.
Class Book
3 Listen and read. $ 1•20 Count the number of foods you find. •
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1 Read the text. What kind of text is it? •
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Focus on the text. Ask the children if they have ever written a text like this. What was it about? Ask the children to read the list of possible things the text might be. They read the text quickly and choose the correct answer to the question. Check the answer with the class. What do you know about ants? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with facts they have picked up from the information text.
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seven (marrows, tomatoes, potatoes, coconuts, honey, bread, cheese)
4 Listen and read again. $ 1•20 Find and write the words with the /əʊ/ sound. •
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2 Read the text again and answer the questions. •
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Tell the children that they are going to read the text again in more detail, in order to answer some questions. Before the children read the text, ask them to read the s ix questions in their Class Books. Check their understanding. Go around the class as the children read the text and answer the questions. Help where necessary. Check the answers with the class.
Unit 1
Ask the children to look at the picture to the right of the poem and tell you what they can see. Ask What do you think the poem is about? Tell the children that you are going to play a recording of the poem. They must listen and count the number of foods that they hear. Play the recording for the children to follow the words in their books, count the foods and write them in their notebooks. Check the answers with the class.
ANSWERS
ANSWER
b
After you have gone through the answers, ask the children to look at the annotation on the left of the text. Go through these with the class. Ask questions to check comprehension, e.g. What do we use to organize our ideas? What should we use a new paragraph for? Focus the children’s attention on the punctuation box. Go through the point with them and then ask if they can see an example of this in the text ( another ant’s head , paragraph 3).
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Ask the children to find the rhyming words at the end of the lines in the first verse (show, grow, rows, wheelbarrows). Ask What is the vowel sound in these words? (/əʊ/) Tell the children that they are going to hear the recording again. They must follow the poem in their books and find the other words with the /əʊ/ sound. Play the recording, pausing after each verse to give the children time to write down the words in their notebooks. Play the recording again for the children to complete or check their answers. Check the answers with the class. Write the words on the board as the children call them out and ask a volunteer to underline the /əʊ/ sound.
ANSWERS
show, grow, marrows, tomatoes, rows, potatoes, wheelbarrows, throw, coconut, old, dough, local, soap, bowl, goats, foals, roses, sow, so, coat, slow, go
Lesson 10 REVIEW
Lesson objectives
Optional activity
Review the unit vocabulary and grammar Practise integrated skills
Ask the children to work in pairs. They use some of the words from the poem in Activity 3 to make their own poem about a show.
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Language Core: Lesson 1 bugs words; Lesson 5 in the garden words; present simple/present continuous; zero conditional
Activity Book 1 Match the spelling patterns with the words and complete the table. Listen and check. $ 1•21 •
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Remind the children of the poem in Class Book page 14, and point out that the sound /əʊ/ can be represented by several different letter combinations. Tell the children to open their Activity Books and read the words that contain the /əʊ/ sound and write them in the correct column based on their spelling pattern. Play the recording for the children to listen and check.
Materials CD1 $ track 22; DVD Song 1/DVD Story 1; Unit 1 Grammar and everyday language poster; Speak up poster; Unit 1 wordcards Sets 1 and 2; paper and colouring pencils (optional)
Warmer
Transcript ow: snow, window, elbow o: hippo, hello, sofa oe: toe, volcanoes, mosquitoes oa: boat, road, throat o e: nose, phone, wrote
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Lead-in •
Learning to learn Through linking sounds to spelling patterns, the children build strategies for independent reading and writing. KEY COMPETENCE:
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2 Read the information text. Match the topic sentences with the paragraphs. •
Ask the children to read the topic sentences. They then read the information text and match the correct topic sentence to each paragraph.
A 3
B 2
C 1
Class Book 1 Play a guessing game in pairs. Focus attention on the school newsletter and on the pictures in the bug art competition. Ask the children to identify all of the bugs they see. Ask Which do you think is the best picture in the competition? Divide the class into pairs and tell them that they are going to play a game with their par tner. First, ask a pair to read the example dialogue while the class listens. Go through the activity with the class. Address any problems or language issues. Go around the class as children play the game, helping where necessary.
D 4
3 Read the information text again. Circle the words with the /əʊ/ sound. •
Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 1. Play a game of Bingo! (see page 201) with Unit 1 wordcards Sets 1 and 2 to review the vocabulary from the it.
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ANSWERS
The children read the text again and circle the words with the /əʊ/ sound. Remind them that the words can be spelt in different ways, as they saw in Activity 1.
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ANSWERS
grow, over, over, yellow, also, hole, don’t, grow
4 Write an information text about a bug or a plant. •
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The children write an information text about a bug or a plant. Draw attention to the speech bubble, reminding the children to use a new paragraph for each new topic and to start each new paragraph with a topic sentence.
DVD Song 1 / Story 1
Ask the children to vote on whether they would like to watch the Unit 1 story animation or the Unit 1 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
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1 2 3 4 5
CB PAGE 15 and AB PAGES 12, 108 and 109
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Optional activity •
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Have your own bug art competition. Ask the children to draw a picture of any bug they like. Collect in the pictures and display them on the wall. Ask the children to look at the pictures and make comments about which one they think is best and why (they can use the language from the Speak up poster to help them). At the end of the activity, take a vote on which is the best picture.
Unit 1
51
2 Read and say in pairs. •
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Activity Book
Focus the children’s attention on the Grammar 2 section of the Unit 1 Grammar and everyday language poster. Review the zero conditional using sentences in the table and the explanation. Write up the beginnings of some zero conditional sentences on the board and ask the class to help you finish them, e.g. If you wake up late … (you are late for school). If it rains … (the plants grow). If you eat too many sweets (you feel sick). Focus the children’s attention on the situations in their Class Books. Discuss the first one together. Ask What happens if there is a moth in your wardrobe? Elicit the zero conditional sentence If there is a moth in your wardrobe, it eats your clothes. Ask the children to work in pairs to read the rest of the situations and discuss them together. They make a sentence about each one using the zero conditional. Go around the class as the children talk. Help and correct their language where necessary. Go through the answers with the class. Write up the correct zero conditional sentences on the board.
ANSWERS
1 2 3 4 5
If there is a moth in your wardrobe, it eats your clothes. If a wasp is angry with you, it stings you. If a spider wants to catch flies, it makes a web. If a worm moves through the soil, air and water get in. If bees live in a hive, they make honey.
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Tell the children that the pictures in Activity 3 represent the different jobs children do in the Ace S chool Gardening Club. Ask the children to look at the pictures and write the words in their notebooks. Check the answers with the class and then discuss the club with the class. Ask individual children Would you like to join the Ace School Gardening Club? Why? / Why not?
Milly Hi Jilly. Did you have a nice morning? Jilly Yes, I did. I was in the school garden, looking for bugs. Milly Did you find any? Jilly Oh yes, lots. There were lots of worms in the soil. Milly That’s good. Worms let air into the soil, don’t they? Jilly Yes, they do. There were lots of spiders, as well. Milly Well, I guess there’s lots of food for them. Did you see any flies? Jilly Yes, I did. But I didn’t see any grasshoppers or mosquitoes. Milly Good! I don’t like mosquitoes. What else did you see? Jilly Erm, a beetle, some ants and a centipede. ANSWERS
1 worm ✓ 2 spider ✓ 3 beetle ✓ 4 centipede ✓ 5 fly ✓ 6 mosquito 7 ant ✓ 8 grasshopper
2 Circle the correct answers.
4 seeds
4 Complete the sentences with the present simple or present continuous. •
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Write on the board an example of a present simple and present continuous sentence from the Grammar 1 section on the Unit 1 Grammar and everyday language poster. Ask Which sentences tells us a fact? Which sentences tells us about something that is happening now? Ask the children to look at the sentences in the book. Tell them that they must decide whether each sentence tells that about a fact, habit, routine or state, or whether it tells them what is happening now. Ask the children to complete the activity in their notebooks independently or in pairs. Check the answers with the class.
ANSWERS
1 is making 2 has got 3 bite 4 is eating 5 aren’t, are 6 is flying 7 sting 8 are hiding
52
Unit 1
The children read the sentences and choose the correct word, from the three possibilities, to go into each gap.
ANSWERS
1 c
2 b
3 a
4 b
3 Complete the text using the present simple or present continuous. •
ANSWERS
1 bird feeder 2 greenhouse 3 raspberries 5 weeds 6 wheelbarrow 7 scarecrow
The children look at the pictures and write the names of the bugs below. Then play the recording. The children tick the bugs that Jilly saw in the school garden. Play the recording a second time if necessary Check the answers with the class.
Transcript
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3 Read and write the words. •
1 Write. Then listen and tick ✓ the bugs Jilly saw in the school garden. $ 1•22
The children read the text that Milly has written for the school newsletter and complete it by writing the present simple or the present continuous forms of the verbs in the gaps.
ANSWERS
1 ‘re making 2 is putting 5 sleep 6 need
3 like
4 ‘m using
4 Complete the crossword. Find the secret word. •
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The children look at the pictures and write the words in the corresponding places in the puzzle grid. When the children have completed the puzzle, ask them to find the secret word that appears in the shaded squares.
ANSWERS
1 leaf 2 petal 3 pollen 6 roots Secret word: flower
4 watering can
5 stem
Lesson 11
CB PAGE 15 and AB PAGE 13
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 1 Evaluate your own progress
Language Core: vocabulary and structures from Unit 1
Materials CD1 $ track 23; internet; encyclopedias/pre-prepared fact sheets about the bugs from this unit
Warmer •
Play a game of Wrong word (see page 202) with the class.
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Transcript 1 Spiders have got eight legs and 48 knees! Most spiders have got eight eyes. 2 There are more than 30,000 different kinds of spider. 3 Male spiders are usually bigger than females. 4 If a tarantula bites you, it feels like a bee sting. 5 Most spiders eat insects and other spiders. 6 Not all spiders make webs. Tarantulas catch insects at night. 7 Birds, lizards and monkeys all eat spiders. 8 In some countries, people eat spiders! ANSWERS
1 48 2 30,000 3 bigger 7 monkeys 8 eat
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Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why? •
Class Book 1 Prepare a presentation. 2 Give your presentation to the class. •
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Tell the children to look at the photo of the girl giving a presentation. Ask What is the presentation about? What is the girl showing the class? Tell the children they are going to prepare and then give a class presentation about a bug. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
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ANSWERS
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Tell the children that they are going to hear a pupil giving her presentation about spiders. They must listen and write the words in the presentation plan. Play the recording all the way through for the children to listen and write the words.
Tell the children to plan a presentation about a bug by using the questions from Activity 1 and making notes. Ask the children to research the answers to the questions. If there is classroom access to the internet, the children can do this on the computer. If not, make encyclopedias available, or provide the children with pre-prepared fact sheets about different bugs. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Ask the children to work in pairs. They look back at the work they have done in the unit and tell each other about what they think they have done well. Ask the children to read the statements in the s elfevaluation task and tick the ones that apply to them. They then complete the lines at the bottom. Go around the class as the children work. If possible, talk to individuals about their work in the unit. Learning to learn Self-evaluation activities are very important to allow children to reflect on what they have achieved and to focus on what they need to do to improve.
Homework •
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All sentences ticked
2 Listen and complete the presentation plan. $ 1•23
6 night
KEY COMPETENCE:
1 Look at the presentation plan in Activity 3. Tick ✓ the questions it answers. Focus the children’s attention on the spider diagram. Explain that using a diagram like this is a good way to plan a presentation. Read through the questions with the class. Ask the children to look at the information in the plan and tick the questions that it answers. Point out that they do not need to read every word and they should not tr y to write the missing words in the gaps yet. Check the answers.
5 insects
4 Look back at the unit. Read and tick ✓. Complete.
Activity Book
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4 bee
3 Plan your presentation. Use the questions in Activity 1. Give your presentation to the class.
Lead-in •
Play the recording a second time, if necessary.
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 15 of the Class Book: Marvellous maths homework. Find examples of maths in everyday life. Tell them that this will be the theme for the next unit. Ask the children if they can think of any things we use maths for in everyday life. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 1 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 1 Test. Notes and answers on CD-ROM. NOTE:
Unit 1
53
s o u l h l s e t m a v M a r Lesson 1
CB PAGE 16 and AB PAGES 14 and 104
VOCABULARY Lesson objectives Identify different types of television programmes Identify different text types Find information in a bar graph Ask and answer about things you like to watch on television
Language Core: cartoon, comedy show, quiz show, documentary, soap opera, live sports, the news, the weather, adverts, talent show, cookery show, music programme Review: like / love Extra: TV guide
Materials CD1 $ tracks 24–27; Unit 2 wordcards Set 1; a watch
Transcript Miss London Hi everyone! What was your marvellous maths homework this week? Milly Find examples of maths in everyday life! Miss London That’s right! What have you got, Milly? Milly Well, I’ve got a page from a TV guide. It’s got the times of today’s TV programmes. Miss London Great! What else? Milly I drew a graph about TV programmes. It’s a bar graph. Miss London Class 5A watch … Very good! Milly And I’ve got a story about money. It’s a cartoon story. Miss London Well done, Milly! Thank you! ANSWERS
A TV guide
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Warmer On the board, brainstorm all the television programmes that the children know.
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find examples of maths in everyday life.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Milly) What do you think she has brought in? Encourage a variety of suggestions from different children around the class.
Class Book 1 Listen. $ 1•24 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Milly’s homework. Ask the children to open their Class Books and look at the things Milly has brought in. Tell the children that you are going to play the recording again and that they must listen and find the text types that Billy talks about. Remind them that they should l ook at the texts and use visual clues, such as layout, to help them, rather than reading. Before playing the recording, read the text types with the class and check that children understand what each one means. Play the recording, pausing where necessary for the children to listen and match the text types to the texts. Check the answers as a class.
Unit 2
C cartoon story
2 Match the words and the pictures (1–12). Listen, check and say. $ 1•25
or timer
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B bar graph
Ask the children to look at the online TV guide on page 16 (text A). They match the words to the pictures and write their answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 live sports 2 cookery show 3 comedy show 4 the news 5 the weather 6 documentary 7 talent show 8 soap opera 9 quiz show 10 music programme 11 cartoon 12 adverts
3 Look at text A. Listen and say the programme. $ 1•26 •
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Ask the children to look at the online TV guide again. Tell them that they are going to hear some extracts from different types of TV programmes. They must listen and say which programme each extract comes from. Play the recording, pausing after each extract for the children to name the programme.
Transcript A Presenter Amazing! That was fantastic! And the audience loved it! But what about our judges? Judge 1 It’s 10 points from me! Judge 2 And 10 points from me! Judge 3 You’re through to the next round! B Commentator Goooooooaaaaaaallllll! C Presenter Here we are, deep in the Amazon jungle … D Pamela Danny! It’s you! Danny Yes, Pamela. It’s me. I’m back. Pamela But why, Danny? Why? Danny Because … Pamela … I love you! E Quiz show host And now, for ONE MILLION POUNDS, what is the capital city of the UK? Contestant Erm … is it … London? Quiz show host Is that your final answer? Contestant Yes … final answer. Contestant London is … THE RIGHT ANSWER!
F
Voiceover New from the Ace! Beauty Range … Marvellous. Actress My hair is so soft! Voiceover Marvellous shampoo for marvellous hair. Actress Because you’re marvellous …
ANSWERS
A talent show B live sports C documentary D soap opera E quiz show F adverts
Learning to learn In the activity above, the children use aural clues, such as background music and audience response, to help them identify programmes. Tone of voice and expression also help them to decide whether the programme is serious or light-hearted. After they have completed the task, ask the children which clues they used to help them. KEY COMPETENCE:
Transcript Milly Have you got the TV guide, Jilly? What’s on this evening? Jilly Erm, there’s that music programme, Top Tunes. Do you want to watch that? Milly OK. What time is it on? Jilly Erm, seven o’clock. It lasts for half an hour. Milly It’s nearly seven now. What channel is it on? Jilly Channel 2. Milly Oh yes – look, it’s starting. ANSWERS
Name of programme: Top Tunes Type of programme: music programme Channel: 2
4 Answer the questions. •
4 Look at text B and answer. •
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Time: 7.00, 7.30
The children answer the questions about themselves in their notebooks.
Ask the children to look at text B. Read the question with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the graph to find the answers to the question. Use a watch or timer to time one minute.
ANSWERS
20 children watch comedy shows; 19 watch advertisements; 9 watch documentaries; 20 watch cartoons; 3 watch the news; 0 watch the weather
5 Ask and answer in pairs. •
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Focus on the bar graph again. Ask individual children What do you like watching on TV? Invite the children to ask and answer the question in pairs.
Activity Book Bilingual dictionary •
Tell the children to turn to page 104 of their Activity Books and write the translations for the TV programmes.
1 Write the TV programmes. •
The children look at the pictures and write the TV programmes. Display the Unit 2 Set 1 wordcards for support while they work.
ANSWERS
1 talent show 2 comedy show 3 the weather 4 music programme 5 live sports 6 cartoon 7 cookery show 8 the news 9 documentary
2 Read and complete the definitions. •
The children complete the definitions with the correct TV programmes.
ANSWERS
1 comedy show 2 soap opera 3 documentary 4 News 5 cookery show 6 the weather 7 quiz show 8 Adverts
3 Listen and complete the notes. $ 1•27 •
Play the recording of the conversation between Milly and Jilly, pausing where necessary for the children to complete the notes.
Unit 2
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Lesson 2
Competence in social skills and citizenship When children act out stories, reading becomes a communicative experience. This builds social skills and confidence. Whenever time allows, ask the children to act out role plays, dialogues and stories. KEY COMPETENCE:
CB PAGE 17 and AB PAGE 15
STORY Lesson objectives Read and understand a cartoon story Ask and answer questions about a car toon you like Write a review of the cartoon story
8 Tell your partner about a cartoon you like. •
Language Core: Lesson 1 TV programmes Review: love / like; windy, exciting, handbag, intelligent, expensive Extra: adventurous, unfortunately, puddle, Wowzers, five pound note, thief, money box
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Materials CD1 $ track 28; Unit 2 wordcards Set 1 Warmer Put the Unit 2 Set 1 wordcards on the board and divide the class into small groups. The children discuss the programmes together and find out which one is the most popular in their group.
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Lead-in Explain that the children are going to hear and read a story from one of the programmes in Lesson 1. Tell them that the name of the story is The adventures of Freddie Five Pounds. Ask for predictions about what kind of programme the story is from.
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Class Book
Activity Book Plot, characters and setting 1 Remember the story. Number the events in order. •
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With books open, tell the children that they are going to hear and read the story for the first time. They must decide what it is about. Read the possibilities with the class. Play the recording for the children to follow the cartoon story in their books. Check the answer with the class and then discuss the children’s reactions to the story.
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ANSWER
It’s about a day in the life of a five pound note
7 Read again and answer. Ask the children to read the cartoon story again and write their answers to the questions in their notebooks. They should answer in the tense that the questions are asked in.
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ANSWERS
1 Because he cleaned her car. 2 Because there was a dog near him. 3 an ice cream 4 Because he saw a police car. 5 Nathan 6 in Nathan’s money box
Optional activity •
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Divide the class into groups of five, one for each speaking (or thinking) role in the story: Freddie, Nathan, Ian, the dog and the thief. The children practise reading the story together, sitting at their desks.
Unit 2
The children read the sentences and number the events from memory. Ask the children to check their answers by looking at the Class Book cartoon story on page 17. Then check the answers as a class.
ANSWERS
4, 2, 6, 8, 7, 1, 5, 3
2 Read and circle. •
6 Read and listen. $ 1•28 Choose. •
Focus on the example and ask a pair of children to read the example dialogue to the class. The children work in pairs. They take turns to tell each other about a cartoon they like. Discuss the activity with the class. Ask individual children to tell you about the cartoons that they lik e. What do you think? Discuss the question as a class. Ask them to imagine other adventures that Freddie Five Pound might have. Encourage answers from different children.
The children read the sentences and choose the correct words.
ANSWERS
1 granny’s
2 Ian’s
3 an apron
4 police
5 Nathan’s
Synopsis 3 Read and complete. •
The children complete the text by writing the missing words in the table.
ANSWERS
1 his 2 granny 3 park 7 in 8 police 9 in
4 dog
5 and
6 cream
Review 4 Complete the review. •
The children complete the review and rate the story, referring to the writing tip for help.
POSSIBLE ANSWERS
1 The adventures of Freddie Five Pounds 2 Freddie Five Pounds 3 Nathan 4 Sweep 5 Ian 6 a day in the life of a five pound note 7 Children’s own answers 8 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Story worksheet. Notes and answers on CD-ROM.
Lesson 3
CB PAGE 18 and AB PAGES 16 and 108–109
Grammar and everyday language poster •
GRAMMAR •
Lesson objectives Practise using comparative and superlative adjectives with two or more syllables Make comparisons between items Describe a picture Regular review: practise using comparative and superlative adjectives with one syllable
Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 2. Read the explanations on the poster with the class. Then draw attention to the irregular adjectives.
3 Read and learn. •
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Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
4 Describe the picture in pairs.
Language
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Core: Lesson 1 T V programmes; comparative and superlative adjectives with two or more syllables Review: comparative and superlative adjectives with one syllable Extra: terrifying, serious
Materials CD1 $ tracks 28–29; Unit 2 wordcards Set 1; Unit 2 Grammar and everyday language poster
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Focus on the pie charts. Tell the class that they show what the children in Miss London’s class think about the different types of T V programmes. Ask a pair of children to read the example dialogue to the class. Elicit similar comparative and superlative sentences. Ask the children to work in pairs to say what the bar graphs tell them about the other TV programmes.
Activity Book Grammar •
Warmer •
Play a game of Missing card (see page 201) with the Unit 2 Set 1 wordcards.
1 Read and write True or False.
Lead-in •
Tell the children to turn to the Grammar reference on pages 108 and 109 of their Activity Books, and remind them that it is here to help them when they need it.
Ask the children what they can remember about the cartoon story from Lesson 2. Prompt with questions. Ask them to look at the cartoon story again.
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The children look at the information in the table and write Yes or No next to each sentence.
ANSWERS
1 False
Class Book 1 Read and listen to the story again on page 17. $ 1•28 Match. •
With books open, tell the children that they are going to hear the cartoon story again. As they listen, they match the two halves of the sentences. Play the recording.
ANSWERS
1 d
2 a
3 b
4 c
2 Listen and say the number. $ 1•29 Describe the pictures. •
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Focus on the pictures. Tell the children that they are going to hear a description of each picture. They must listen and say the number. Play the recording, pausing after each description for a different child to say the number. Point to each picture and ask a volunteer to describe it using comparatives and superlatives.
Transcript It’s more delicious than Ian’s ice cream, but it isn’t the most delicious ice cream. It’s more colourful than Granny’s car. It’s the most colourful car. It’s more delicious than Ian’s ice cream. It’s the most delicious ice cream. It’s more colourful than Granny’s car, but it isn’t the most colourful car. ANSWERS
2 True
3 True
4 False
5 True
2 Write one comparative and one superlative sentence about the TV programmes. •
The children write one comparative and one superlative sentence about Dancing Stars, Crazy Daisy and News Today, using the words and by referring to Milly’s table in Activity 1.
ANSWERS
1 2 3 4
Dancing Stars was more educational than Crazy Daisy . Dancing Stars was the most exciting programme. News Today was more interesting than Dancing Stars. News Today was the most educational programme.
3 What do you think? Write. •
The children write comparative and superlative sentences about how interesting/educational the T V programmes in the box are.
4 Read and complete. •
The children look at the information about the TV programmes and complete the sentences using comparative and superlative adjectives with one syllable.
ANSWERS
1 longer than 2 taller than, tallest 3 wider than, the widest
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
1, 4, 2, 3 Unit 2
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Reinforcement Lesson 3a (optional)
pictures on the board. They complete their tables in the same way. Autonomy and personal initiative Sometimes children are led by others, relying on their peers to tell them which opinion is ‘right’. By doing a rating task independently, the children will be working without the influence of others, giving their honest opinion. When going through the children’s responses to the activity above, emphasize that everyone has their own opinions and that we should respect others’ likes and dislikes, even if they are different from our own. KEY COMPETENCE:
REINFORCEMENT AND STORY PRACTICE Lesson objectives Review and practise comparative and superlative adjectives with two or more syllables Review and practise TV programmes vocabulary
Language Core: Lesson 1 T V programmes; comparative and superlative adjectives with two or more syllables
Materials DVD Story 2; Unit 2 wordcards Set 1; Unit 2 Grammar and everyday language poster; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 2; seven or more pictures of scenes from popular TV programmes/TV personalities from your country (preferably one picture to represent each type of TV programme/personality)
3 Write comparative and superlative sentences about the TV programmes. •
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Put the Unit 2 Set 1 wordcards on the board. Ask the children to work in pairs. They choose a TV programme and make a short dialogue about it for the class to guess, using comparative and superlative adjectives. Ask some of the pairs to act out their dialogues for the class to guess the TV programme.
Lead-in •
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Put the pictures of scenes from TV programmes and TV personalities on the board. Point to each of the pictures in turn. Ask the class What programme is this? What programme is this man / woman / boy / girl from?
1 Talk about the pictures. Choose an adjective for each programme. •
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Brainstorm the adjectives that the children used in Activity 4 in the previous lesson (interesting, educational, serious, boring, exciting, funny). Write them on the board. Ask the children to work in pairs. They talk about each of the pictures on the board and tell each other whether or not they like the type of TV programme it represents. They then choose an adjective that describes it. Ask individual children to tell you what they think of the different TV programmes.
4 Watch the story on DVD.
Tell the children they are going to watch the story The adventures of Freddie Five Pounds on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 morning 2 windy 3 exciting 4 intelligent 5 banana 6 dropped 7 night 8 money box Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 2 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 morning 6 dropped
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Unit 2
2 windy 3 exciting 8 money box
4 intelligent
5 Make story wordcards. •
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Ask the children to look back at Milly’s TV ratings in Activity 1 on page 16 of their Activity Books. Tell the children that they are going to make their own TV ratings. Leaving the pictures from Activity 1 on the board, draw a blank table next to it with four columns. Ask the class to suggest three programmes and write their names along the top. Elicit three adjectives and write them in the first column. As a class, rate each of the programmes, using one to five stars for each of the adjectives. Ask the children to choose three other TV programmes and adjectives from the
DVD Story 2
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2 Choose three of the TV programmes. Rate them. •
Use the Grammar 1 section of the Grammar and everyday language poster for Unit 2 to review the use of comparative and superlative adjectives with two or more syllables. Ask the children to look at the class ratings table on the board again. Elicit some comparative and superlative sentences about the programmes. Ask the children to write comparative and superlative sentences in their notebooks about the programmes in their own ratings table.
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Lesson 4
CB PAGE 19 and AB PAGE 17
ANSWERS
1 b
READING AND WRITING Read and understand a bar graph and an explanation of it Use the quantifiers all of, most of, some of and none of correctly Draw a bar graph and write a description of it Learning to learn: writing definitions
Core: Lesson 1 TV programmes; skiing, golf Review: scary, sad, film; quantifiers (all of, most of, some of, none of) Extra: survey , romantic, silent, 3D
4 Read the survey and choose. Then write sentences. •
Unit 2 wordcards Set 1; squared paper
Warmer Write down the name of your favourite TV programme. Display the Unit 2 Set 1 wordcards for support and invite questions from the class until the children guess what it is.
Lead-in Ask if the class can remember what Milly brought in for her homework assignment in Lesson 1. Ask Which thing gives us information about the TV programmes that the children in the class like to watch? (the bar graph)
1 Read part 1. Remember and complete. Read page 16 again and check. Ask the children to look at the bar graph on page 19 and complete part 1 from memory. When they have finished, the children look at the bar graph on page 16 to check their answers. Then go through the answers with the class.
ANSWERS
1 comedy shows 2 the news 4 TV programmes
3 15
2 Read part 2 and choose. •
•
1 Some 2 All 3 Most 4 None 5 Some of the pupils like sad films. 6 None of the pupils like silent films. 7 Most of the pupils like documentaries. 8 All of the pupils like 3D films.
Activity Book 1 Read the bar graph and text. Complete the sentences. How many children are there in Class 5C? •
•
Focus attention on part 2. Tell the children that this is a description that Milly has written. Ask them to read the list of possible things that the description might be about. The children read the text and choose the correct answer.
ANSWER
c
a sports b all of c tennis d Some of e 10 f cricket. There are 25 children in the class.
2 Look at these survey results. Read the sentences and write True or False. •
3 Match the phrases and the numbers. Read part 2 again and check. •
Ask the class How many children are in Milly’s class? (20) Ask the children to look at the phrases and match them with the correct numbers. They can check their answers by finding the phrases in the text (part 2) and seeing how they relate to the numbers in the bar graph (part 1).
The children look at the survey results and write True or False next to each sentence.
ANSWERS
1 True
2 False
3 True
4 True
3 Draw a bar graph and write a description for the results in Activity 2. •
•
Give each child a piece of squared paper and ask them to draw a bar graph of the results in Activity 2. They can refer back to the bar graph in Activity 1 for help. Ask the children to write a description of their bar graphs, using Milly’s text in Activity 1 as a model.
Learning to learn: Read the definitions and complete the examples with words from this lesson. •
•
Ask the children to look at the bar graph and complete the text with the missing words. They look at the numbers on the left of the bar graph to see how many children are in the class.
ANSWERS
Class Book
•
•
Focus on the results of the film survey. Ask How many of the children like cartoons / romantic films / scary films / 3D films? (most / none / some / all) Ask the children to read the first four sentences and choose the correct word for each one. They then write four sentences in their notebooks about the films listed, using quantifiers and the information in the survey.
ANSWERS
Materials
•
4 a
Learning to learn In Activity 3, the children use the skill of cross-reference to check their answers. Ask them to tell you how they can use the bar graph to prove that their answers are correct.
Language
•
3 c
KEY COMPETENCE:
Lesson objectives
•
2 d
Ask the children to read the definitions and complete the examples with the words they describe.
ANSWERS
1 programme
2 before
Now choose three more words and write definitions. •
•
Ask the children to read the Writing tip. Ask them to choose three more words from the lesson. They write definitions using some of the phrases listed. Unit 2
59
Lesson 5
CB PAGE 20 and AB PAGES 18 and 104
VOCABULARY AND DVD SONG Lesson objectives Identify items related to money Listen and extract information from a song Ask and answer about pocket money
ANSWERS
A coins B pocket money C ten pound note D piggy bank E wallet F purse
4 Listen to the song. $ 1•32 What is the song about? Choose. DVD Song 2 •
•
Language Core: coins, notes, ten pound note, penny, twenty pence piece, money box, purse, wallet, spend, pocket money, save, piggy bank Review: quantifiers (all of, most of, some of, none of); clean, pick up, sweep Extra: folding clothes, sweeping the path, laying the table
Materials CD1 $ tracks 30–33; DVD Song 2; Unit 2 wordcards Set 2 Warmer •
Ask for sentences from the children about their class, using all, most, some or none, e.g. Most of the children have got brown hair.
Lead-in •
Ask the children what they remember about Freddie Five Pounds. Establish that he is a bank note. Ask them what things they would like to buy with Freddie Five Pounds.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 1•30 •
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Establish that this lesson is about money. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the things in the picture.
Transcript 1 coins 2 notes 3 ten pound note 4 penny 5 twenty pence piece 6 money box 7 purse 8 wallet 9 spend 10 pocket money 11 save 12 piggy bank
Transcript Fold the clothes! Pick up those! Wash the car! You’re a star! Pocket money! Here you are. Save it in your money box! Save lots and lots! One p, two p, Five pence piece, Ten pence piece, Twenty p, fifty p, One pound coin, Two pound coin, Five pound note, Ten pound note, Say please and thanks, Then put it in your piggy bank! Shops in streets! Buy some sweets! Ice cream cone! Buy a phone! Buy a comic, take it home! Spend money from your money box. Spend lots and lots! … Then take it from your piggy bank! Make the bed! Cut some bread! Sweep the floor! Clean some more! Pocket money! Here you are! Save it in your money box. Save lots and lots! [x4] Of pocket money! Save lots and lots! [x2] ANSWER
c
5 Listen again. $ 1•32 Which household tasks do you hear? •
•
3 Listen and say the word. $ 1•31 •
Play the recording, pausing after each description for the children to say the word. Display the Unit 2 Set 2 wordcards for support while they listen.
Transcript This is the name for metal money. This is money people in your family give you. You can exchange ten pound coins for this. This is a place to save your pocket money. It’s shaped like an animal. E Boys carry their money in this. F Girls carry their money in this. A B C D
60
Unit 2
Ask the children to read the list of possible things that the song could be about. Play the audio or DVD version of the song for the children to listen and choose the correct description.
•
Explain or elicit that children often have to do household tasks to earn their pocket money. Ask the children to read the list of tasks in their Class Books. Play the recording again, pausing if necessary, for the children to listen and write down the tasks that they hear. Check the answers with the class.
ANSWERS
1 a
2 a
3 b
4 a
5 b
6 b
6 Ask and answer in pairs. •
•
Focus attention on the questions and instructions. Ask a volunteer to model a dialogue with you, following the instructions. Ask the children to ask and answer the questions in pairs.
Autonomy and personal initiative The guided dialogue provides a framework for the children to ask and answer questions. The children, while following a structure, use their initiative to determine what to ask next. More independent children could think of some other questions about money to ask their partners. KEY COMPETENCE:
Lesson 6
CB PAGE 21 and AB PAGES 19 and 109
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about the history of money Read and understand a text about the history of money Practise using infinitives with to for purpose and after adjectives Make sentences using infinitives with to
Activity Book Bilingual dictionary •
Language
Tell the children to turn to page 104 of their Activity Books and write the translations for the money words.
Core: infinitives of purpose/adjectives + infinitive with to Review: past simple; bank Extra: goods, services, BC, cereal, exchange, necessary, difficult, value, go bad, agree, object, shell, rock, tool, amount, change (n) , goldsmith, receipt, bank note, rot
1 Complete the song. Listen and check. $ 1•32 •
•
The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
Materials CD1 $ tracks 32 and 34; Speak up poster; a selection of
ANSWERS
1 Pocket money 2 money box 3 piece 5 coin 6 note 7 Spend 8 Save
4 pence
2 Count and write the total. Listen, number and check. $ 1•33 •
•
The children look at the pictures, add up the value of the coins and write the total. Play the recording, pausing after each child, for the children to number the picture and check that they have added up the total correctly.
Transcript
British coins and notes; Unit 2 Grammar and everyday language poster
Warmer $ 1•32 •
Lead-in •
•
1 Boy This is my pocket money. I get four pounds a week. I often get two two-pound coins, but my mum didn’t have any this week. So she gave me three pound coins and two fifty-pence pieces. I buy a sports magazine every week. I t costs one pound fifty. 2 Boy OK, let’s see … I’ve got two two-pound coins, a fifty pence piece and a five p. That’s four pounds fifty-five in all. I’m going to buy a cinema ticket. I t costs four pounds fifty. 3 Boy Here’s my money box. It hasn’t got much in it because I saved up and bought a skateboard last week. It costs 13 pounds. Erm, there’s a ten pence piece, a penny, a pound coin and a two-pound coin. That’s a total of three pounds eleven pence.
•
1 Look at the pictures. Say what you know about the history of money. •
•
1 (£4.00)
3 Order and write sentences. •
1 I get four pounds a week. 2 I buy a sports magazine every week. 3 It costs one pound fifty.
4 What do you spend money on? Write about what you buy and how much it costs. •
•
The children order the words and write the sentences.
ANSWERS
The children write in their notebooks about what they buy every week. They say how much each thing costs and add up the total.
Tell the class Imagine there is no money in the world. How do you buy and sell goods? Encourage a variety of answers from different children around the class. Tell the children that the Ace pupils are going to visit the Bank of England Museum in this lesson, where they will learn about the history of money.
Class Book
ANSWERS
2 (£4.55) 3 (£3.11)
Play the song from Lesson 5 again, encouraging the children to sing along.
Ask the children to look at the pictures and say what they can see. Explain or elicit that the pictures show different stages of the history of money. Ask the children to work in pairs. They use the pictures to tell each other what they k now about the history of money. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the pictures as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 1•34 •
•
•
Tell the children that they are going to listen and read to check their ideas on the history of money. Play the recording while the children follow the words in their books. Ask the children if their predictions were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary (see the Key competence note below).
Unit 2
61
Learning to learn When the children encounter a text with a lot of unfamiliar vocabulary, trying to work out meaning through context is a more efficient approach than checking words in a dictionary. Ask the children to make a list of unknown words in the text in Activity 2. They try to work out their meanings with a partner. Check their ideas as a class. KEY COMPETENCE:
Optional activity •
Ask the children to write a list of reasons why coins, notes and plastic cards are better forms of money than those used in the past, e.g. They don’t rot. Everyone knows their value. They are easy to carry.
1 Match. •
•
ANSWERS
1 e
•
•
•
ANSWERS
Today, we use money to pay for goods and services … … people used small objects to buy and sell goods. The goldsmiths gave them paper receipts to use for money. … or we can save it to buy things later.
4 Read the text again and complete the table. •
•
Focus on the table. Explain that the first row shows the advantages of different kinds of money through the ages. The bottom row shows the disadvantages. Ask the children to read the text again and complete the sentences with the correct infinitives in their notebooks. Point out that the sentences in the table are rephrased and that the children shouldn’t try to find exactly the same sentences in the text.
ANSWERS
+ People had animals and cereals to exchange. People used objects to buy and sell goods. Coins were easier to carry. Notes, coins and plastic cards are easy to carry. – It was not easy to exchange goods. It was difficult to divide shells and rocks into small amounts. It was possible to steal coins.
5 Say the sentences in pairs. •
Ask the children to work in pairs. One gives an advantage from the table; the other gives the corresponding disadvantage.
Activity Book Grammar •
62
Tell the children to turn to the Grammar reference on page 109 of their Activity Books, and remind them that it is here to help them when they need it.
Unit 2
3 a
4 b
5 c
The children use the table to make their own sentences using the adjectives + the infinitive with to.
3 Answer the questions with full sentences. Check your answers on Class Book page 21.
3 Read the grammar table and learn. Find more examples of the infinitive of purpose in the text. Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 2. Use the examples and explanations to show how and when we use infinitives. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of the infinitive of purpose.
2 d
2 What do you think? Use the table to make sentences.
•
•
The children match the two halves of each sentence. Check the answers with the class.
The children write full sentences with infinitives in answer to the questions. They check their answers in the Class Book text.
ANSWERS
1 They used small objects to buy and sell goods. 2 The coins were very heavy and it was possible to steal them. 3 They gave people paper receipts to use for money. 4 People save money to buy things later.
4 Rewrite the sentences using an adjective and an infinitive with to. •
•
The children rewrite the sentences using an adjective and an infinitive with to. Check the answers with the class.
ANSWERS
1 It’s necessary to change money into pounds if you come to the UK. 2 It’s possible to use a credit card in most shops in the UK. 3 It’s easy to find the Bank of England Museum.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Extension Lesson 6a (optional) CROSS-CURRICULAR AND SOCIAL TASK Lesson objectives Categorize museum exhibits into different groups Research a new exhibit for the museum Write an information card Share knowledge and learning in the form of a social task
Language Core: Lesson 5 money words; a fifty pence piece, a pound coin, a bar of gold, a silver candlestick, a painting of the bank, a view of London, an antique chair, an old chest Extra: valuable (n)
2 Put the things from the museum into the correct collections. Write the following headings on the board: coins and notes, art, furniture, valuables. Explain that these are some of the collections at the Bank of England Museum. Ask the children to copy the headings into their notebooks. They work in pairs to put each of the things on their cards under the correct heading. Check the answers with the class.
•
•
•
ANSWERS
coins and notes: a fifty pence piece, a pound coin art: a painting of the bank, a view of London furniture: an antique chair, an old chest valuables: a bar of gold, a silver candlestick
Materials DVD cross-curricular; British coins and notes; a bank of prepared cards for each pair of pupils with the following phrases: a fifty pence piece, a pound coin, a painting of the bank, a view of London, an antique chair, an old chest, a bar of gold, a silver candlestick; small cards for each group; internet/encyclopedias
Elicit, or teach, explanations of new words.
•
Optional activity •
3 Research something new to put in the museum. Brainstorm a list of other things that would be interesting to see in a money museum. For example: a 500 Euro note, the oldest coin in the world, a coin-making machine, ancient Chinese money , etc. Divide the class into small groups. Tell the children that they are the head of the museum. They have to decide on one thing to add to exhibits. They choose one of the things above (or think of their own) to research. If you have access to the internet, the children can do their research on the computer. If not, give each group an encyclopedia to do their research. Go around the class as the children work. Help where necessary.
•
Warmer •
Play a game of Bingo! (see page 201) to review the vocabulary from Lesson 5.
•
Lead-in •
•
Divide the class into small groups. Give each group some British coins and notes. Ask the children to describe the money in their groups. If you wish, refer the children to the relevant section of the Speak up poster and ask them to compare the British coins and notes to their own currency.
The Bank of England Museum The Bank of England, the UK’s central bank, is in Threadneedle Street in the City of London. It was founded in1694. The museum is in the same building as the bank. Its exhibitions include old and modern coins and notes, artwork, documents and a bar of gold that visitors can pick up! Entry to the museum is free. You can find out more about the museum and its exhibitions on the Bank of England Museum website: www.bankofengland.co.uk/education/ Pages/museum/default.aspx The website also has a bank of resources that teachers can download. CULTURE NOTES:
•
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4 Write an information card. •
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Tell the children that they are going to write an information card to go with their new exhibit. Give each group a small piece of card. They can make notes in their notebooks first, and then write an information card about the new exhibit. Ask each group, in turn, to hold up their cards and present their information to the class.
Optional activity •
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1 Read and repeat. •
•
•
Tell the children that they are going to learn about some of the things you can see in the Bank of England Museum. If you wish, use the Culture notes above to tell the class about the museum. Ask the children to work in pairs. Give each pair a set of the cards you have prepared. Give the children a few moments to read through the phrases on each card and then collect them back in. Hold up each card in turn and say the phrase for the children to repeat.
Ask the children which of the collections they would most like to see at the museum and why.
•
Still in their groups, the children think of things that they could sell in the museum shop. They draw pictures of the things they want to sell and write a price list. Divide each group into shop assistants and customers; the customers visit different shops and buy gifts to take home. They add up how much money they have spent. Discuss the activity with the class. Who spent the most/least?
Further practice $ DVD, Unit 2 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 2, Cross-curricular worksheet. Notes and answers on CD-ROM.
Unit 2
63
Lesson 7
CB PAGE 22 and AB PAGES 115 and 116
LISTENING AND SPEAKING
•
Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
ANSWERS
1 25 pence
Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: saying dates and numbers Ask and answer questions about personal possessions, using numbers
Language Core: Lesson 5 money words; questions about personal possessions Extra: celebrate, Diamond Jubilee, Victorian, valuable, sixpence, athletics, Olympics
Materials CD1 $ tracks 35–37; Unit 2 wordcards Set 2; Unit 2 Grammar and everyday language poster; scissors
Warmer •
Play a game of Missing card (see page 201) with the Unit 2 Set 2 wordcards.
Lead-in •
•
Ask individual children around the class Do you collect anything? What do you collect? Tell the children that they are going to hear about Milly’s collection. Invite predictions about what Milly collects.
Class Book
•
With books open, ask the children to look at the picture and describe what they see. Play the recording all the way through. The children listen to find out what the speaker is talking about.
Transcript Milly I think coins are interesting. In my s crapbook I’ve got some information about coins for special royal occasions. This coin is from 1977. It’s a 25 pence coin. It’s to celebrate 25 years of Queen Elizabeth II. It was for her Silver Jubilee. I don’t remember that because I’m only ten! There’s another jubilee coin here. This one is from 2002 and it’s a £5 coin. That was to celebrate the Queen’s Golden Jubilee – that’s 50 years as Queen of England. I can’t remember that one either! But I can remember this special occasion … This coin is from 2011 and it’s a special edition £5 coin to celebrate the royal wedding of Prince William … Prince William … and Catherine Middleton. ANSWER
Milly is talking about coins for special royal occasions.
2 Listen again and complete the table. $ 1•35 •
64
Focus the children’s attention on the table at the top of the page. Tell them that this has information about the coins in Milly’s collection.
Unit 2
3 £5
4 2011
5 William
3 Listen and read the dialogue. $ 1•36 Which coin does Milly like best? •
•
Ask the children to look at the pictures on the right-hand side of the page and describe the coins that they see. Play the recording for the children to listen and read the dialogue and pick which coin Milly likes best.
ANSWER
3
4 Look, listen and repeat. $ 1•37 •
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Tell the children to look at the dates and number phrases in the Perfect pronunciation box. Explain that they all come from the dialogue from Activity 3. Play the recording for the children to listen to the phrases. Play the recording again for the children to repeat chorally then individually.
5 Listen to the dialogue again. $ 1•36 Act out. •
•
•
Play the dialogue again for the children to follow the words in their books and listen for the pronunciation of the dates and number phrases. Ask the children to work in pairs to act out the dialogue. Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards. Practise in pairs. •
1 Listen and say what the speaker is talking about. $ 1•35 •
2 25
•
•
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 2 and draw attention to the language for asking and answering questions about personal possessions. Ask a pair of children to read the dialogue to the class. Tell them that they will need this language for the communication task. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 2 fluency cards. They complete their individual questions on their cards. Ask the children to take turns to ask and answer questions about each other’s collection. Go around the class as the children practise, helping and correcting pronunciation where necessary. KEY COMPETENCE:
Competence in social skills and
citizenship Turn-taking in activities, such as in the one above, teaches children to listen and wait before they speak. Remind children that it is rude to interrupt and that we must always take our turn when having a conversation.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 2, Listening and Speaking. Notes and answers on CD-ROM.
Lesson 8
CB PAGE 23 and AB PAGE 20
CULTURE AND READING
4 Which collection is the most interesting? Write three reasons. •
Lesson objectives Read and understand texts about things that people collect in other countries Talk about which collection you find most interesting Understand the importance of being honest Regular review: practise the use of the present simple with some / any
5 Tell your partner. •
Autonomy and personal initiative Asking children to give reasons for their answers encourages them to think about the subject in more depth. Wherever possible, ask the children to explain their opinions.
Vital values •
Materials Speak up poster
•
Write the name of something you collect on a piece of card, e.g. key rings. The children ask questions to guess what you collect.
1 Read the texts on Class Book page 23 again. Make notes in the first three columns of the table. •
Lead-in •
Ask the children what they remember about Milly’s coin collection from the previous lesson.
•
Class Book 1 Compare the photos in pairs. •
•
•
Ask the children to work in pairs to compare the photos. Refer them to the section on describing objects and talking about similarities and differences on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos. •
•
Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know what different children collect in their countries, and Yuki, Alvaro and Taylor have posted responses on Ace! Space. Ask the children to read the three texts quick ly and match each of them with a photo from Activity 1.
ANSWERS
1 Taylor
3 Alvaro
ANSWERS
2 c
ANSWERS
Name Country Collection How many? Favourite
Yuki Japan rubbers 60 pink cat
Alvaro Colombia football cards about 100 Colombian team badge
Taylor New Zealand shells 187 biggest shell
2 Write notes about something you collect in the last column of the table. •
The children think about something they like to collect and fill in the last column of the table.
3 Complete the sentences with some or any . •
Review the use of some and any with the class if necessary. The children complete the sentences.
1 some
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
1 b
Ask the children to read the texts about the children’s collections again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
2 Yuki
3 Read again and choose the best answer. •
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask Why is it important to be honest? Encourage a variety of responses from different children around the class. Accept answers in English or the children’s own language.
Activity Book
Warmer •
Ask a child to read the example to the class. Ask the children to work in pairs. They tell each other which collection they think is most interesting and why. KEY COMPETENCE:
Language Core: pocket money, collection Review: present simple with some / any ; rubber, present, colour, shape, fruit, flower, smell, strawberry, magazine, football player, badge Extra: football card, swap, sand, feather, peacock
Ask the children to think about which collection they think is the most interesting. In their notebooks, they write three reasons for their choice.
3 a
4 a
5 b
6 b
2 some
3 any
4 any
4 Write I’ve got some or I haven’t got any . •
The children complete the sentences about themselves.
5 Use your notes in the table to write about something you collect. •
•
The children use their notes from the table to write about something they like to collect. They should write full sentences, in their notebooks, in answer to the questions (1–5). Unit 2
65
Lesson 9
WRITING AND PHONICS Lesson objectives Identify the features of an email Understand the use of s’ after plural nouns to show possession Identify the spelling patterns of words with the /aɪ/ sound Write an informal email
Language Core: Lesson 1 TV programmes Review: spider, ice skating, island, fly, wear Extra: stay the night, anniversary
Materials CD1 $ tracks 38-39; Unit 2 wordcards Set 1 Warmer •
the text. Go through these with the class, asking questions to check comprehension. Focus on the Punctuation box. Ask them if they can see an example of this in the text (grandparents’ anniversary ).
CB PAGE 24 and AB PAGE 21
Play a game of Mime! (see page 201) with the Unit 2 Set 1 wordcards.
•
3 Listen and read. $ 1•38 Say the TV programmes this person watches. Ask the children to look at the pictures to the right of the poem and tell you what they can see. Explain that the person in the poem watches lots of different programmes and the children must listen out for all of them. Play the poem for the children to listen and follow the words in their books and find the answers. Play the poem a second time if necessary.
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•
•
ANSWERS
The person watches live sports, cookery shows, fashion programmes, documentaries, travel programmes and films.
4 Listen and read again. $ 1•38 Find and write the words with the /aɪ/ sound. Ask the children to find the rhyming words at the end of the lines in the first verse (night, fight, bike, like). Ask What is the vowel sound in these words? (/aɪ/) Play the recording for the children to listen and read again. Pause where necessary for the children to write down the words with the /aɪ/ sound in their notebooks. Play the recording again for the children to complete or check their answers.
•
Lead-in •
Ask the children if they ever go to their friends’ houses after school. Ask What do you do? Do you stay for dinner? Do you ever stay the night?
•
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Class Book 1 Read the email. What kind of email is it? •
•
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Focus on the email. Invite predictions about what it is about. Ask the children to read the list of possible things the email might be about. They read the text quickly and choose the correct answer to the question. Do you do things similar to Milly and Betty on Fridays? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answer.
ANSWERS
I (x 2), my, night, fight, riding, bikes, like, pies, July, buy, ties, cacti, light, fire, why, islands, Iceland, tigers, spiders, flies, red kites, fly, high, sky, whys, eyes
Optional activity •
KEY COMPETENCE:
ANSWER
2 Read the email again and answer the questions.
•
Ask the children to read the six questions in their Class Books. The children read the email again, in more detail, and write their answers to the questions.
ANSWERS
1 2 3 4 5 6 •
66
Betty wrote the email. Milly can go to Betty’s house on Friday. Betty wants to watch the comedy show on Channel 2. 45 minutes Betty collects nature stickers. Milly spelt night as nite. Because she confused the sound of the word and the spelling. After you have gone through the answers with the class, ask the children to look at the annotations on the left of
Unit 2
Competence in social skills and
citizenship Writing emails is a common form of communication for many children and they will be aware of the characteristics of an informal email in their own language. Discuss with the children how they start and end emails to a friend. Ask how they think they would do the same in English.
a
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Ask the children to work in pairs and write down the different spelling patterns that can represent the /aɪ/ sound.
Activity Book 1 Match the spelling patterns with the words and complete the table. Listen and check. $ 1•39 •
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Remind the children of the poem on Class Book page 24, and point out that the sound /aɪ/ can be represented by several different letter combinations. Tell the children to open their Activity Books and read the words that contain the /aɪ/ sound and write them in the correct column based on their spelling pattern. Play the recording for the children to listen and check.
Lesson 10
Transcript 1 2 3 4 5
i cacti, I, hi ie ties, flies, pies y sky, why, why, buy igh fight, night, high i e fire, bike, kite
REVIEW Lesson objectives Review the unit vocabulary and grammar Practise integrated skills
2 Read Milly’s Milly’s reply to Betty’s email. Complete. Complete. •
The children complete the email email with the words words in the boxes.
Language Core: Lesson 1 TV Core: Lesson T V programmes; Lesson 5 money words; comparative comparativ e and superlative adjectives with two or more syllables; infinitives of purpose/adjectiv purpose/adjectives es + infinitive with to
ANSWERS
A From
To o B T
C Subject
D Hi
E Milly
F P.S.
3 Read the email again. Circle Circle the words with the /aɪ/ sound. •
Materials CD1 $ track 40; DVD Song 2/DVD Story 2; Unit 2
The children read the email email again and circle the words words with the /aɪ/ sound. Remind them that the words can be spelt in different ways, as they saw in Activity 1.
ANSWERS
Friday (x 3), Hi, fine (x 2), I’ve (x 2), like (x 2), pineapple, Wild, I’d
Grammar and everyday language poster; Speak up poster
Warmer •
4 Look at this email from a friend. Write a reply. reply. •
CB PAGE 25 and AB PAGES 22, 108 and 109
The children read the email email and write a reply in their notebooks.
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DVD Song 2 / Story 2
Ask the children to vote on whether they would like to watch the Unit 2 story animation or the Unit 2 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are Tell are going to review review all the vocabulary and grammar they have learnt in Unit 2. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time? time?
Class Book 1 Say the odd word out and why it is different. different. •
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Focus on the groups of words. Tell the children that one word in each group is the odd one out and that they must find it and say why. Ask a volunteer to read out the example in the speech bubble. Ask the children to work in pairs. They take turns to find the odd word out and tell their partner why. Go around the class as the children play the game, helping where necessary. Go through the activity with the class. Address any problems or language issues.
POSSIBLE ANSWERS
1 piggy bank: Notes and coins are money, but a piggy bank is a place to put money. 2 ten pounds: A penny and a twenty pence piece are coins, but ten pounds is a note. 3 wallet: A money box and a piggy bank are places to put money at home, but a wallet is a thing that you carry your money in. and save are things that you do with 4 purse: Spend and money, but a purse is a thing that you carry money in. 5 twenty pence: One penny and two pence coins are round, but a twenty pence coin has seven sides.
Unit 2
67
2 Look and write sentences sentences with comparatives comparatives and superlatives. •
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Use the Grammar 1 section on the Unit 2 Grammar and everyday language poster to review comparative and superlatives adjectives. Elicit example sentences with each. Focus on Activity 2. Explain that the children have to use the information in the chart to make comparativ comparative e and superlative sentences about the films. Read the example with the class. The children make comparative comparative and superlative superlative sentences using the remaining pairs of adjectives in the box.
Milly No, but Jilly won the talent show with her singing! And we made a soap opera about our family. Mrs Bean Did you? Milly Yes. It wasn’t a comedy show, but it was quite funny. ANSWERS ✓:
2 Complete using the the infinitive with to to.. •
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3 Write and tick ✓ or correct the words. •
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Focus attention on the teachers’ favourite programmes. Explain that the person who wrote this text made some spelling mistakes. Ask the children to read each programme and tick or correct the misspelt words.
ANSWERS
1 ✓ 2 cartoons 3 ✓ 4 ✓ 5 soap operas shows 7 ✓ 8 documentaries
6 talent
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Focus attention on the pictures. Explain that they show some of the places you can visit in Aceton. Ask a volunteer to read the example to the class. Ask the children to work in a pairs. They take turns to look at the pictures and tell their partner what they can do there.
POSSIBLE ANSWERS
1 2 3 4 5 6
You can visit the museum to see the old coins. You can visit the stables to see the horses. You can visit the pool to go swimming. You can visit the Chinese restaurant to eat Chinese food. You can visit the ice rink to go ice skating. You can visit the cinema to watch a film. KEY COMPETENCE:
Competence in social skills and
citizenship The task task in Activity Activity 4 helps helps the children children to think think about activities that different places in a town have to offer. This is a useful skill when planning activities for friends or visitors.
Activity Book 1 Listen. $ 1•40 Tick ✓ the TV programmes that Class 5A made. •
Play the recording for the children to listen to the dialogue between Milly and Mrs Bean. Pause, if necessary, for the children to tick the programmes that Class 5A made.
Transcript Mrs Bean Hi Milly. Did you have a good day at school? Milly Oh yes! We made TV programmes. Mrs Bean That sounds fun. fun. What kind of programmes? programmes? Milly Well, I made a news programme about what happened at school today. Mrs Bean Great! Milly And Billy was in a quiz show with Miss London asking the questions. Mrs Bean Did he win? 68
Unit 2
The children children look look at the picture picture of the the school school video camera and read the labels to find out what each part does. Ask a volunteer to read the example sentence. Ask Why do we use the infinitive here? (to (to give a reason). If necessary, use the Grammar 2 section on the Unit 2 Grammar and everyday language poster to review infinitives. The children children complete the text with the infinitive infinitive forms forms of the words in the box.
ANSWERS
1 to turn
2 to start
3 to see
4 to watch
5 to make
3 Look at the survey results. Complete Jilly’s Jilly’s description. •
4 Look and say what what you can do in Aceton. Aceton. •
1, 3, 5, 6
The children children look at the survey survey results and use use the information informatio n to complete the gaps in Jilly ’s description with quantifiers and numbers.
ANSWERS
1 All of
2 Most of
3 None of
4 Some of
5 8
4 Write sentences comparing comparing collections. •
The children children use the information information in Activity Activity 3 and the word prompts to write sentences comparing the things that the children collect.
ANSWERS
1 Football cards are more exciting than stamps. 2 Stamps are more educational than rubbers. 3 Coins are more expensive than rubbers.
Lesson 11
CB PAGE 25 and AB PAGE 23
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 2 Evaluate your own progress
Language Core: vocabulary and structures from Unit 2; Core: vocabulary Review: twice a week
Materials CD1 $ track 41; internet; TV guides/pre-prepared guides/pre-prepared fact sheets about popular TV program programmes mes
Warmer •
Play a memory game. Divide the class into teams. Read out some questions about what happened in the unit for the children to write down their answers, without looking in their books. The teams get one point for each correct answer.
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Transcript favourite TV programme programme is called Max Magic . 1 My favourite 2 It’s a cartoon. 3 It’s on twice a week, on Tuesdays Tuesdays and Thursdays Thursdays,, at 4.45 pm. It lasts fifteen minutes. 4 It’s on the the Cartoon Channel. 5 It’s about a boy called Max, Max, who’s learning to be a magician. But he’s the most terrible magician at his magic school. The cartoon is about all the things that go wrong when he’s trying to do magic. more interesting than than in 6 I like it because the stories are more other cartoons and the music is good. ANSWERS
[Clockwise from ‘cartoon’:] cartoon’:] 2, 3, 4, 5, 6, 1
3 Plan your presentation. presentation. Use the headings in Activity 1. Give your presentation to the class. •
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Lead-in •
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why?
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Class Book
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Tell the children to look at the Tell the photo of the the girl giving giving a presentation. Ask What is the presentation about? What is the girl showing the class? Tell T ell the children they are going going to prepare prepare and then then give a class presentation about their favourite TV programme. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
Autonomy and personal initiative In Activity 3, the children take responsibility for their own research and the way that they present it. Where appropriate, allow the children freedom to make their own decisions – it will not only build their confidence, but also open up new areas of interest.
4 Look back at the unit. Read and tick ✓. Complete. •
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Activity Book 1 Look at the presentation plan plan in Activity 3. Read and write the headings. •
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Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the list of headings and the information in the diagram. They write the headings in the correct places. They do not need to read every word.
2 Listen and number the presentation presentation plan. $ 1•41 •
Tell the children that they are Tell are going to hear a pupil giving giving her presentation about his favourite TV programme.
Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
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ANSWERS
My favourite TV T V programme [Clockwise from ‘cartoon’:] cartoon’:] Type of programme; programme; When it’s on; on; Where it’s on; What it’s it’s about; Why I like it
Tell the children to plan a presentation Tell presentation about about their favourite TV programme by copying the headings from Activity 1 and making notes. The children children may need to to check some of the the facts about their programmes. programmes. If there is classroom access to the internet, the children can do this on the computer. computer. If not, make TV guides available, or provide the children with pre-prepared fact sheets about popular TV program programmes. mes. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively Alternatively,, divide the class into groups and ask the children to present their work to the rest of the class. KEY COMPETENCE:
1 Prepare a presentation. 2 Give your presentation presentation to the class. •
Play the recording for the children to listen and number the sections as he talks about them.
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 25 of the Class Book: Heroic history homework. Find out about Ancient Greece. T Greece. Tell ell them that this will be the theme for the next unit. Ask the children what they know about Ancient Greece. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready ready to do do the Unit 2 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Te Teacher’s acher’s Resource Resource CD-ROM, Test Test section, Unit 2 Test. Notes and answers on CD-ROM. NOTE:
Unit 2
69
H e r o Lesson 1
c h s t o r y
CB PAGE 26 and AB PAGES 24 and 104
VOCABULARY Lesson objectives Identify different types of materials Identify different text types Find information information in a diary Ask and answer about materials you can see
Language Core: wool, iron, bronze, stone, gold, wood, leather, wax, clay, linen, ivory, silver, Review: What … can you see? I can see … , coins Extra: ancient , legend , BC, slave, bench
Materials CD2 $ tracks 01–03; Unit 3 wordcards Set 1; a watch or timer; a collection of classroom objects made from a range of materials, e.g. a wax crayon, a metal pencil sharpener,, a wooden ruler sharpener
Transcript Miss London Hi everyone! What was your heroic history homework this week? Jilly Find out about Ancient Greece. right! What What have you you got, Jilly? Miss London That’s right! Jilly Well, I’ve got a page from a history book. It’s got pictures of people and things in Ancient Greece. Miss London Great! What else? Jilly I found a page from a diary. It’s an Ancient Greek diary. Miss London 800 BC! Wow! Wow! Jilly And I’ve got a story. It’s a legend about Ancient Greece. Miss London Well done, Jilly! Thank you! ANSWERS
A history book page
Ask the children to look at the materials on the history book page (text A). They match the words to the pictures and write their answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
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Warmer Put the classroom objects on your table. Ask the class What can you see? Point Point to each object in turn and ask What’s it made of?
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find unit? (Find out about Ancient Greece.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Jilly) What do you think she has brought in? Encourage a variety of suggestions s uggestions from different children around the class.
Class Book 1 Listen. $ 2•01 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Jilly’s homework. Ask the children to open their Class Books and look at the things Jilly has brought in. Read through the text types with the class and check that the children understand what each one means. Explain that a legend is an old story. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
Unit 3
C legend
2 Match the words and and the pictures (1–12). Listen, check and say. $ 2•02
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B diary entry
Transcript 1 gold 2 silver 3 bronze 4 stone 5 iron 6 ivory 7 clay 8 wool 9 leather 10 linen 11 wax 12 wood
3 Look at text A. Listen and say the material. material. $ 2•03 Ask the children to look at the history book page again. Tell Tell them that they are going to hear Jilly talking about each of the objects. They must listen and complete the sentences by saying what materials the objects are made of. Play the recording, pausing after each extract for the children to say the material.
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Transcript Candles were were made made of … Ancient Greek Greek sandals were made of … Ancient Greek combs were made of … Men’s clothes were made of … Women’s clothes were also made of … Coins were made of …
A B C D E F
ANSWERS
A wax B leather F gold, silver
C ivory
D linen
E linen
Optional activity •
Ask the children to work in pairs. They take turns to make comparisons between the materials things were made from in Ancient Greece and the materials they are made from today, e.g. In Ancient Greece, combs were ivory. My comb is plastic.
Learning to learn By making comparisons with things in their own lives, the children are better able to relate to life in the past. Where possible, use personalization to help the children relate other people’s experiences and situations to their own. KEY COMPETENCE:
Lesson 2 STORY
Lesson objectives Read and understand a legend Retell a story Write a review of the legend
4 Read text B and answer. •
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Ask the children to look at text B. Read the questions with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the diary entry to find the answers to the questions. Use a watch or timer to time one minute.
Language Core: Lesson 1 materials words Review: past simple; city, run / ran Extra: ancient, wooden, coast, protect, gate, lock, enter, general, harbour, destroy
ANSWERS
A boy from Ancient Greece wrote the diary. It’s about school.
5 Ask and answer in pairs. •
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Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children take turns to ask and answer the questions in pairs.
Materials CD2 $ track 04; Unit 3 wordcards Set 1 Warmer Divide the class into two teams. Hold up the Unit 3 Set 1 wordcards one at a time. The first person to call out the name of an object made from that material wins a point for their team.
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Activity Book Bilingual dictionary •
Tell the children to turn to page 105 of the Activity Book and write translations for the materials.
Lead-in •
1 Write the materials. •
The children look at the pictures and write the adjectives that describe the materials. Display the Unit 3 Set 1 wordcards for support while they work. 2 leather 8 wax
3 wool
4 stone
5 wood
6 ivory
The children complete the definitions with the correct materials.
ANSWERS
1 ivory 2 wool 3 Gold, silver 6 wax 7 Bronze 8 Clay
4 leather
5 Linen
3 Complete the table using words from Activities 1 and 2. •
The children use the pictures from Activity 1 and the information from Activity 2 to complete the table.
ANSWERS
1 Metals
gold
2 Materials from animals
leather wool ivory
3 Materials from plants
wood
silver bronze iron linen
4 Choose five materials and write sentences. •
Class Book With books open, ask the children to read the list of possible titles for the story. Play the recording for the children to follow the story in their books. Check the answer with the class and then discuss the children’s reactions to the story.
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2 Read and complete the definitions. •
Explain that the children are going to hear a legend about Ancient Greece. Ask them if they know of any legends. They tell the class about them.
6 Read and listen. $ 2•04 Choose the best title.
ANSWERS
1 iron 7 clay
CB PAGE 27 and AB PAGE 25
The children choose five materials and write their own sentences about them.
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ANSWER
The wooden horse
7 Read again and answer. Ask the children to read the legend again and write their answers to the questions in their notebooks.
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ANSWERS
1 No. Because there was a war between the Trojans and the Greeks. 2 Because there was a very high wall around the city. 3 an enormous wooden horse 4 Because they thought it was a present from the Greeks. 5 30 Greeks 6 No. Because the Greeks destroyed it.
Optional activity •
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Write some significant words and phrases from the story on the board, e.g. war, wall, general, horse, present, soldiers. The children work in a pairs to make sentences about each thing, e.g. There was a war between the Greeks and the Trojans.
Unit 3
71
8 Retell the story with your partner. •
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Divide the class into pairs. Tell the children that they are going to retell the story with their partner. Focus on the example and ask a pair of children to read it to the class. Then ask the children to close their books. Go around the class, helping and checking as the children retell the story with their partners. Retell the story as a class. Ask different children to tell you each part. What do you think? Discuss the question as a class. Ask the children to think about what happened in the story. What do they think of the Trojans and the Greeks? Learning to learn Retelling a story helps to reinforce it in the children’s minds. When this is done in pairs, it is even more effective as different children will remember different elements more clearly. When the children retell stories, encourage them to do this completely from memory. They can look back at the story only when they have finished to check that what they remembered was correct.
Lesson 3 GRAMMAR
Lesson objectives Practise using be made of in the present and past simple Make sentences about what things are/were made of Describe a picture Regular review: practise using his / her and the possessive ‘s
Language Core: Lesson 1 materials words; be made of (present and past simple) Review: wear Extra: tunic, denim,
KEY COMPETENCE:
Materials CD2 $ tracks 04–05; Unit 3 wordcards Set 1; Unit 3 Grammar and everyday language poster; Speak up poster
Warmer •
Activity Book •
1 Remember the story. Circle the correct answers. The children read the sentences about the story and choose the correct words or phrases to complete them.
ANSWERS
1 c
2 a
3 c
4 b
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The children find and match the correct answer to each question.
1 Read and listen to the story again on page 27. $ 2•04 Match. •
ANSWERS
1 b
2 d
3 a
4 c
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1 b
3 Read and complete. The children complete the text by writing the missing words in the table.
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5 horse
6 had
Review 4 Complete the review. •
The children complete the review and rate the story, referring to the writing tip for help.
POSSIBLE ANSWERS
1 The wooden horse 2 Greeks 3 Trojans 4 many years ago on the coast of Asia 5 Children’s own answers 6 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Story worksheet. Notes and answers on CD-ROM. 72
Unit 3
2 a
3 d
4 c
2 Listen and say the number. $ 2•05 Describe the pictures.
ANSWERS
1 for 2 wall 3 couldn’t 4 sailed 7 were 8 opened 9 won
With books open, tell the children that they are going to hear the story again. As they listen, they match the two halves of the sentences. Play the recording, more than once if necessary.
ANSWERS
Synopsis •
Ask the children what they can remember about the legend from Lesson 2. Prompt with questions if necessary. Ask the children to open their Class Books and look at the story on page 27 again. How well did they remember it?
Class Book
5 b
2 Match the questions and answers. •
Play a game of Categories (see page 201) with the Unit 3 Set 1 wordcards.
Lead-in
Plot, characters and setting •
CB PAGE 28 and AB PAGES 26 and 109
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Focus on the pictures. Tell the children that they are going to hear a description of each picture. Play the recording, pausing after each description for a different child to say the number. Ask the children to work in pairs. They take turns to describe the pictures to each other.
Transcript It’s made of plastic. It was made of wood and wax. They are made of leather. They were made of leather. It’s made of paper. It was made of ivory. ANSWERS
1, 4, 5, 6, 3, 2
Grammar and everyday language poster Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 3. Write a present simple affirmative and negative sentence and a question from the table on the board. Ask the children to identify them. Ask volunteers to come to the front and underline the phrase made of in each one. Point out that this phrase never changes, i.e. we do not say make of when using the present simple. Repeat with the past simple. Read the explanations and examples on the poster to the class.
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3 Read and learn. Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
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Activity Book Grammar •
Tell the children to turn to the Grammar reference on page 109 of their Activity Books, and remind them that it is here to help them when they need it.
1 Read and complete. Write is made of or are made of . •
The children read what Jilly has written and complete the sentences with is made of or are made of .
ANSWERS
1 is made of
2 are made of
3 is made of
2 Look at Activity 1 and write sentences about toys in Ancient Greece. •
The children use the word prompts to make negative sentences about the toys. They write affirmative sentences using the information from Activity 1.
ANSWERS
Learning to learn Through using a grammar table to make sentences, the children see how the structure works. If there is time, allow the children to practise making more sentences in pairs before they move on to the less controlled activity that follows. KEY COMPETENCE:
1 Rattles weren’t made of wood. They were made of clay. 2 Knucklebones weren’t made of ivory. They were made of bronze and glass. 3 Dolls weren’t made of gold. They were made of clay.
3 Look and write. Compare. •
4 Describe the pictures in pairs. Focus on the two pictures. Explain that the first shows Billy and William in a classroom in Ancient Greece. The second shows them in Miss London’s classroom in the present day. Ask a pair of children to read the example dialogue to the class. Elicit some similar present simple and past simple sentences about the pictures from the class. Ask the children to work in pairs to talk about the things in the picture of the classroom from Ancient Greece and compare them with the things in the modern day classroom. They use past simple and present simple sentences with made of . They can also refer to the Talking about a picture section on the Speak up poster, for help.
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POSSIBLE ANSWERS
The Ancient Greeks wrote on tablets. They were made of wood and wax. We write in books. They are made of paper. The Ancient Greeks sat on benches. They were made of wood. We sit on chairs. They are made of metal and plastic. The Ancient Greeks used abacuses. They were made of wood. We use calculators. They are made of plastic. The Ancient Greeks used combs. They were made of ivory. We use combs too. They are made of plastic. The Ancient Greeks drank from cups. They were made of clay. We drink from bottles. They are made of plastic.
Optional activity •
The children look at the pictures. In their notebooks, they write a sentence about what each thing was made of in Ancient Greece, followed by a sentence about what their corresponding belongings are made of today.
POSSIBLE ANSWERS
1 In Ancient Greece, toys were made of wood and clay. My toys are made of plastic. 2 In Ancient Greece, clothes were made of wool and linen. My clothes are made of cotton and wool. 3 In Ancient Greece, combs were made of ivory. My comb is made of plastic. 4 In Ancient Greece, beds were made of wood and leather. My bed is made of wood and metal.
4 Look and complete. •
The children look at the picture and complete the sentences about what the children’s clothes are made of. Remind them to use the pronoun his or her for the second sentence about each child.
ANSWERS
1 Jilly’s coat is made of wool. Her shoes are made of leather. 2 Billy’s trousers are made of wool. His shirt is made of cotton. 3 Milly’s skirt is made of wool. Her bag is made of leather.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Read out some correct and incorrect sentences about objects in Ancient Greece and the modern day for the children to call out True or False. They correct the false sentences, e.g. In Ancient Greece, combs were made of ivory. – True; Today, combs are made of wood. – No they’re not. They are made of plastic.
Unit 3
73
Reinforcement Lesson 3a (optional) REINFORCEMENT AND STORY PRACTICE
2 Complete the diagram. •
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Lesson objectives Review and practise be made of in the present and past simple Review and practise materials vocabulary
Language Core: Lesson 1 materials words; be made of (present and past simple) Review: plastic, cotton
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Materials DVD Story 3; Unit 3 wordcards Set 1; Unit 3 Grammar and everyday language poster; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 3; a collection of objects made of different materials for each group (e.g. a wax candle, a plastic comb, a pair of woollen gloves, some silver earrings)
POSSIBLE ANSWERS
Today
Warmer •
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Ask the children if they have ever heard of a Venn diagram. Tell them that they are going to draw one and put the words from Activity 2 into it. Draw two overlapping circles on the board. Write the heading Today at the top of the left-hand circle, and Ancient Greece at the top of the right-hand circle. Tell the children that they must write the objects in the correct circles. Any objects that are used today and were used in Ancient Greece should be written in the overlapping section. Do the first object as a class and then allow the children to sort the remaining objects by themselves. Go through the answers with the class. The children may feel that some of the answers are a matter of debate, e.g. we don’t usually have iron doors today, but they can be found on some buildings. Resolve any disputes and come to an agreement as a class.
Put the Unit 3 Set 1 wordcards face down on your table. Ask a volunteer to stand up. Turn over the first wordcard and show the class. The volunteer makes a sentence about it, e.g. My shoes are made of leather. Repeat with the rest of the wordcards.
Ancient Greece
cotton T-shirt
leather sandals
plastic toothbrush
clay pot
linen tunic wax tablet ivory comb iron door
Lead-in •
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Divide the class into small groups. Give each group a collection of objects. The children talk to each other about what each object is made from. Ask one person from each group to report back to the class.
1 Write the vowels. •
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Tell the children that you are going to write some phrases on the board that are made up of a material and an object, but the vowels will be missing. They must copy them down, writing in the missing vowels. Write the following in a column on the right-hand side of the board: l _n _n t _n _c w_x t_bl_t _ v _ r y c _ m b cl_y p_t _ r _ n d _ _ r c _ t t _ n T-s h _ r t l _ _t h _r s _ nd _ ls p l _ s t _ c t _ _ t h b r _ s h Go around the room, helping and checking as the children write their answers. Check the answers with the class. Write in the missing vowels and leave the phrases on the board.
ANSWERS
linen tunic, wax tablet, ivory comb, clay pot, iron door, cotton T-shirt, leather sandals, plastic toothbrush
74
Unit 3
Learning to learn Tell the children that Venn diagrams can be used to show relationships between any two groups. Explain that by using a diagram, we can present information in a visual way. Diagrams can also be useful in helping us to plan our work. Discuss with the class what kind of diagrams the children have used and how these diagrams help with presenting information and planning work. KEY COMPETENCE:
3 Choose one of these topics: clothes, things in the house, things at school . Compare life today with life in Ancient Greece. •
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Tell the children that they are going to write about the similarities and differences between one aspect of life today and life in Ancient Greece. Explain that they can use the information from their diagrams to help them. Use the Grammar 1 section of the Grammar and everyday language poster for Unit 3 to review the use of be made of in the present and past simple. The children choose their topic and write their comparisons. They should include sentences with is / are made of and was / were made of .
4 Watch the story on DVD. •
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DVD Story 3
Tell the children they are going to watch the story The wooden horse on DVD. Write the following words on the board and ask the children to copy them into their notebooks.
1 city 2 war 3 castle 7 boat 8 party •
•
4 wall
5 gates
6 stone
Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 3 story clip on the DVD. Play the clip again for the children to check their answers.
Lesson 4
READING AND WRITING Lesson objectives Read and understand a diary entry from Ancient Greece Use adjectives in the correct order in sentences Write a diary entry Learning to learn: keeping a learning diary
ANSWERS
1 city
2 war
4 wall
5 gates
6 stone
8 party
5 Make story wordcards. •
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
CB PAGE 29 and AB PAGE 27
Language Core: Lesson 1 materials words; adjective word order; Review: adjectives to describe opinion, size, age, shape, colour, origin and material; octopus, reading, run / ran, write / wrote Extra: athletics, wrestle, discus
Materials Unit 3 wordcards Set 1
Warmer Play a game of Spell it! (see page 202) with some of the Unit 3 Set 1 wordcards.
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Lead-in Ask if the class can remember what Jilly brought in for her homework assignment in Lesson 1. Ask Which thing told use about the life of a boy in Ancient Greece? (T=the diary entry)
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Class Book 1 Read part 1. Remember and complete. Read page 26 again and check. Ask the children to look at the diary entry on page 29 and complete part 1 from memory. When they have finished, the children look at the diary entry on page 26 to check their answers. Then go through the answers with the class.
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ANSWERS
1 slave
2 rich
3 wood
4 boys
5 home
2 Read and write rich boys, girls or slaves. Read part 2 and check. Ask the children to read the sentences and write in their notebooks who they think they are about (rich boys, girls or slaves). Ask the children to read part 2 of the diary entry to check their answers. Then check as a class.
•
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ANSWERS
1 slaves
2 girls
3 rich boys
4 rich boys
5 rich boys
Optional activity •
Ask the children to read part 2 of the diary entry again and write down all of the adjectives they can find.
3 Read part 2 again and match. Complete the table. •
Focus on the example. Ask the children to find the sentence in the text.
Unit 3
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Ask the children to read the rest of part 2 again and match the remaining sentences. Check the answers with the class. Ask the children to write the adjectives in the correct columns in the table. Go through the activity. Explain that this is the way that we order adjectives when we use several in one sentence.
ANSWERS Opinion Size Age Shape Colour Origin Material Noun
1 my wonderful 2a
old
fantastic long
3 my 4a
new heavy
Greek
teacher
classical
poem
brown round
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iron
Focus on the first picture. Ask What can you see? (a helmet) Elicit three adjectives that could describe the helmet ( grey blue, iron). Ask the children to help you put the adjectives in the correct order. Write the complete phrase on the board (a grey and blue iron helmet). The children write phrases with three adjectives for the remaining pictures.
The children read the Ancient Greek girl’s diary and complete the sentences. They then underline the adjectives in the diary.
ANSWERS
1 clay 2 brother 3 read and write 4 a tunic 5 of wood 6 octopus soup Adjectives: clay, big, fresh, delicious, big, square, woollen, large, round, wooden
2 Read and circle. The children read the sentences and circle the correct word or phrase in each one.
ANSWERS
1 yourself 2 date 5 ’I’ and ‘we’
3 past simple
4 morning
3 Create an adjective table like the one in your Class Book page 29. Add phrases from the diary entry in Activity 1. •
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The children copy the phrases with more than one adjective from the text into their table from Activity 1.
Unit 3
big
square
woollen one
our
large
round
wooden hoops
4 Write a diary entry about what you did yesterday. •
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Ask the children to think about what they did yesterday in the morning, afternoon and evening. Ask a different child to suggest a sentence for each time of the day. The children write a diary entry in their notebooks, using the one from Activity 1 as a model. Encourage them to use as many adjectives as possible.
Learning to learn: Write a diary entry for today. Use these questions to help. •
•
Ask the children to read the questions. They use their answers to write a learning diary. Focus the children’s attention on the Writing tip.
Write a word or draw a picture to describe how you feel about learning today. •
The children write a word or draw a picture that describes how they feel about their learning to go with their diary. Learning to learn Writing a learning diary helps the children to take control of their learning. While it may not be possible to write a diary entry at the end of each lesson, encourage the children to talk about how they feel about their learning and achievement as often as possible.
1 Read the diary and complete the sentences. Then underline the adjectives in the text.
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doll
a
KEY COMPETENCE:
A grey and blue iron helmet. A smelly, brown, leather sandal. A heavy, old, iron door. A big, young, rich Greek. A tall, young, slim woman. A beautiful, brown, wooden horse.
Activity Book
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clay
discus
POSSIBLE ANSWERS
1 2 3 4 5 6
my
wooden abacus
4 Describe the people and objects in each picture with three adjectives. •
ANSWERS Opinion Size Age Shape Colour Origin Material Noun
Lesson 5
CB PAGE 30 and AB PAGES 28 and 104
VOCABULARY AND DVD SONG Lesson objectives Identify different parts of a Roman villa Listen and extract information from a song Compare your house to a Roman house
ANSWERS
A couch B study F fountain
2; Speak up poster
Warmer •
Ask different children around the class to stand up and describe one of their belongings or something that they are wearing, using a phrase with three adjectives, e.g. This is my fantastic, new, pink pencil case.
Lead-in •
Ask the children to work in pairs. They take turns to describe their houses and objects in certain rooms to each other.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 2•06 •
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Establish that this lesson is about Roman houses. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the things in the picture as they do so.
Transcript When you look back in time, in our history, Tell me who invaded Europe, from 200 BC? They were Romans! They’re still really famous. Romans! Look what they gave us! They’re the ones who built the roads. The Romans were builders. They built big villas, With tiles on the roof and huge stone pillars. In the kitchen it was dark. It was dirty and bare, But it didn’t really matter ‘cos the slaves worked there. The rich men lay on couches to eat their dinner. While the rich got fat, the slaves got thinner. … They’re the ones who built the walls. Now let’s take the stairs to the first floor. Look and see just what those Ancient Romans saw. In the bedroom was a bed, made of wood and leather, And a mattress made of grass or straw or maybe feathers. They had a study with mosaic floors, a balcony. They had a courtyard with a fountain and an olive tree. … They’re the ones who built the baths. Hey under the floor the Romans had heating. They liked to take a bath when they finished eating. They had public toilets. They had public baths. And they all washed together and they talked and laughed. They didn’t have a bathroom in their home, ‘Cos they didn’t like bathing all alone. They were Romans … Look at what they gave us! [x2] ANSWERS
kitchen, bedroom, study, bathroom
5 Listen again. $ 2•08 Say True or False. Ask the children to read the sentences in their Class Books. Play the recording again, pausing if necessary, for the children to listen and say True or False for each sentence.
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Transcript 1 couch 2 mattress 3 heating 4 tiles 5 first floor 6 balcony 7 stairs 8 pillar 9 fountain 10 courtyard 11 study 12 mosaic
3 Listen and say the word. $ 2•07 •
Play the recording, pausing after each description for the children to say the word. Display the Unit 3 Set 2 wordcards for support while they listen.
Transcript A B C D E F
The Romans lay on this to eat. It was a room to work in. They were on the roof of a villa. It was under the floor in a villa. The Romans used these to go up to the bedroom. This was in the courtyard.
E stairs
Play the audio or DVD version of the song for the children to listen and make a note in their notebooks of the rooms they hear. Play the song a second time if necessary.
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Materials CD2 $ tracks 06–09; DVD Song 3; Unit 3 wordcards Set
D heating
4 Listen to the song. $ 2•08 Which rooms do you hear? DVD Song 3
Language Core: couch, mattress, heating, tiles, first floor, balcony, stairs, pillar, fountain, courtyard, study, mosaic, Review: prepositions; toilets, fat, road Extra: folding clothes, sweeping the path, laying the table
C tiles
ANSWERS
1 False
2 False
3 True
4 False
5 False
6 True
Optional activity •
Ask the children to correct the false sentences in Activity 5.
Artistic and cultural competence Through this true/false comprehension activity, the children learn about how people lived their everyday lives in Roman times. Tell the class that there are examples of well-preserved Roman houses and villages that are still around today. Ask if they know of any such sites and if they can tell you anything about them. KEY COMPETENCE:
Unit 3
77
6 Compare your house to a Roman house. Talk in pairs. •
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Ask a pair of children to read the example dialogue to the class. Refer the children to the section on describing similarities and differences on the Speak up poster. They work in pairs, taking turns to make comparisons.
Lesson 6
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about Roman baths Read and understand a text about Roman baths Practise using used to / didn’t use to to describe things that people regularly did in the past Make sentences about people’s regular activities in the past and present
Activity Book Bilingual dictionary •
Tell the children to turn to page 104 of their Activity Books and write the translations for the Ancient Rome words.
Language
1 Complete the song. Listen and check. $ 2•08 •
•
Core: activities; used to / didn’t use to Review: present simple; past simple; restaurant, city, wear Extra: games room, take off, perfumed, humid, oil, sweat, body, statue
The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
Materials CD2 $ tracks 08 and 10–11; Speak up poster; Unit 3
ANSWERS
1 villas 2 tiles 3 pillars 4 couches 5 stairs 6 mattress 7 study 8 mosaic 9 balcony 10 courtyard 11 heating
2 Listen and tick ✓ the typical Greek house. $ 2•09 •
•
Play the recording for the children to listen to the description of a typical Greek house. They tick the correct picture. Check the answer with the class.
Transcript Ancient Greek houses had different rooms for men and women. Here’s a typical one. It’s got two floors. There’s a courtyard in the middle with pillars in it. On the ground floor, there’s the men’s dining room on the left. There are couches for the men to sit on. At the back, there’s a kitchen and on the right, there’s a bathroom. There’s also a room for keeping food and a room for working. On the first floor, there are two bedrooms with beds and wooden boxes. The mattresses were made of linen or leather. There’s also a small room for a slave and a large room for the women. ANSWER
a✓
3 Look at Activity 2 and complete. •
Grammar and everyday language poster
Warmer $ 2•08 •
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The children write a description of their home in their notebooks.
1 Look at the photos. Say what you know about Roman baths. •
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Unit 3
Ask the children to look at the photos and say what they can see. Ask the children to work in pairs. They use the photos to tell each other what they know about Roman baths. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the photos as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 2•10
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Ask individual children about their bath-time routine, e.g. When do you have your bath? What do you wash with? Do you put bubbles in the water? Now ask the children to imagine they live in Roman times. Ask different children to tell you about their baths. Tell the children that the Ace pupils are going to visit some Roman baths in this lesson, where they will learn about Romans and their bathing habits.
Class Book
ANSWERS
4 Write about your home.
Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in
The children complete the sentences about the typical Greek house (picture a).
1 There’s, courtyard 2 There’s, bathroom 3 first floor, bedrooms
CB PAGE 31 and AB PAGES 29 and 110
Tell the children that they are going to listen and read to check their ideas on Roman baths. Play the recording while the children follow the words in their books. Ask the children if their predictions were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary.
3 Read the grammar table and learn. Find more examples of used to in the text. •
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Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 3. Use the examples and explanations to show how and when we use used to / didn’t use to. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of used to.
ANSWERS
They used to go to the public baths …; They used to do exercises …; They used to wear wooden sandals …; They didn’t use to wash with soap; Then they used to jump into a very cold pool! Learning to learn Making and memorizing sentences consolidates learning. The children will be able to use the structures that they have memorized to make new sentences. Ask the children to write an example of an affirmative and negative sentence and a question about the Romans. KEY COMPETENCE:
Optional activity •
Make false sentences about the Romans for the class to correct, e.g. The Romans used to wash with soap. (No! They didn’t use to wash with soap. They used to take off the oil and sweat with a strigil.)
4 Read again and complete the table. •
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Focus on the table. Explain that the first column is for the activities that the Romans did in the past and the second column is for the things that the tourists do in the present. Ask the children to read the text again. They write the activities in the correct columns. Present activities take photos visit the museum buy souvenirs
jump into cold pools
5 Make sentences about Romans and tourists in pairs. •
Ask the children to work in pairs. They take it in turns to use the first column of the table to make sentences with used to / didn’t use to about what the Romans did in the past, and the second column to say what the tourists do today.
Activity Book Grammar •
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The children complete the sentences from memory. They look back at the text on page 31 of their Class Books to check their answers.
ANSWERS
1 didn’t use to
2 used to
3 didn’t use to
4 used to
2 Listen and number the pictures in order. $ 2•11 •
Play the recording, pausing if necessary, for the children to number the pictures in the correct order.
Transcript Rich people in Ancient Greece had bathrooms. Baths were very important. 1 First, a slave used to collect water from a well. The slave carried the water back to the house. 2 Then the slave used to heat the water over a fire. When it was hot, he poured it into the bath. The baths were made of wood or stone. 3 The rich person used to wash in the bath. The Ancient Greeks didn’t use to use soap. 4 After the bath, the rich person used to cover his or her body with olive oil. The Ancient Greeks often used to eat after a bath. ANSWERS
a 3
b 1
c 4
d 2
3 Write sentences. Then write G (Greeks) or R (Romans). •
•
The children complete the sentences by looking at the phrases and the ticks and crosses, and writing affirmative or negative used to sentences accordingly. They then look at the pictures in Activity 2 and remember the information about Romans on the Class Book page to decide if the sentence applied to the Greeks or Romans.
ANSWERS
ANSWERS
Past activities use a strigil wash in the baths do exercises use soap
1 Write used to or didn’t use to.
Tell the children to turn to the Grammar reference on page 110 of their Activity Books, and remind them that it is here to help them when they need it.
1 2 3 4 5 6
They used to have baths at home. G They didn’t use to have baths alone. R They used to heat water over a fire. G They didn’t use to have a bathroom in their home. R They used to meet their friends at the baths. R They didn’t use to jump into a cold pool. G
4 Listen again and tick ✓ or cross ✗. $ 2•11 Then write about rich people in Ancient Greece. •
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Play the recording for the children to listen again. They put a tick or a cross next to the sentences. The children then use the sentences to write about rich people in Ancient Greece. Check the answers with the class.
ANSWERS
1 ✗ 2 ✓ 3 ✗ 4 ✓ 1 They didn’t use to carry their own water. Their slave used to carry their water. 2 They used to have baths made of wood or stone. 3 They didn’t use to use soap. They used to use olive oil. 4 They often used to eat after a bath.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Unit 3
79
Extension Lesson 6a (optional) CROSS-CURRICULAR AND SOCIAL TASK Lesson objectives Identify people and things in a Roman amphitheatre Research the life of a gladiator Write a diary entry for a gladiator Share knowledge and learning in the form of a social task
Language Core: Lesson 1 materials words; Lesson 5 Ancient Rome: house and home words; amphitheatre, audience, gladiator, tier, arena, corridor Extra: wild animal, criminal
Materials DVD cross-curricular; computer, internet/encyclopedias and interactive whiteboard or a large picture of a wellpreserved amphitheatre, such as the Colosseum in Rome or the Roman Amphitheatre at Arles, France; a smaller picture of an amphitheatre for each group; large sheets of paper for each group; Speak up poster
Warmer •
Roman amphitheatres Amphitheatres are open structures that were used for entertainment in Roman times. The audience could watch fighters called gladiators battle to the death with each other, wild animals or condemned criminals. The first amphitheatres were made of wood, but after the construction of the Colosseum in Rome, amphitheatres were built from stone. Amphitheatres were typically elliptical in shape with seats rising in tiers around a central arena. Corridors and stairs allowed the audience to move around freely. Below the arena were the quarters for the gladiators, beasts and other fighters. CULTURE NOTES:
2 Find or draw a picture of an amphitheatre. Label these things: audience, gladiator, tiers, arena, corridors.
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Play a game of Twenty twenty (see page 202) to review the vocabulary from Lesson 5.
Optional activity •
Lead-in •
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Divide the class into small groups. Hold up the picture of the amphitheatre so that all the class can see it, or project an image of the amphitheatre on to the interactive whiteboard. Ask the children to describe what they can see. Tell them that the building is a Roman amphitheatre. Write the word on the board and ask the children to repeat it.
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Refer the children to the Speak up poster. Focus on the section for agreeing and disagreeing. Tell them that they are going to use some of this language to talk about what they think Roman amphitheatres were for. Ask the children to work in pairs. They talk about what they think Roman amphitheatres were used for. Ask the children to share their ideas with the class. Use the information in the Culture notes below to make corrections or tell the children about Roman amphitheatres. Teach the words in bold. Write them on the board for the children to repeat.
Ask the children to work in pairs. They take turns to tell each other about their pictures.
3 Research the life of a gladiator. •
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1 What do you think amphitheatres were for? Tell your partner. •
If there is classroom access to the internet, ask the children to find a picture of a Roman amphitheatre that they can label. If not, ask the children to work in small groups. Give each group a large sheet of paper and a picture of an amphitheatre that they can copy. Walk around the class as the children draw and/or label their pictures. Help where necessary. Ask some of the children to hold up their pictures and tell the class about them.
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Ask the children to imagine that they are gladiators. Encourage them to discuss in their groups what life might be like, then discuss this as a class. Ask the children to use the internet (if you have classroom access) or encyclopedias to find out more about the life of a gladiator. KEY COMPETENCE:
Competence in social skills and
citizenship By working in a group, the children have the opportunity to share ideas with their peers without having to address the whole class. This helps less outgoing children to build confidence. Where practical, allow the children to share ideas with a partner or group before discussing ideas as a class.
4 Imagine you are a gladiator. Write a diary entry. •
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Tell the children that they are going to imagine they are a gladiator and write a diary entry, using their researched information. Go around the class as they do this, helping and checking. Divide the class into small groups. The children take turns to read their diary entries to each other.
Further practice $ DVD, Unit 3 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 3, Cross-curricular worksheet. Notes and answers on CD-ROM.
80
Unit 3
Lesson 7
CB PAGE 32 and AB PAGE 115
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: listen for and use intonation in lists Use shopping language by pretending to buy something in a shop
Language Core: Lesson 5 Ancient Rome: house and home words Review: Can I help you? Do you sell …? Yes, we do. / No, we don’t. Have you got …? We’ve got … What colour T-shirts have you got? Here you are, spend Extra: gladiator, paddling pool, emperor, spa water,feel free, look around, special offer, sale, ornament, half price
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ANSWERS
1 £12.00 2 £19.99 5 £7.00 6 £1.50
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Ask the children to use the wordcards on the board to tell you all they can remember about Roman houses.
Class Book 1 Listen and say who is talking. $ 2•12 •
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Ask the children to look at the picture. Ask Where is Jilly? Play the recording all the way through. The children listen and say who is talking.
ANSWER
Ask the children to look at the three sets of shopping on the right-hand side of the page. Ask them to describe what they see. Play the recording for the children to listen and find Jilly’s shopping and the price.
ANSWER
4 Look, listen and repeat. $ 2•14 •
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Tell the children to look at the sentences in the Perfect pronunciation box. Explain that they all come from the dialogue in Activity 3. Tell the children that in sentences like this, where lots of items are listed, the intonation rises on all but the last item in the list. Show how this is indicated by the arrows. Play the recording for the children to listen to the intonation in the sentences, then play it again for the children to repeat chorally then individually.
5 Listen to the dialogue again. $ 2•13 Act out. •
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Play the dialogue again for the children to follow the words in their books and listen for the intonation in the sentences that contain lists. Ask the children to work in pairs to act out the dialogue. Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards. Practise in pairs. •
Transcript Shop assistant Hello. Please feel free to have a look around! We’ve got lots of exciting things! Just to let you know, there are some special offers today. Some of our toys have special prices. The puppet is just £6.99 now. It was £12, so that’s a good price. The little wooden horses there, they’re just 90p each and the Roman paddling pool was £23, but now it’s £19.99. Then there’s a great saving on the model of the villa. That was £40, but now it’s £36.50. Over in the corner we’ve got some clothes. They’re in the sale too. The large T-shirts are £18 and the small T -shirts are … I think they’re £15 … yes, the small T-shirts are £15. And the caps … can you see the caps? They’re just £7 each now. Oh! And before I forget …we’ve got little bottles of spa water for just £1.50 each. They normally cost £3, so they’re half price. And we’ve also got cups. They cost £4.25 each.
4 T-shirts
3 £16.80
Put the Unit 3 Set 2 wordcards on the board and play a game of The definitions game (see page 202) with the class.
Lead-in
3 £40.00
3 Listen and read the dialogue. $ 2•13 Which is Jilly’s shopping? How much did she spend?
Materials CD2 $ tracks 12–14; Unit 3 wordcards Set 2; scissors Warmer
Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 3 and draw attention to the shopping language. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 3 fluency cards. They complete their individual questions on their cards. Ask the children to take turns to ask and answer the questions on their cards.
Competence in social skills and citizenship The children need to be able to relate to others on a variety of levels: as peers, students or strangers asking for or giving help. It’s important that the children recognize the appropriate way to speak in different situations. KEY COMPETENCE:
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 3, Listening and Speaking. Notes and answers on CD-ROM.
a shop assistant
2 Listen again and complete the price list. $ 2•12 •
Focus the children’s attention on the price list at the top of the page. Point out that some of the information is missing.
Unit 3
81
Lesson 8
CB PAGE 33 and AB PAGE 30
CULTURE AND READING
4 What is your favourite monument? Write three reasons. Ask the children to think about which of the three ancient monuments they like best. In their notebooks, they write three reasons for their choice.
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Lesson objectives Read and understand texts about ancient monuments from different countries Talk about your favourite ancient monument Understand the importance of being a responsible tourist Regular review: practise using superlatives
5 Tell your partner. Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which ancient monument they like best and why. Ask some of the children to share their opinions with the class.
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Language Core: Lesson 1 materials words; Lesson 5 Ancient Rome: house and home words Review: superlatives; pyramid Extra: tomb, chamber, entrance, stadium, spectator, wild animal, temple, goddess
Artistic and cultural competence In Activity 5, the children have to think in detail about their chosen monument to explain why it is their favourite. In doing so, they take in cultural information and use it in a way that is personal to them. During feedback, ask the children if they have ever visited any of the monuments. Ask which ancient monument in the world they would most like to visit and why. KEY COMPETENCE:
Materials Speak up poster
Optional activity
Warmer •
•
Play Everything I know about … (see page 202) on the subject of Romans.
Lead-in •
Ask the children what they remember about the Roman baths from Lesson 6. Tell them that today they are going to learn about ancient monuments from around the world today.
Play a game to review superlative adjectives. Describe the monuments using superlative sentences for the class to guess, e.g. It’s on the highest hill in Athens. (The Parthenon!)
Vital values •
Class Book
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask the class How can we be responsible tourists? Encourage a variety of responses from different children around the class. Accept answers in English or the children’s own language.
1 Compare the photos in pairs. •
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Ask the children to work in pairs to compare the photos. Refer them to the section on describing objects and talking about similarities and differences on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
Activity Book 1 Read the texts on Class Book page 33 again. Make notes in the first three columns of the table. •
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2 Read and match the texts and photos. •
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Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about ancient monuments in different countries, and Ammon, Francesca and Yanni have posted responses on Ace! Space. Ask the children to read the three texts quick ly and match each of them with a photo from Activity 1.
ANSWERS
1 Francesca
2 Yanni
3 Ammon
3 Read again and choose the best answer. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 a 82
Unit 3
2 c
3 b
4 b
5 b
6 b
Ask the children to read the texts about the ancient monuments again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Monument
Great Pyramid of Giza
Colosseum
Parthenon
Country
Egypt
Italy
Greece
Built by …
Ancient Egyptians
Ancient Romans
Ancient Greeks
Built in …
2470–2560 BC
72–80 AD
447–438 BC
Size
146.5 m tall
188 m long, 156 m wide
69.5 m long, 30.9 m wide
Use
tomb
theatre/ stadium
temple
2 Write notes about an ancient monument in your country in the last column of the table. •
The children think about an ancient monument in their country and fill in the last column of the table in Activity 1.
Lesson 9
WRITING AND PHONICS Lesson objectives
3 Complete the sentences with superlative adjectives. •
Identify the features of a tourist information leaflet Understand when to use p for pence Recognize the spelling patterns of regular and irregular plural forms Write a tourist information leaflet
Review superlative forms of adjectives with the class if necessary. The children complete the sentences.
ANSWERS
1 oldest, biggest
2 largest
3 highest
4 longest
Language
4 Write about the pyramids. •
Core: Lesson 1 materials words; Lesson 5 Ancient Rome: house and home words; irregular and regular plural nouns Review: find / found Extra: fort, nearby, explorer,
The children look at the picture and write sentences about the pyramids using the superlative forms of the adjectives in the box.
ANSWERS
1 Pyramid C is the tallest. 2 Pyramid B is the widest. 3 Pyramid A is the oldest.
5 Use your notes in the table to write about the ancient monument in your country. •
•
The children use their notes from the table in Activity 1 to write about an ancient monument in their country. They should write full sentences, in their notebooks, in answer to the questions (1–3).
CB PAGE 34 and AB PAGE 31
Materials CD2 $ track 15, Unit 3 wordcards Set 1; a watch or timer Warmer •
Put the Unit 3 Set 1 wordcards on the board. Divide the class into small groups. Say that they have dug up some ancient treasures in their gardens. Set a time limit of three minutes. They must write down as many adjective and noun combinations as possible to say what they have found, e.g. an ivory comb, a wooden sandal, an iron door .
Lead-in •
Ask the children what other ancient things people might find under the ground.
Class Book 1 Read the leaflet. What kind of leaflet is it? •
•
Focus on the leaflet. Invite the children to predict what it is about. Ask them to read the text quickly and choose the correct answer. Would you like to visit Vindolanda? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
ANSWER
b
2 Read the leaflet again and answer the questions. •
•
Ask the children to read the six questions in their Class Books. The children read the leaflet again, in more detail, and write their answers to the questions.
ANSWERS
1 6 pm 2 £16.25 3 interesting leather, wood and iron objects, some special 2,000-year-old letters and Hadrian’s Wall 4 73 miles long 5 6 years 6 Jilly spelt the plural of child incorrectly. Because it is an irregular plural. •
•
After you have gone through the answers with the class, ask the children to look at the annotations on the left of the text. Go through them with the class. Focus on the Punctuation box. Ask them Is ‘p’ used for ‘pence’ every time in the leaflet? Why? / Why not?
Unit 3
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3 Listen and read. $ 2•15 Which animals appear in the poem? •
•
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Ask the children to look at the picture to the right of the poem and tell you what they can see. Read the question with the class. Play the poem for the children to listen and follow the words in their books and find the answer. Play the poem a second time, if necessary.
Lesson 10 REVIEW
Lesson objectives Review the unit vocabulary and grammar Practise integrated skills
Language
ANSWERS
Core: Lesson 1 materials words; Lesson 5 Ancient Rome: house and home words; be made of (present simple and past simple); used to / didn’t use to Review: school hall,
sheep, deer, geese, mice, wolves, foxes
4 Listen and read again. $ 2•15 Find and write the plurals. •
•
Ask the children to look again at their answers to Activity 3. Ask What is unusual about these words? (Most of them are irregular plurals.) Play the recording for the children to listen and read again. Pause, if necessary, for the children to write down the rest of the plurals.
ANSWERS
Materials CD2 $ track 16; DVD Song 3/DVD Story 3; Unit 3 Grammar and everyday language poster
Warmer •
sheep, deer, leaves, geese, mice, wolves, tracks, foxes, boxes, scarves, ladies, knives, men, sandals, feet, children, potatoes, tomatoes, people Learning to learn Encouraging the children to notice spelling patterns helps with reading and writing. It is useful to keep a record of words that follow particular patterns.
•
KEY COMPETENCE:
Activity Book
•
•
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The children write the plural version of each word. The children then work in pairs to practise saying the words. 5 scarves
2 Read the tourist information leaflet quickly. Complete the headings. •
The children read the leaflet quickly and then write the headings for each section, using the phrases in the boxes.
ANSWERS
A Opening Times B Admission Charges C What is Stonehenge? D What else is there to see and do? E Where can you find us?
3 Read the leaflet again. Write the irregular plurals of the words in brackets. •
The children fill in the remaining gaps in the leaflet text with the plural forms of the words in brackets.
ANSWERS
children, people, teeth, knives
4 Use the information below and on Class Book page 31 to write a leaflet about the Roman baths in Bath. •
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The children write a tourist information leaflet about the Roman baths in Bath in their notebooks using the information in the boxes and the details in the Class Book.
Unit 3
Ask the children to vote on whether they would like to watch the Unit 3 story animation or the Unit 3 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 3. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Look and read. Write numbers and words.
ANSWERS
1 sheep 2 potatoes 3 mice 4 deer 6 men 7 foxes 8 geese 9 ladies
DVD Song 3 / Story 3
Lead-in
1 Write and say the irregular plurals. •
CB PAGE 35 and AB PAGES 32, 109 and 110
•
•
Focus on the picture. Ask What did Class 5A make this week? (A model of a Roman villa). Ask the children to read the text and write the words and numbers in the correct places on the picture.
ANSWERS
1 study 2 tiles 3 stairs 4 balcony 5 bedroom 6 bed 7 mosaic floor 8 couch 9 pillars 10 fountain 11 courtyard 12 heating
2 Read and choose. •
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Use the Grammar 1 section on the Unit 3 Grammar and everyday language poster to review the present simple and past simple forms of be made of. Ask the children to read the text and choose the correct forms of the verb to be.
ANSWERS
1 was
2 is
3 were
4 are
3 Write sentences with used to. •
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Focus attention on the pictures of the past pupils. Explain that the other photos show what the pupils are like now. Ask the children to read the sentences and complete them with the correct form of used to.
ANSWERS
1 used to be 2 didn’t use to be 4 used to have
3 used to like
4 Order and write the materials. •
Ask the children to read about the craft exhibition. They reorder the jumbled letters to write words for the materials.
2 Do a materials hunt. Complete the last column of the table in Activity 1. Then choose four objects and write what they are made of. •
•
Set this activity as a homework task. Ask the children to do a materials hunt in their own homes, as Jilly did. They complete the last column of the table in Activity 1 and choose four of the objects and write sentences about them.
ANSWERS
1 gold 2 silver 3 woollen 4 linen 5 leather 6 ivory 7 bronze 8 stone 9 wax 10 clay
Learning to learn Solving anagrams focuses the children’s attention on spelling. As an extension of Activity 4, ask the children to make some anagrams of other vocabulary items from the unit. They give them to their partner to solve. KEY COMPETENCE:
Activity Book 1 Jilly did a materials hunt at home. Listen and complete her column of the table. $ 2•16 •
Play the recording of Jilly talking about her materials hunt. Pause, where necessary, for the children to complete the information in Jilly’s column of the table.
3 Read and circle the correct answers. Then underline three irregular plurals in the text. •
•
Ask the children to read Billy’s text and choose the correct word to go in each gap. Ask the children to then read the text again and underline three of the irregular plurals.
ANSWERS
1 used 2 of 3 the 4 of 5 are 6 as Irregular plurals: boxes, knives, teeth
4 Write about your home. •
The children write a sentence about their home for each of the words (1–5).
Transcript Miss London So, Jilly, did you do the materials hunt? Jilly Yes, I found everything! Miss London Well done. What did you find that was made of clay? Jilly A jug. It’s in our living room. We put flowers in it. Miss London Good. And what about gold? Jilly My mum has got some earrings made of gold. Miss London Great. What about iron? Was that more difficult? Jilly Well, I couldn’t find anything inside the house. But the gate in the courtyard is made of iron. Miss London That’s fine. Leather? Jilly That was easy! We’ve all got shoes made of leather. Miss London Of course. How about linen? Jilly I found a linen jacket. I think it’s my dad’s. Miss London OK. What did you find made of s ilver? Jilly My sister has got a watch made of silver. It’s really pretty. Miss London A silver watch. Great. And what about stone? Jilly That was difficult. But the tiles in our kitchen are made of stone. Miss London Excellent. Just three to go. Wax? Jilly There’s a candle in the study. Miss London OK. Wood? Jilly Oh, there are lots of things made of wood. The table in the kitchen, for example. Miss London A table. That’s good. So that just leaves wool. Jilly I’ve got a sweater made from wool. Look – I’m wearing it now! ANSWERS
clay jug, gold earrings, iron gate, leather shoes, linen jacket, silver watch, stone tiles, wax candle, wood table, wool sweater
Unit 3
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Lesson 11
Transcript
CB PAGE 35 and AB PAGE 33
1 I live in a house at 157 Green Road. It’s about a hundred years old. 2 It’s made of bricks and there are tiles on the roof. It’s got a blue door. The door is made of wood and glass. 3 Inside, it’s got a living room, a dining room and a big kitchen. On the first floor, there are three bedrooms and a bathroom. 4 Outside at the front there’s a wall and a gate. At the back there’s a small garden. 5 My favourite thing in my home is my computer. I use it all the time.
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 3 Evaluate your own progress
Language Core: vocabulary and structures from Unit 3
1 house,100 2 bricks, blue 4 small 5 computer
Materials CD2 $ track 17
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Ask the children to write down three questions about the objects learnt in the unit. These can be factual questions, language questions or a combination of both. Ask the children to work in pairs. They swap papers and answer each other’s questions.
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Lead-in •
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why?
Class Book 1 Prepare a presentation. 2 Give your presentation to the class. •
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Tell the children to look at the photo of the boy giving a presentation. Ask What is the presentation about? What is the boy showing the class? Tell the children they are going to prepare and then give a class presentation about their home. Ask the children to complete the preparation activities in their Activity Books before they give their presentations.
1 Look at the presentation plan in Activity 3. Read and write the headings.
•
Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the headings in the box and the information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
Autonomy and personal initiative The presentation is about the children’s own homes, so their approach will be a personal one. The children will not be able to find facts on the internet or in encyclopedias – all of the information must come directly from them. Whenever possible in lessons, relate topics to the children’s own lives. Ask questions for the children to provide personal information.
Optional activity •
3 Inside
2 Listen and circle the correct answers in the presentation plan. $ 2•17 •
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Tell the children that they are going to hear a pupil giving his presentation about his home. Play the recording for the children to listen and choose the correct answers from each pair of options.
Unit 3
Discuss the presentations with the class. What did the children find most interesting? Ask Whose house would you like to visit? Why?
4 Look back at the unit. Read and tick ✓. Complete.
•
Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
ANSWERS
1 Where I live 2 What it’s made of 4 Outside 5 My favourite thing
Tell the children to plan a presentation about their home by copying the headings from Activity 1 and making notes. Go around the class helping and checking. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class. KEY COMPETENCE:
•
Activity Book
•
3 big, three
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class.
Warmer •
ANSWERS
•
•
Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 35 of the Class Book: Lovely Literature homework. Find out about a famous English writer. Tell them that this will be the theme for the next unit. Ask the children if they k now of any famous English writers. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13).
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 / Term 1 Test. Notes and answers on CD-ROM. NOTE:
y l e v o L Lesson 1
l t e r a t u r e
CB PAGE 36 and AB PAGES 34 and 105
VOCABULARY Lesson objectives Identify adjectives for describing people Identify different text types Find information in a biography Talk about the personalities of people in your family
Language Core: generous, poor, lonely, sociable, cheerful, hard-working, caring, mean, miserable, intelligent, worried, energetic Review: family words; every day, drama, factory Extra: summary, biography , encyclopedia, childhood, prison, owe, apart from, shoe polish, factory
Transcript Miss London Hi everyone! What was your lovely Literature homework this week? Billy Find out about a famous English writer. Miss London That’s right! What have you got, Billy? Billy Well, I’ve got a poster. It’s for a play at the theatre. Miss London A Christmas Carol by Charles Dickens. Great! Billy And I found this information on the internet. It ’s a biography of Charles Dickens from an online encyclopedia. Miss London Very good! What else? Billy I’ve got a story too. It’s a summary of A Christmas Carol. Miss London Well done, Billy! Thank you! ANSWERS
A theatre poster
Materials CD2 $ tracks 18–20; Unit 4 wordcards Set 1; a watch or timer; pictures of famous writers from your country and/ or other countries •
Warmer Hold up each picture of the famous writers, one at a time. Ask the class Who is this writer? What do you know about him / her? Encourage the children to use adjectives to describe the writers. Write the adjectives on the board.
Lead-in •
•
•
Ask What homework did Miss London set at the end of the last unit? (Find out about a famous English writer.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Billy) What do you think he has brought in? Encourage a variety of suggestions from different children around the class.
Class Book 1 Listen. $ 2•18 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Billy’s homework. Ask the children to open their Class Books and look at the things Billy has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
C summary of a story
2 Match the words and the pictures (1–12). Listen, check and say. $ 2•19 •
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B biography
•
Ask the children to look at the pictures of the characters on the theatre poster (text A). Elicit, or explain, that the adjectives in the box are used to describe people’s personalities. They match the words to the pictures and write their answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 mean 2 energetic 3 intelligent 4 hard-working 5 miserable 6 caring 7 worried 8 poor 9 sociable 10 lonely 11 generous 12 cheerful
3 Look at text A. Listen and say the adjective. $ 2•20 •
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Ask the children to look at the theatre poster again. Point to the different characters and ask What do you think this person is like? How is he / she feeling? Tell them that they are going to hear the beginning of descriptions of the characters from the play. They must listen and say the missing adjectives. Play the recording. The children say the adjective.
Transcript A B C D E F G H I
Narrator Before, Scrooge was very … Narrator Now Scrooge is very … Bob Cratchit 235 times 6 equals 1410! Narrator Bob Cratchit is very … Narrator Bob Cratchit is also very … Narrator Jacob Marley is … Mrs Cratchit Now Tiny Tim, put on your hat and scarf. It’s cold out there! Narrator Mrs Cratchit is … Mrs Cratchit Oh dear! Oh! Poor Tiny Tim! Narrator Mrs Cratchit is … Tiny Tim Is there any more food, Mother? I’m very hungry. I’m cold too. Narrator Tiny Tim and his family are very … Fred Come in, everyone! How lovely to see you! Unit 4
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Narrator Fred is very … J Belle Oh! Ebenezer Scrooge is always working and I am always alone. Narrator Belle is … K The Ghost of Christmas Present Presents for everyone! Narrator The Ghost of Christmas Present is … L Fezziwig Goodness! I’m always so happy! Narrator Fezziwig is very …
Lesson 2 STORY
Lesson objectives Read and understand a summary of a s tory Compare yourself to a character from a story Write a review of the summary of a story
ANSWERS
A mean B energetic C intelligent D hard-working E miserable F caring G worried H poor I sociable J lonely K geneorus 12 cheerful
Language Core: Lesson 1 adjectives to describe people Review: past simple; coins Extra: Christmas Eve, office, office worker, coal, ghost, business partner, boss, fiancée, afterwards, grave
4 Read text B and answer. •
•
Ask the children to look at text B. Read the questions with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the biography to find the answers to the questions. Use a watch or timer to time one minute.
ANSWERS
Charles Dickens is one of the most famous of all English writers. As a young child he was happy and he was an excellent student.
5 Ask and answer in pairs. •
•
Bilingual dictionary •
Tell the children to turn to page 105 of the Activity Book and write translations for the adjectives to describe people.
1 Write the adjectives. •
The children look at the pictures and write the correct adjectives. Display the Unit 4 Set 1 wordcards for support.
ANSWERS
1 hard-working 2 energetic 3 worried 4 lonely 5 generous 6 sociable 7 cheerful 8 miserable
2 Read and complete the definitions. •
The children complete the definitions with the correct adjectives.
ANSWERS
1 Miserable 2 Intelligent 3 cheerful 4 caring 5 poor 6 lonely 7 generous 8 Mean
3 Look at the theatre poster in Activity 1. Complete the notes. •
The children read the theatre poster in Activity 1 again and complete the notes.
ANSWERS
1 A Christmas Carol 2 Charles Dickens 3 5th–15th December 4 The New Theatre, Aceton 5 7.00 pm
4 Write sentences about your family. •
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Materials CD2 $ track 21; Unit 4 wordcards Set 1 Warmer Play The definitions game (see page 202) with the vocabulary from Lesson 1.
•
Lead-in Explain that the children are going to listen to and read a summary of the story A Christmas Carol . Ask the children what they can remember about the characters from Lesson 1.
•
Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children take turns to ask about and describe different members of their family, using the adjectives from Activity 2.
Activity Book
The children write sentences in their notebooks about the people in their family using the adjectives from the lesson.
Unit 4
CB PAGE 37 and AB PAGE 35
Class Book 6 Read and listen. $ 2•21 Choose the main character. Ask the children to read the list of characters from the story. Explain that one of these is the main character. Play the recording for the children to follow the story in their books. Check the answer with the class and then discuss the children’s reactions to the story.
•
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•
ANSWER
Ebenezer Scrooge
7 Read again and answer. Ask the children to read the story again and write their answers to the questions in their notebooks.
•
ANSWERS
1 December 2 four 3 They were both mean. 4 Young Scrooge had a generous boss and a fiancée called Belle. Belle left him because he loved money so much. 5 Bob Cratchit is very poor and his youngest son is very ill. 6 After the visits, Scrooge is sociable and cheerful. He is never mean again.
Optional activity •
Give the Unit 4 Set 1 wordcards to individual children around the class. Ask them, one at a time, to stand up, show their word and use it to describe one of the characters in the story, e.g. Mr Fezziwig is a generous man.
8 Compare yourself to the story characters. Tell your partner. •
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Divide the class into pairs. Tell the children that they are going to compare themselves to the story characters. Focus on the example and ask a pair of children to read it to the class. Go around the class, helping and checking as the children take turns to make comparisons between themselves and the characters in the story. What do you think? Discuss the question as a class. Ask the children to work in pairs. They tell their partner about their favourite character from the story.
Lesson 3
CB PAGE 38 and AB PAGES 36 and 110
GRAMMAR Lesson objectives Practise using the past continuous and past simple Make sentences about the background to past events / short events that interrupt prolonged events Describe a picture Regular review: practise using irregular verbs in the past simple
Language
Artistic and cultural competence Through the activities in this lesson, the children analyse characters from a work of fiction. This is an important skill, which they will develop in their Literature lessons. As an extension to the tasks on the page, ask the children to make simple profiles of the main characters from the story. KEY COMPETENCE:
Core: Lesson 1 adjectives to describe people; past simple/past continuous
Materials CD2 $ tracks 21–22; Unit 4 Grammar and everyday language poster; Speak up poster
Activity Book
Warmer •
Plot, characters and setting
•
1 Remember the story. Read and write True or False. •
The children read the sentences and write their answers from memory. They check their answers by looking at the Class Book story summary on page 37. Then check the answers as a class.
1 True
2 False
3 True
•
4 True
The children complete the sentences with the names of the characters.
ANSWERS
1 Read and listen to the story again on page 37. $ 2•21 Match. •
1 Scrooge 2 Bob Cratchit, Tiny Tim 3 Fred 4 Jacob Marley 5 Fezziwig, Belle •
Synopsis
ANSWERS
The children complete the text by writing the missing words in the table.
ANSWERS
1 on 2 to 3 ghost 8 house 9 and
4 saw
5 him
6 the
7 Day
Review 4 Complete the review. •
With books open, tell the children that they are going to hear the story again. As they listen, they match the two halves of the sentences. Play the recording, more than once if necessary.
1 d
3 Read and complete. •
Ask the children what they can remember about the story summary from Lesson 2. Prompt with questions if necessary. Ask the children to open their Class Books and look at the story on page 37 again. How well did they remember it?
Class Book
2 Write the words. •
Lead-in
•
ANSWERS
Mime an adjective from Lesson 1 for the class to guess. Invite individual children to mime for the class.
The children complete the review and rate the story, referring to the Writing tip for help.
POSSIBLE ANSWERS
1 A Christmas Carol 2 Charles Dickens 3 Scrooge 4 office 5 Christmas 6 mean / miserable 7 generous 8 Children’s own answers 9 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4,
2 a
3 b
4 c
2 Listen and say the number. $ 2•22 Describe the pictures. •
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Focus on the pictures. Tell the children that they are going to hear a description of each picture. Play the recording, pausing after each description for a different child to say the number. Ask the children to work in pairs. They take turns to describe the pictures to each other.
Transcript It was snowing when Tiny Tim looked out of the window. The children weren’t singing when Scrooge opened the door. It wasn’t snowing when Tiny Tim looked out of the window. The children were singing when Scrooge opened the door. ANSWERS
2, 4, 1, 3
Story worksheet. Notes and answers on CD-ROM. Unit 4
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Grammar and everyday language poster •
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Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 4. Show how the past continuous is formed by was / were and the –ing form of the main verb. Copy an affirmative sentence from the table on to the board. Draw attention to how the past simple is used with the past continuous. It shows how a short event interrupts a prolonged event. Elicit a negative sentence from the table and write it on the board. Elicit a question and two possible short answers.
•
Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
4 Describe the picture in pairs. •
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Focus on the picture of the classroom. Ask the children to describe what they can see. Ask a pair of children to read the example dialogue to the class. Elicit some similar sentences about the pic ture from the class. Ask the children to work in pairs. Explain that they must make sentences using the past continuous and past simple to describe the events that were happening when the bell rang. They can also refer to the Talking about a picture section on the Speak up poster, for help.
POSSIBLE ANSWERS
Milly was painting when the bell rang. Jilly and Betty were talking when the bell rang. Miss London was writing when the bell rang. Billy and Rosie were acting when the bell rang. Bhaskar was reading when the bell rang. Sophie was drawing when the bell rang. William was drinking when the bell rang. KEY COMPETENCE:
Competence in social skills and
citizenship By working together in Activity 4, the children encourage each other to make observations, and practise grammar in a communicative way. This type of activity also provides an opportunity for peer correction.
Activity Book Grammar •
Tell the children to turn to the Grammar reference on page 110 of their Activity Books, and remind them that it is here to help them when they need it.
1 Look and circle. •
The children look at the picture and circle the correct verb forms.
ANSWERS
1 were playing, started 3 was decorating, fell
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Unit 4
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The children use the word prompts to make sentences about the other events that were happening in the pictures from Activity 1.
ANSWERS
1 Dad and Jilly were playing basketball when they saw a cat. 2 Mum was making biscuits when she dropped the spoon. 3 Grandad was reading the newspaper when he fell asleep.
3 Look, say and write.
3 Read and learn. •
2 Look at the pictures in Activity 1 and write sentences.
2 were watching, rang
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The children look at the pictures. For each one, they say a sentence using the present simple and present continuous. Then they write it down in their notebooks.
ANSWERS
1 Billy was drinking in the computer room when he dropped his cup. 2 Milly was running in the corridor when she fell over. 3 He was playing football when the ball hit the car. 4 She was walking next to the river when her hat fell in.
4 Write the past simple of the verbs. •
The children write the past simple forms of the irregular verbs. Remind them that they can use the irregular verbs list at the back of their Activity Books to help them.
ANSWERS
was, fell, made, rang, ran, saw, hit, had
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional)
2 Choose a character. Write a description. •
REINFORCEMENT AND STORY PRACTICE Lesson objectives Review and practise adjectives for describing people Review and practise sentences with the past simple and past continuous
3 Imagine the story is in modern times. Write the sentences. •
Language Core: Lesson 1 adjectives to describe people; past simple/past continuous
Ask the children to choose a character from A Christmas Carol . They write a description of him or her using the adjectives on the board.
•
Materials DVD Story 4; Unit 4 wordcards Set 1; Unit 4 Grammar and everyday language poster; $ Teacher’s Resource CDROM, DVD worksheets section, Unit 4
Ask the class to imagine that the story was set in modern times. Tell them that they are going to make changes to some of the details. Explain that they will need to use sentences with the past simple and the past continuous. Use the Grammar 1 section of the Grammar and everyday language poster for Unit 4 to review these structures. Write the following word prompts on the board or display them on an interactive whiteboard. The children work in pairs to write the sentences: Scrooge / work on his computer / Fred / visit; Scrooge / surf internet / Jacob Marley / appear; Scrooge / sleep on sofa / a ghost / wake him up; Scrooge / play video games / next ghost / arrive
ANSWERS
Warmer •
Play a game of Smiley face (see page 201) to review the vocabulary from Lesson 1.
Lead-in •
Tell the class that you are going to retell the story of A Christmas Carol, but that you will need some help. Summarize the story, including the four past continuous sentences (see Activity 1 in Class Book page 37). Each time you get to one of these sentences, read the first half and pause for the children to complete it, e.g. That night, Scrooge was sitting in his armchair when …
1 Put the adjectives in the correct groups. •
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Put the Unit 4 Set 1 wordcards on the right-hand side of the board. On the left-hand side of the board, draw a column with the headings Positive and Negative. Explain to the class that adjectives usually have positive or negative connotations. Invite a volunteer to the front of the class. Give him/her one of the wordcards to put under the correct heading. Ask if the class agrees. Repeat with the rest of the wordcards. The children may not agree about all of the words. Put disputed words to one side and discuss them when the activity is finished.
1 Scrooge was working on his computer when Fred visited. 2 Scrooge was surfing the internet when Jacob Marley appeared. 3 Scrooge was sleeping on the sofa when a ghost woke him up. 4 Scrooge was playing video games when the next ghost arrived.
4 Watch the story on DVD.
Tell the children they are going to watch the story A Christmas Carol on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 mean 2 fire 3 ghost 4 hot 5 sad 6 rich 7 ill 8 sociable Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 4 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 mean
Learning to learn The children can improve their writing by thinking about what ideas are suggested by the adjectives they use. When learning new adjectives, encourage the children to think about whether they are positive or negative words.
2 fire
3 ghost
5 sad
7 ill
8 sociable
5 Make story wordcards. •
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ANSWERS
Positive: generous, sociable, cheerful, hard-working, caring, intelligent, energetic Negative: poor, lonely, mean, miserable, worried Note: The children may say that words such as poor and lonely are not negative, as having these characteristics does not make you a bad person. Explain that ‘negative’ and ‘bad’ are not necessarily the same thing. Sometimes the same characteristic can be described by words with different connotations, e.g. Antonio is greedy. / Antonio has got a good appetite.
DVD Story 4
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KEY COMPETENCE:
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly.
Unit 4
91
Lesson 4
1 e
CB PAGE 39 and AB PAGE 37
2 f
3 a
4 c
5 d
6 b
3 Read part 2 again and write the missing words.
READING AND WRITING
Focus on the example. Tell the children that the sentence comes from the text. Ask the children to read part 2 again and find the rest of the sentences. They write down the correct linking word for each one.
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Lesson objectives Read and understand a biography Use linking words and, but, because and so in sentences Write an encyclopedia entry Learning to learn: using cognates
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ANSWERS
1 so
Language
2 but
3 and
4 because
Optional activity
Core: Lesson 1 adjectives to describe people; linking words (and, but, so, because); Review: past simple; pend, every day, art, maths, reading, factory, write / wrote Extra: rat, inherit, reporter, novel, publish, non-fiction
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Write the linking words and , but , because and so on the board. Discuss what we use each one for. Establish that and adds a similar idea; but gives a contrast; because gives a reason and so shows a result.
Autonomy and personal initiative The children need to be able to link ideas effectively in order to write natural sounding English. Ask the children to look out for examples of sentences containing the linking words and, but, because and so over the next few days and write them down. This becomes their personal record. KEY COMPETENCE:
Materials CD2 $ track 23; internet/encyclopedias; dictionaries Warmer •
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Describe a character from A Christmas Carol for the class to guess. Invite individual children to describe characters for the class.
Lead-in •
Ask if the class can remember what Billy brought in for his homework assignment in Lesson 1. Ask Which thing told us about the life of Charles Dickens? (the biography)
Class Book
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Ask the children to look at the biography on page 39 and complete part 1 from memory. When they have finished, the children look at the biography on page 36 to check their answers. Then go through the answers with the class.
ANSWERS
1 Portsmouth
2 1812
3 John
4 12
5 10
6 shoe
2 Read part 2. Look at the pictures and say what happened in Dickens’ life. Then number in order. •
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Ask the children to look at the pictures and say what they can see. The children work in pairs. They use the pictures to make guesses about what happened in Dickens’ life. Ask the children to number the pictures in order. Go through the answers with the class.
1 Charles Dickens was born in Portsmouth, but he moved to London. 2 Charles worked in a factory because his family needed money. 3 Charles’ novel was good so a magazine published it. 4 Charles was intelligent and he was a good student.
Activity Book 1 Read the biography and circle the correct answers. •
A Charles Dickens got a job in an office. B Charles Dickens died in 1870. C His first novel, The Pickwick Papers, was published in March 1836. D He got married and had children. E There were lots of rats in the factory where Dickens worked. F John Dickens inherited some money. Unit 4
The children read the biography of Enid Blyton and choose the correct word for each gap from the options below.
ANSWERS
1 in
2 Her
3 and
4 but
5 when
6 because
2 Listen to the questions about Enid Blyton. Number the questions. $ 2•23 •
ANSWERS
92
Ask the children to write sentences, linking the ideas together with and, but, because or so. Check the answers with the class. For each one, ask Why do we use ‘and’ / ’but’ / ’because’ / ’so’ here?
ANSWERS
1 Read part 1. Remember and complete. Read page 36 again and check. •
4 Join and write the sentences. Use and, but, because or so.
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Ask the children to look at the questions. Tell them that they are going to hear the questions read in a different order. Play the recording for the children to number the questions in the order that they hear them.
Transcript 1 2 3 4 5 6 7
When was she born? Who were her parents? What did she like reading? Where did she work? What famous books did she write? Did she have any children? When did she die?
Lesson 5
CB PAGE 40 and AB PAGES 38 and 105
VOCABULARY AND DVD SONG Lesson objectives Identify different types of book Listen and extract information from a song Talk about your favourite type of book
ANSWERS
7, 1, 3, 5, 6, 2, 4
Language
3 Listen to the questions about Enid Blyton. Answer $ 2•23
Core: spy novel, graphic novel, science fiction novel, play, ghost story, annual, manual, atlas, joke book, poetry book, recipe book, craft book Review: like / don’t like, reading, write / wrote Extra: fond
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Play the recording again. Pause after each question for the children to give the answers.
ANSWERS
1 11th August 1897 2 Thomas and Theresa Blyton 3 books, magazines and her children’s encyclopedia 4 at a school 5 the Famous Five stories and the Noddy stories 6 Yes, she had two children. 7 in 1968
4 Find out about another writer. Write an encyclopedia entry about him/her. Use the questions above to help you. •
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The children choose another writer and research his/ her life. Ask the children to use the internet (if you have classroom access) or encyclopedias to find out more about their chosen writer. They write an encyclopedia entry for the writer, using the questions from Activity 2 to help them.
Materials CD2 $ tracks 24–27; DVD Song 4; Unit 4 wordcards Set 2; Speak up poster
Warmer Describe a story that the children know well for the class to guess what it is. Ask one or two volunteers to describe other stories for the class.
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Lead-in Discuss books with the class. Ask different children around the class What was the last book you read? Did you enjoy it? What was it about?
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Learning to learn: Guess what these words mean. •
Read through the instructions with the class. Ask the children to guess the meanings of the first group of words. Correct their answers if necessary.
Find two words that are the same in English and in your language. Find two words that look the same but are different in English and in your language. •
Make sure that all of the children have access to a dictionary. Ask them to complete the remaining tasks.
Learning to learn The children need to be aware that some words from their language are cognates in English, but some words that look the same have different meanings. Each time that the children encounter a word that looks the same, ask them to write it down and check it in the dictionary to see whether it is a cognate or has a different meaning. KEY COMPETENCE:
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 2•24 Establish that this lesson is about different types of books. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the pictures as they do so.
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Transcript 1 spy novel 2 graphic novel 3 science fiction novel 4 play 5 ghost story 6 annual 7 manual 8 atlas 9 joke book 10 poetry book 11 recipe book 12 craft book
Optional activity •
Check comprehension by asking questions about each type of book, e.g. Which type of book … … comes out every year? (an annual) … is about secret agents? (a spy book) … tells you how to do something? (a manual) … tells a story with pictures? (a graphic novel)
Unit 4
93
3 Listen and say the book type. $ 2•25 •
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Tell the children that they are going to hear the titles of some of the books. They must decide what type of book each one is. Play the recording, pausing after each title for the children to say the type of book. Display the Unit 4 Set 2 wordcards for support while they listen.
6 Ask and answer in pairs. •
KEY COMPETENCE:
ANSWERS
4 Listen to the song. $ 2•26 Which book types do you hear? DVD Song 4 •
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Activity Book Bilingual dictionary •
A recipe book B ghost story C joke book D spy novel E graphic book F play
Play the audio or DVD version of the song for the children to listen and make a note of the book types they hear. Play the song a second time, if necessary.
Transcript She reads books. She’s a reading fan! She can’t write books, but she knows who can. Shakespeare was a writer and a clever man. Stratford-upon-Avon is where he began. He wrote poetry and plays and don’t forget! He wrote Romeo and Juliet . He wrote lots of plays, In the old, old days. I’m a poetry and William Shakespeare fan. I can read a graphic novel in one night. But ghost stories really give me such a fright! I like atlases and jokes. Yes, I do. I like science fiction novels too. I read annuals. I read manuals. I’m a fiction and non-fiction reading fan. Ian Fleming wrote for children and for adults too. He wrote about James Bond in 1952. His spy books are so famous they’re films today. And Bond is the spy that every actor wants to play. Yes, we’re all fond, Of the spy James Bond. I’m an Ian Fleming and spy novel fan. I can read a graphic …
5 Listen again. $ 2•26 Choose the correct answers. •
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Ask the children to read the sentences in their Class Books. Play the recording, pausing if necessary, for the children to choose the correct word or phrase for each sentence.
ANSWERS
1 likes 6 likes
94
Unit 4
2 likes
3 night
4 reads
5 James Bond
Tell the children to turn to page 105 of their Activity Books and write the translations for the types of book words.
1 Complete the song. Listen and check. $ 2•26 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
ANSWERS
1 reading 2 books 3 writer 4 plays 5 poetry 6 atlases 7 manuals 8 adults 9 films 10 spy
2 Listen and complete the sentences. $ 2•27 •
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Tell the children that they are going to hear about three writers. Play the recording, pausing if necessary, for the children to listen and write the missing words.
Transcript 1 Jules Verne wrote science fiction novels. He wrote about air, space and underwater travels. He wrote a Journey to the Centre of the Earth in 1871. 2 Jamie Oliver writes recipe books. He writes about food. He wrote Jamie at Home in 2007. 3 Anthony Horowitz writes spy novels. He writes about children who are spies. He wrote Stormbreaker in 2010. ANSWERS
1 science fiction books, travels, 1871 2 recipe books, food, 2007 3 spy novels, children, spies 2010
3 Choose two writers. Write about their work. •
ANSWERS
plays, graphic novels, ghost stories, atlases, science fiction novels, annuals, manuals, spy novels
Competence in social skills and
citizenship Asking someone about their favourite type of book is a way of showing interest in them as a person. Encourage the children to find out more about their partners by asking further questions, such as Why do you like (spy) novels? Who is your favourite writer? What is your favourite book?
Transcript A Cooking with chocolate B The world from above C Fun Time Comedy Book D Secret Agent X E Superman: The Return F Antony and Cleopatra by William Shakespeare
Ask the children to work in pairs. They take turns to ask each other about their favourite type of book.
The children choose two writers and complete the texts with details about them.
4 Write about a famous writer from your country. •
The children choose a famous writer from their country and write about him/her in their notebooks using the sentences from Activity 2 as models.
Lesson 6
Artistic and cultural competence Learning about the day-to-day life of a writer gives the children an insight into how they live and work. KEY COMPETENCE:
CB PAGE 41 and AB PAGES 39 and 110
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about Roald Dahl Read and understand an article about Roald Dahl Practise asking questions using the past simple and question words Ask and answer about Roald Dahl
Language Core: Lesson 5 types of book words; past simple with wh– questions Review: stone, factory, write / wrote, wear Extra: hut, writing board, electric fire, ceiling, sleeping bag, illustrator
Materials CD2 $ tracks 26 and 28–29; Speak up poster; Unit 4
4 Read the text again. Complete the questions and match. •
ANSWERS
1 When, b
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Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in •
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Ask individual children to describe their typical day. Ask the children to imagine what a writer’s typical day is like. Tell the children that the Ace pupils are going to visit the Roald Dahl Museum in this lesson, where they will learn more about the famous writer.
2 What, d
3 Where, a
4 What, c
5 Ask and answer the questions in Activities 3 and 4 in pairs. •
The children work in pairs and take turns to ask and answer the questions about Roald Dahl from Activities 3 and 4.
Activity Book Grammar •
Grammar and everyday language poster
Warmer $ 2•26
Ask the children read the text from Activity 2 again, complete the questions and match the answers to the questions.
Tell the children to turn to the Grammar reference on page 110 of their Activity Books.
1 Match the questions and answers about Roald Dahl. •
The children read the questions and match them to the answers.
ANSWERS
1 c
2 b
3 a
2 Write the question words. •
The children complete the questions with the correct question words.
ANSWERS
Class Book
1 Why
1 Look at the photos. Say what you know about Roald Dahl.
3 Order and write questions about Charles Dickens.
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Focus on the photos. Explain that they are all connected with the English writer Roald Dahl. Ask the children to work in pairs. They use the photos to tell each other what they know about Roald Dahl. Refer them to the Guessing section on the Speak up poster.
2 Listen, read and check your ideas. $ 2•28 •
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Tell the children that they are going to listen and read to check their ideas. Play the recording. The children follow the words in their books. Ask them if their predictions were correct.
3 Read the grammar table and learn. Find more question words in the text. •
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Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 4. Use the examples and explanations to show how and when we use past simple wh– questions. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of past simple wh– questions.
ANSWERS
•
2 Who
3 Which
The children put the words in the correct order to write questions about Charles Dickens.
ANSWERS
1 Why did his father go to prison? 2 Where did he work after he left school? 3 Which novel did he write first? 4 When did he die?
4 Read and write questions. Listen and check. $ 2•29 •
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The children read the answers and write the questions. Play the recording for them to listen and check.
Transcript 1 A Who is J. K. Rowling? B She’s a writer. She wrote the Harry Potter books. 2 A When did she start writing? B She started writing in 1990. She finished her first book in 1995. 3 A What did she call it? B She called it Harry Potter and the Philosopher’s Stone. 4 A Why did she stop writing in 2003? B She stopped writing in 2003 because she had a baby.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Where, When, Why Unit 4
95
Extension Lesson 6a (optional)
Write the following questions on the board. Ask the children to copy them down in their notebooks, completing them with the correct question word. 1 is the title of the book? 2 did Roald Dahl write it? 3 is the main character? 4 does he / she live? 5 is he / she like? 6 happens in the story? 7 do children like this story? Go through the answers with the class.
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CROSS-CURRICULAR AND SOCIAL TASK Lesson objectives Discuss Roald Dahl’s stories Research one of Roald Dahl’s stories Make a poster about a Roald Dahl story Share knowledge and learning in the form of a social task •
Language Core: Lesson 1 adjectives to describe people ; Lesson 5 types of book words; past simple with wh- questions
Materials DVD cross-curricular; a set a cards for each group with the following book titles on them: Charlie and the Chocolate Factory, James and the Giant Peach, The Twits, George’s Marvellous Medicine, The BFG; internet / encyclopedias/pre-prepared fact sheets about Roald Dahl’s stories; plain paper; a sheet of poster paper for each group; scissors; glue sticks; coloured pencils
Warmer •
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Draw a spider diagram on the board with the heading Questions words written in the middle. Brainstorm a list of questions words and draw a line from the diagram for each one and write the word at the end of it. Leave the diagram on the board so that the children can refer to it later.
ANSWERS
1 What 6 What
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Tell the class that they are going to discuss the titles of some of Roald Dahl’s books in groups. Divide the class into five groups. Give each group a set of title cards. Ask the children to discuss the titles of the stories together. Do they know any of the stories? What are they about? They make predictions about the stories they don’t know. Go around the class as the children work. Help with language if necessary, but don’t give any information about the stories. Go through the activity as a class. Ask each group to share their ideas. Tell the children that they are going to learn more about the books in this lesson.
2 Choose one story. Write the question words. •
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Ask each group to choose one story from Activity 1, or assign stories so that each group researches a different book.
Unit 4
5 What
4 Make a poster. •
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Tell the children that they are going to make a poster to present the information that they found. Give each group some sheets of plain paper, a sheet of poster paper, some scissors and some coloured pencils. Ask the children to copy down the questions and their answers neatly onto the plain paper. They draw pictures to illustrate the information. Then they stick their writing and pictures on to the poster paper. Ask each group to present their poster to the class.
Optional activity •
1 Read the titles. Discuss them with your group. What do you think each story is about?
4 Where
Ask the children to work in their groups. They write down the answer to the first question in their notebooks. Ask the children to research their story to find the answers to the other questions. If there is classroom access to the internet, the children can do this on the computer. If not, make encyclopedias available, or provide the children with pre-prepared fact sheets about their story. Go around the class as the children work, helping and checking.
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Ask the children what they can remember about Roald Dahl from Lesson 6. Ask the children to work in pairs. They take turns to ask and answer questions about Roald Dahl using wh– questions in the past simple.
3 Who
3 Research the story with your group. Find the answers to the questions.
Lead-in •
2 When 7 Why
Ask the children, in their groups, to write down some questions about Roald Dahl for another group to answer.
Competence in social skills and citizenship This lesson focuses on working as a group. The children share ideas and decide how to divide work, thereby building confidence and skills in teamwork. KEY COMPETENCE:
Further practice $ DVD, Unit 4 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 4, Cross-curricular worksheet. Notes and answers on CD-ROM.
Lesson 7
CB PAGE 42 and AB PAGES 117 and 118
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: saying letters Give information about yourself and ask about someone else
Language Core: Lesson 5 types of book words Review: personal information; reading Extra: fiction, non-fiction, reference, borrow
Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
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ANSWERS
1 5.00 pm 2 lunch 5 recipe 6 online
3 10 am
4 reference
3 Listen and read the dialogue. $ 2•31 Find Mr Bean’s library card. Ask the children to look at the library cards on the righthand side of the page. Ask What is the same on all of the cards? What is different? Play the recording for the children to listen and read the dialogue and find Mr Bean’s card.
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ANSWER
2 Learning to learn In Activity 3, the children prepare for the listening task by looking closely at all of the information. By looking for similarities and differences between the cards, they know what they have to listen out for. Remind the children that when they are listening for information, they need to prepare themselves as much as possible before they hear the recording. KEY COMPETENCE:
Materials CD2 $ tracks 30–32; Unit 4 wordcards Set 2; Unit 4 Grammar and everyday language poster; scissors
Warmer •
Put the Unit 4 Set 2 wordcards on the board. Divide the class into small groups. Ask the children to write down an example of a book they know for each category.
Lead-in •
Discuss libraries with the class. Ask individual children Do you belong to a library? How often do you visit the library? Which kinds of books do you borrow?
Class Book 1 Listen and say who is talking. $ 2•30 •
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With books open, ask the children to look at the picture and describe what they see. Ask Where are the children and their dad? Play the recording all the way through. The children listen and say who is talking.
Transcript Librarian This is Aceton County Library. We’re open weekdays from 9.00 am to 5.00 pm. We’re closed for lunch between noon and 1.00 pm. We are open Saturday mornings from 10.00 am to 1.00 pm. We’ve got lots of books! All the fiction, including children’s fiction, is over here and non-fiction and reference books are over there. We have a new recipe book display at the moment. So come and see us! You can also check our online catalogue. If you want to borrow a book, you have to have a library card. You can complete your membership form at the library or online.
4 Look, listen and repeat. $ 2•32 •
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5 Listen to the dialogue again. $ 2•31 Act out. •
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2 Listen again and complete the library leaflet. $ 2•30 •
Focus the children’s attention on the library leaflet at the top of the page. Point out that some of the information is missing.
Play the dialogue again for the children to follow the words in their books and listen for the pronunciation of Mr Bean’s surname and postcode. Ask the children to work in pairs to act out the dialogue. Ask some of the pairs to act out the dialogue for the class.
6 Cut out and complete your fluency cards. Practise in pairs. •
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ANSWER
the librarian
Tell the children to look at the letters in the Perfect pronunciation box. Play the recording for the children to listen carefully to the way that the letters are said. Play the recording again for the children to repeat chorally then individually.
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 4 and draw attention to the everyday language for asking for personal information. Ask a pair of children to read the dialogue to the class. Tell them that they will need this language for the communication task. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 4 fluency cards. Ask the children to take turns to find the information they need to complete the library cards. Go around the class as the children practise, helping and correcting their pronunciation of letters where necessary.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 4, Listening and Speaking. Notes and answers on CD-ROM.
Unit 4
97
Lesson 8
CB PAGE 43 and AB PAGE 40
CULTURE AND READING
4 Which traditional story would you like to read? Write three reasons. Ask the children to think about which of the three stories they would most like to read. In their notebooks, they write three reasons for their choice.
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Lesson objectives Read and understand texts about traditional stories from different countries Talk about a traditional story you would like to read Understand the importance of taking care of things you borrow Regular review: practise using always, often, sometimes and never
Language
5 Tell your partner.
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Artistic and cultural competence Stories that have been passed down from generation to generation form part of a country’s identity and can tell us about the attitudes and values of different cultures. Through the activities on this Class Book page, the children learn about traditional stories and characters from around the world. You can expand on this through the optional activity below. KEY COMPETENCE:
Core: Lesson 1 adjectives to describe people Review: always, often, sometimes, never, spider Extra: fingernails, moral, cruel, original, Sky-God, python, leopard, hornet, dwarf
Materials Speak up poster; internet (optional)
Optional activity
Warmer •
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Play Time’s up! (see page 202) with the adjectives from Lesson 1.
Lead-in •
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Tell the children that in today’s lesson they are going to learn about some traditional stories from around the world. Ask the children to tell you about traditional stories from their country. Ask Who is the main character? What is he / she like? What happens in the story / stories?
1 Compare the pictures in pairs.
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Ask the children to work in pairs to compare the pictures. Refer them to the section on describing objects and talking about similarities and differences on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts and pictures. •
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Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about traditional stories from different countries, and Sabine, Habib and Esi have posted responses on Ace! Space. Ask the children to read the three texts quick ly and match each of them with a picture from Activity 1.
ANSWERS
1 Habib
2 Esi
3 Sabine
3 Read again and choose the best answer. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 c
98
Unit 4
2 a
3 b
4 b
5 a
6 c
Ask the children to find out about the s tory that they would most like to read on the internet. They write a short summary of the story and draw pictures to illustrate it.
Vital values •
Class Book •
Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which story they would most like to read and why. Ask some of the children to share their opinions with the class.
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Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask the class Why is it important to look after things we borrow? How can we keep library books safe from damage? Accept answers in English or the children’s own language.
Activity Book 1 Read the texts on Class Book page 43 again. Make notes in the first three columns of the table. •
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Ask the children to read the texts about the traditional stories again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Country
Germany
Main character
Struwwelpeter Nasreddin
Anansi
Description of stories
moral stories to clever teach children and funny to be good stories
a spider which sometimes acts as a man
Other places Europe where people tell these stories
Turkey
Iran
Ghana
Africa the Caribbean
2 Write notes about a traditional story from your country in the last column of the table. •
The children think about a traditional story from their country and fill in the last column of the table in Activity 1 with the information.
Lesson 9
WRITING AND PHONICS Lesson objectives Identify the features of a book review Understand the use of a comma after introductory phrases Identify Magic E words Write a book review
3 Complete with always, often, sometimes or never . •
Review the adverbs of frequency always, often, sometimes and never with the class. The children complete the sentences.
ANSWERS
1 never
2 always
3 Sometimes
Language
4 often
Review: reading, add, wear Extra: cape, setting, witchcraft, wizardry, elf, escape, relative, discover, football kit, pin, pine, fin, cube, cub
4 Write sentences about yourself using always, often, sometimes or never . •
The children write sentences about how often they do each of the things listed using always, often, sometimes or never .
5 Use your notes in the table to write about the traditional story you know. •
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The children use their notes from the table in Activity 1 to write about a traditional story from their country. They should write full sentences, in their notebooks, in answer to the questions (1–3).
CB PAGE 44 and AB PAGE 41
Materials CD2 $ tracks 33–34 Warmer •
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Ask the children to work in pairs. They make a dialogue between two characters from a famous story. Ask each pair to work with another pair. They take turns to act out the dialogue for the other pair to guess.
Lead-in •
Tell the children that they are going to read a review of a Harry Potter book. Discuss the Harry Potter stories with the class. Ask individual children Do you like Harry Potter books?
Class Book 1 Read the review. What kind of review is it? •
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Focus on the review. Invite predictions of what it is about. Ask the children to read the three possible types of review. They read the text quickly and choose the correct answer. What do you think? Would you enjoy this book? Before Activity 2, ask them to read the question on the top-right of the page and quickly scan the text again.
ANSWER
c
2 Read the book review again and answer the questions. •
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Ask the children to read the six questions in their Class Books. The children read the review again, in more detail, and write their answers to the questions.
ANSWERS
1 Yes, he did. He says the book is fantastic and he gives it a rating of five stars. 2 Hogwarts School of Witchcraft and Wizardry 3 Harry Potter, Ron Weasley, Hermione Granger and Dobby 4 Harry wears a cape because he is a wizard. A cape goes around your shoulders. A cap goes on your head. 5 the diary of an old student 6 Everybody who loved the first Harry Potter book. •
Ask the children to look at the annotations on the left of the text. Go through them with the class. Focus on the Punctuation box. Ask them to find examples of places where a comma is used to tell us where, when, why or Unit 4
99
how (At the end of the summer holidays, … When they get to school, … ).
3 Listen and read. $ 2•33 Where do you find Magic E in a word? What does it do? •
•
Lesson 10 REVIEW
Lesson objectives
Ask the children to look at the pictures around the poem and tell you what they can see. Play the song for the children to listen and follow the words in their books and look out for the Magic E words.
Review the unit vocabulary and grammar Practise integrated skills
Language
ANSWER
Core: Lesson 1 adjectives to describe people; Lesson 5 types of book words; past simple/past continuous; past simple with wh– questions; Review: science lab, school hall, music room, wear, run
You find Magic E at the end of a word. Magic E makes vowel sounds long.
4 Listen and read again. $ 2•33 Find and write the pairs of words with and without Magic E. •
•
kit / kite bit / bite pin / pine fin / fine Pete / pet hope / hop note / not hate / hat cube / cub ate / at Learning to learn By pairing words and saying them with and without the Magic E , the children can see how the sound becomes elongated. Elicit further examples of Magic E words and say them with the class. KEY COMPETENCE:
Activity Book 1 Write the words. Match the correct words to the pictures. Listen and check. $ 2•34 •
•
Materials CD2 $ tracks 35–36; DVD Song 4/DVD Story 4; Unit 4
Play the recording for the children to listen and read again. The children write the pairs of words in their notebooks. Check the answers with the class. Write the pairs of words on the board, and point to them for the children to repeat.
ANSWERS
The children look at the pictures and write the words. They then match each of the words with a short vowel sound to the corresponding word with the long vowel sound. Play the recording for the children to listen and check.
Grammar and everyday language poster
Warmer •
•
2 Read the book review quickly. Label the parts of the review. •
The children read the book review quickly and then label each part using the words in the box.
ANSWERS
A title B writer C characters and setting D plot E reviewer’s opinion
3 Read the review again. Find three Magic E words and underline them. •
The children read the review again and underline the three words with the long vowel sounds with Magic E.
ANSWERS
five, home, use
4 Choose a book and write a review. •
100
The children write a book review about any book they like using the book review in Activity 2 and the one on page 44 of the Class Book as models.
Unit 4
DVD Song 4 / Story 4
Ask the children to vote on whether they would like to watch the Unit 4 story animation or the Unit 4 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
•
Tell the children that in this lesson they are going to review the vocabulary and grammar they have learnt in Unit 4. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Look and say. Listen and check. $ 2•35 •
Transcript 1 kit, kite, c 2 hate, hat, a 3 hope, hop, e 4 plan, plane, b 5 cute, cut, d
CB PAGE 45 and AB PAGES 42 and 110
•
•
Focus on the pictures in the photo competition. Point to number 1 and ask, e.g. What’s Miss London doing? The children make sentences about what the characters are doing in each picture. If necessary, use the Grammar 1 section on the Unit 4 Grammar and everyday language poster to review the use of the past simple and past continuous. Play the recording for the children to check their answers.
Transcript 1 Miss London was running when she found a five pound note. 2 Mr Bean was cooking when he dropped an egg. 3 Mr Bean was sweeping up the leaves when a frog jumped out. 4 Milly was reading a ghost story when she heard an owl.
2 Read and suggest a book type. •
Ask the children to read what each person says and write a suggestion, in their notebooks, for a type of book for them.
ANSWERS
Mr Tidy: manual Miss London: poetry book Jilly: recipe book Mr McMaster: ghost story Milly: spy novel Billy: science fiction novel
3 Read and write sentences with adjectives. Focus on the poster for the school pantomime. Ask What story is it? What ’s it about? Who are the main characters? What are they like? Ask the children to read the sentences and rewrite them in their notebooks using the adjectives from Lesson 1.
•
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ANSWERS
1 She’s hard-working. 2 She’s poor. 3 She’s lonely. 4 They are mean. 6 They are miserable. 7 She’s cheerful. 8 She’s caring.
4 Complete and write. Then match. •
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Ask the children to read the questions and write the correct question word for each one in their notebooks, using the words in the box. The children match the questions with the correct answers.
ANSWERS
1 Who, b
3 Which, a
4 What kind of, d
Artistic and cultural competence Traditional fairytales are often known in many countries around the world, though there may be differences in the plot. It can be interesting to compare the different versions of these stories, as in the optional activity below.
Optional activity •
•
1 Miss London So Billy, where were you when the fire started? Billy I was in the library. I wasn’t in the sports hall with my class because I had a stomach ache. I was looking at an atlas. 2 Miss London And then what happened? Billy Well, I was looking out of the window and I saw the fire in the science lab opposite. It’s next to the music room. Jilly was playing the guitar in the music room. 3 Miss London So what did you do? Billy I went to get Jilly. I wasn’t thinking. But then I was running down the corridor and I saw the fire alarm. I hit it and the bell started to ring. Jilly came out of the music room into the corridor and we went outside. The school secretary called the fire station and the firefighters came very quickly. Miss London Well done, Billy. You’re a hero! ANSWERS
2 Why, c
KEY COMPETENCE:
•
Transcript
Ask the children to think of other fairytales that they know. Divide the class into groups. Each group researches a different story to see if it is told in other countries. What are the differences? Ask each group to report back to the class.
1 b
•
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ANSWERS
2 mean
3 hard-working
4 energetic
2 Write adjectives that mean the same. •
The children read the sentences and write down a book type for each person.
ANSWERS
1 ghost story 2 craft book 5 play 6 joke book
3 atlas
4 recipe book
5 Order and write the questions. Then answer them about the last book you read. •
•
The children order the words and write questions using the word prompts. They answer the questions about the last book they read. If necessary, use the Grammar 2 section on the Unit 4 Grammar and everyday language poster to review infinitives.
ANSWERS
Ask the children to read the words and write down their opposites from the Lesson 1 vocabulary set.
1 miserable
3 a
4 Choose a type of book for each person.
Activity Book 1 Write the opposite adjectives.
2 c
Ask the children read the words and write the words from Lesson 1 that mean the same.
1 2 3 4 5 6
What was it called? (Children’s own answers) When did you read it? (Children’s own answers) Where did you get it from? (Children’s own answers) Why did you choose it? (Children’s own answers) What was it about? (Children’s own answers) What did you like best about it? (Children’s own answers)
ANSWERS
1 sociable
2 intelligent
3 cheerful
4 caring
3 Listen and circle. $ 2•36 •
•
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Focus on the pictures. Ask the children to describe what they can see in each one. Tell the children that they are going to hear a recording of Billy telling Miss London about what happened when there was a fire in the science lab. They must listen and circle the correct pictures. Play the recording, pausing if necessary, for the children to circle the pictures.
Unit 4
101
Lesson 11
CB PAGE 45 and AB PAGE 43
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 4 Evaluate your own progress
Language Core: vocabulary and structures from Unit 4 Review: reading
Materials CD2 $ track 37 Warmer •
Play a memory game. Divide the class into teams. Read out some questions about what happened in the unit for the children to write down their answers, without looking in their books. The teams get one point for each correct answer.
Transcript 1 Spy novels are my favourite type of book. I like them because they’re exciting. 2 My favourite writers are Anthony Horowitz and Charlie Higson. They’re both from the UK. 3 My favourite book is Stormbreaker by Anthony Horowitz. It’s about a boy spy called Alex Rider. 4 I like Stormbreaker because it’s got a great story and it’s very exciting. ANSWERS
[clockwise from ‘Graphic / Spy novels are …’:] 1 Spy 2 the UK 3 boy 4 exciting
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class. •
•
Lead-in •
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why?
Autonomy and personal initiative In their presentations, the children share their thoughts about their favourite books and authors. At the planning stage, encourage the children to work independently without talking to their partner so that they come up with their own ideas.
1 Prepare a presentation. 2 Give your presentation to the class.
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Tell the children to look at the photo of the girl giving a presentation. Ask What is the presentation about? What is the girl showing the class? Tell the children they are going to prepare and then give a class presentation about what they like reading. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
Activity Book 1 Look at the presentation plan in Activity 3. Read and write the headings. •
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Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the list of headings and the information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
Optional activity •
2 Listen and circle the correct answers in the presentation plan. $ 2•37 •
102
Tell the children that they are going to hear a pupil giving her presentation about what she likes reading.
Unit 4
Discuss the presentations with the class. What did the children find most interesting? Ask Which book would you like to read? Why?
4 Look back at the unit. Read and tick ✓. Complete. •
•
Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
•
ANSWERS
[Clockwise from ‘Graphic / Spy novels are …’:] 1 My favourite type of book 2 My favourite writers 3 My favourite book 4 Why I like it
Tell the children to plan a presentation about what they like to read by copying the headings from Activity 1 and making notes. Go around the class as the children work, helping and checking. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class. KEY COMPETENCE:
Class Book
•
Play the recording for the children to listen and circle the correct answers from each pair of options.
•
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 45 of the Class Book: Skilful sport homework. Find out about adventure sports. Tell them that this will be the theme for the next unit. Ask the children if they k now of any adventure sports, or if they have tried any. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 4 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 4 Test. Notes and answers on CD-ROM. NOTE:
l u f l k S Lesson 1
s
CB PAGE 46 and AB PAGES 44 and 105
VOCABULARY Lesson objectives Identify different kinds of adventure sports Identify different text types Find information in a brochure Talk about which sports you would like to try
Language Core: karting, snowboarding, mountain biking, yachting, bungee jumping, rafting, abseiling, scuba diving, mountaineering, skateboarding, canoeing, skydiving Review: weather, every day Extra: brochure, rope, board, alone, half-term, environment
p o r t Transcript Miss London Hi everyone! What was your skilful sport homework this week? Milly Find out about adventure sports! Miss London That’s right! What have you got, Milly? Milly Well, I’ve got a poster about adventure sports. Miss London Great! What else? Milly I found this brochure. It’s for a sports camp. Miss London Ace Adventure Club. Very good! Milly And I’ve got a story from a magazine too. It’s a sailing adventure. Miss London Well done, Milly! Thank you! ANSWERS
A poster
Materials CD2 $ tracks 38–41; Unit 5 wordcards Set 1; a watch
Warmer •
On the board, brainstorm all of the spor ts that the children know. Tell the class that today’s lesson is about adventure sports. Focus on the list on the board. Ask if any of them are specifically adventure sports.
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find out about adventure spor ts.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Milly) What do you think she has brought in? Encourage a variety of suggestions from different children around the class.
Class Book 1 Listen. $ 2•38 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Milly’s homework. Ask the children to open their Class Books and look at the things Milly has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
C magazine story
2 Match the words and the pictures (1–12). Listen, check and say. $ 2•39 •
or timer
B brochure
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Ask the children to look at the pictures of the adventure sports on the poster (text A). They match the words to the pictures and write their answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 skydiving 2 4 scuba diving 7 canoeing 8 11 karting 12
mountaineering 3 bungee jumping 5 yachting 6 snowboarding rafting 9 mountain biking 10 abseiling skateboarding
3 Look at text A. Listen and say the sport. $ 2•40 •
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Ask the children to look at the poster again. Tell them that they are going to hear descriptions of the different adventure sports. They must listen and say the adventure sport. Play the recording, pausing after each extract for the children to say the name of the sport.
Transcript A You do this sport outside. You jump off a bridge on a long rope. B You do this sport in a boat with more than two people. You do it on a fast river. C You do this sport outside. You climb up rocks and mountains. D You do this sport on the sea or on a river in a thin boat. You do it alone or with one more person in the boat. E You do this sport outside. You travel on a board with four wheels. F You do this sport inside or outside. You travel on a board in the mountains in very cold weather. ANSWERS
A bungee jumping B rafting C mountaineering D canoeing E skateboarding F snowboarding
Unit 5
103
Optional activity •
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•
Ask the children to close their books. Write the headings Outdoor , Water and ice and Extreme on the board. Give the Unit 5 Set 1 wordcards to individual children. They put their sport under the correct heading. Ask the children to open their Class Books again at page 46 and look at the poster to check.
4 Read text B and answer. •
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Ask the children to look at text B. Read the questions with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the brochure to find the answers to the questions. Use a watch or timer to time one minute.
ANSWERS
5 Ask and answer in pairs.
•
Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children take turns to ask and answer about the sports they would like to try. KEY COMPETENCE:
Competence in social skills and
citizenship Taking part in communicative pairwork activities, such as that in Activity 5, encourages development of social skills and the need to adhere to the rules of turn-taking.
Activity Book Bilingual dictionary •
Tell the children to turn to page 105 of the Activity Book and write translations for the adventure sports words.
1 Write the sports. •
The children look at the pictures and write the correct sports. Display the Unit 5 Set 1 wordcards for support while they work.
ANSWERS
1 canoeing 2 rafting 3 skateboarding 4 karting 5 abseiling 6 mountain biking 7 skydiving 8 bungee jumping 9 yachting 10 scuba diving
2 Read and complete the definitions. •
The children complete the definitions with the correct adventure sports.
ANSWERS
1 scuba diving 2 Snowboarding 3 skydiving 4 Yachting 5 mountaineering 6 skateboarding 7 karting
3 Listen and tick ✓ the sports Billy and Milly would like to try. $ 2•41 •
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104
Play the recording. The children listen and tick the spor ts that Billy and Milly would like to try. Check the answers with the class.
Unit 5
Billy Hi Milly, what have you got there? Milly Oh, hi Billy. It’s a brochure for adventure sports. Billy Wow, exciting. Let’s see: skydiving – I’d like to try that! Milly Oh no. I couldn’t jump out of a plane. I’d like to try abseiling though. Billy What else is there? Oh, I’d love to go canoeing. Milly I’d prefer to go rafting, I think. It looks more exciting than canoeing. Billy What about mountain biking? I’d really like to try that. Milly Oh, yes. Me too! Do you think Mum and Dad would let us …? ANSWERS
Billy: skydiving, canoeing, mountain biking Milly: abseiling, rafting, mountain biking
4 Write about which sports you do on holiday.
The camp is for children aged between 10 and 13 years. It’s on during this half-term holiday.
•
Transcript
•
The children write sentences in their notebooks about the sports they do on holiday, using the adventure sports words from the lesson, where possible.
Lesson 2
CB PAGE 47 and AB PAGE 45
•
STORY Lesson objectives Read and understand a story from a magazine Use adjectives to talk about the magazine story Write a review of the magazine story
Language Core: Lesson 1 adventure sports words Review: past simple; weather, island, find / found, hear / heard, run / ran, swim Extra: finally, decide, dead, manage, incredible, mile, shark, rainforest, grasslands, local, wild, survive, hunt, koala, healthy, wildlife, ranger, mainland, port, check
Activity Book Plot, characters and setting 1 Remember the story. Number the events in order. •
The children read the sentences and number them in the correct order from memory. They check their answers by looking at the Class Book magazine story on page 47. Then check the answers as a class.
ANSWERS
4, 8, 1, 6, 5, 3, 2, 7
2 Read and circle the correct answers. •
Materials CD2 $ track 42
What do you think? Ask the children to discuss the question in pairs. Ask some of the children to share their thoughts with the class.
The children read the sentences and circle the missing information to complete each one.
ANSWERS
1 b
2 c
3 a
4 b
Warmer Play Jumble (see page 202) with the vocabulary from Lesson 1.
•
Lead-in Explain that the children are going to listen to and read a magazine story about an adventure. Ask the children to look at the pictures and make predictions about what the story is about.
•
Synopsis 3 Read and complete. •
The children complete the text by writing the missing words in the table.
ANSWERS
1 were 2 was 7 goats 8 the
3 yacht 9 she
Class Book
Review
6 Read and listen. $ 2•42 Choose the sports in the story.
4 Complete the review.
Ask the children to read the list of sports. Play the recording for the children to follow the story in their books. Check the answers with the class and then discuss the children’s reactions to the story.
•
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ANSWERS
yachting, swimming
7 Read again and answer. Ask the children to read the story again and write their answers to the questions in their notebooks.
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4 swam
5 to
6 food
The children complete the review and rate the story, referring to the Writing tip for help.
POSSIBLE ANSWERS
1 An incredible adventure 2 November 2008 3 Jan 4 Dave 5 Sophie Tucker 6 Children’s own answers 7 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Story worksheet. Notes and answers on CD-ROM.
ANSWERS
1 Sophie Tucker 2 Because there was a big storm. 3 Because the island was more than five miles away and there were lots of sharks in the sea. 4 The dog learnt to hunt koalas and baby goats. 5 four months 6 her owners
Optional activity •
Ask the children to work in pairs. Without looking in their books, they work together to retell the story.
8 Talk about the story. Use the adjectives. •
Ask the children to work in pairs. They use the adjectives to tell each other what they thought of the story.
Unit 5
105
Lesson 3
CB PAGE 48 and AB PAGES 46 and 111
Grammar and everyday language poster Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 5. Focus on the first table (verb + infinitive with to). Explain that with some verbs, we always use an infinitive. Write an example on the board to show the structure and elicit sentences from the table. Focus on the second table. Explain that with some verbs, there is always an object and then the infinitive. Write an example on the board to show the structure and elicit sentences from the table.
•
GRAMMAR •
Lesson objectives Practise using verbs with infinitives Make sentences with verbs with infinitives Tell a story Regular review: practise using going to
•
Language Core: Lesson 1 adventure sports words; verb + infinitive with to / verb + object + infinitive with to Review: going to, swim, wear
Materials CD2 $ tracks 42–43; Unit 5 Grammar and everyday
3 Read and learn. Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
•
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language poster; Unit 5 wordcards Set 1; Speak up poster Learning to learn In some areas of English, there are no rules to follow. The children just have to learn and remember. Ask the children to keep a list of the verbs that you must always use an infinitive with and the verbs that you must always use an object with before the infinitive. Ask them to try to remember the verbs, but keep the list just in case they need to check. KEY COMPETENCE:
Warmer •
•
Put the Unit 5 Set 1 wordcards on the board. Ask the children to rank the activities in order of how much they would like to try them. Discuss the activity as a class. Which are the most/least popular activities?
Lead-in •
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Ask the children what they can remember about the magazine story from Lesson 2. Prompt with questions if necessary. Ask the children to open their Class Books and look at the story on page 47 again. How well did they remember it?
Class Book
4 Tell the story in pairs. Focus on the pictures. Explain that they tell a story. Ask the children to describe what they can see. Ask a volunteer to read the example sentence to the class. Ask the children to work in pairs to take turns to describe the rest of the pictures. They use sentences with infinitives. Go around the class, helping and checking as the children talk. They can also refer to the Talking about a picture section on the Speak up poster, for help. Then check the answers with the class.
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1 Read and listen to the story again on page 47. $ 2•42 Order the sentences. •
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With books open, tell the children that they are going to hear the story again. As they listen, they order the sentences. Play the recording, more than once, if necessary.
ANSWERS
6, 2, 5, 1, 4, 3
2 Listen and say the number. $ 2•43 Describe the pictures. •
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•
Optional activity
Focus on the pictures. Tell the children that they are going to hear a description of each picture. Play the recording, pausing after each description for a different child to say the number. Ask the children to work in pairs. They take turns to describe the pictures to each other.
Transcript The islanders asked the rangers to catch the dog. The islanders told the rangers to come to the island. The islanders helped the rangers to find the dog. The rangers invited Jan and Dave to come to the port. ANSWERS
2, 4, 3, 1 106
ANSWERS
1 Tim learnt to scuba dive. 2 He decided to go to Ecuador. He hoped to see the dolphins. But his boat sank! 3 He managed to swim to an island. 4 A girl helped him to get back to his hotel. Tim invited the girl to go to London. 5 Tim asked Amber to marry him.
Unit 5
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Write the beginning of some sentences on the board, e.g. James wanted … He learnt … He asked Daisy to come … They decided … The children complete the sentences with their own ideas and draw pictures to illustrate their stories.
Activity Book Grammar •
Tell the children to turn to the Grammar reference on page 111 of their Activity Books, and remind them that it is here to help them when they need it.
1 Read and circle. •
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The children read the sentences and circle the correct words. Check the answers with the class.
Reinforcement Lesson 3a (optional) REINFORCEMENT AND STORY PRACTICE
ANSWERS
1 asked
2 invited
3 decided
Lesson objectives
4 hoped
Review and practise words for adventure sports Review and practise sentences with infinitives
2 Read and complete. •
The children complete Milly’s text with the correct forms of the verbs in the brackets.
Language
ANSWERS
1 told
2 learnt
Core: Lesson 1 adventure sports words; verb + infinitive with to / verb + object + infinitive with to Extra: go wrong
3 managed
3 Look, read and write. •
•
The children look at the pictures and write sentences using verb patterns with infinitives. Check the answers with the class.
Materials DVD Story 5; Unit 5 wordcards Set 1; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 5; pictures representing adventure sports from Lesson 1, taken from magazines or websites; paper for each group
ANSWERS
1 2 3 4
Mark wanted to go mountaineering. He invited his Uncle Pete to go with him. They decided to climb Ben Nevis. His mum told him to be careful.
Warmer •
4 Look and write. •
•
•
Review the use of going to with the class. The children look at the pictures and write sentences about what the people are going to do. Check the answers with the class.
ANSWERS
1 skydiving 2 is going to go canoeing. 3 is going to go mountaineering. 4 is going to go skateboarding.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
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Put the Unit 5 Set 1 wordcards on the board. Give the pictures of the adventure sports to individual children around the class. Invite the children to come to the front of the class, one at a time, and put the pictures below the correct words.
Lead-in •
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Divide the class into small groups. Give each group one of the pictures from the board. The children discuss the picture together. What can they see? Would they like to try the sport? Why? / Why not?
1 Make notes for your adventure story. •
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Tell the children to stay in their groups. Explain that they are going to write some notes for an adventure story about the sport in their picture. Write the following questions on the board: Who are the main characters? Where are they? What time of year is it? What do they decide to do? What goes wrong? What happens in the end? Ask the children to discuss the questions in their groups. They decide on the answers to the questions and make notes.
2 Write your story. •
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•
Tell the children that they are going to write their story together, using the notes they have made. Walk around the room as the children work, helping and checking where necessary. Give each group a piece of plain paper to copy out their story neatly.
Unit 5
107
Artistic and cultural competence Story writing tasks stimulate the children’s creativity and imagination. Through working as a group, the children share thoughts and generate a greater range of ideas. Ask you walk around the room, ask the children how they came up with their ideas. KEY COMPETENCE:
Lesson 4
READING AND WRITING Lesson objectives Read and understand a brochure Use sequencing words to describe the order in which things happened Write a brochure for an activity camp Learning to learn: organizing vocabulary
3 Tell your story to the class. •
•
•
Tell the children that they are going to present their stories to the class. They decide how they are going to do this – they can choose one child to read the whole story or divide the reading between the group. The children share their stories with the class. Discuss the stories together. Which one did the class think was the most exciting/scary/funny?
4 Watch the story on DVD.
Language Core: Lesson 1 adventure sports words; sequencing words (first, then, next, after that, finally Review: weather, spend, play, archery, ice skating, every day, mountain Extra: kayaking, rest, rapids, helmet, awesome
DVD Story 5
Tell the children they are going to watch the story An incredible adventure on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 yachting 2 storm 3 sad 4 fly 5 sharks 6 hunt 7 boat 8 unhappy Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 5 story clip on the DVD. Play the clip again for the children to check their answers.
CB PAGE 49 and AB PAGE 47
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Materials
•
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Unit 5 wordcards Set 1
Warmer •
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ANSWERS
1 yachting 7 boat
3 sad
5 sharks
6 hunt
5 Make story wordcards. •
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Lead-in •
2 storm
Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Put the Unit 5 Set 1 wordcards on the board. Invite a volunteer to choose a sport and describe it for the class to guess. Repeat with other volunteers.
Ask if the class can remember what Milly brought in for her homework assignment in Lesson 1. Ask Which thing told us about an adventure club? (the brochure)
Class Book 1 Read part 1. Remember and complete. Read page 46 again and check. •
•
Ask the children to look at the brochure on page 49 and complete part 1 from memory. When they have finished, the children look at the brochure on page 46 to check their answers. Then go through the answers with the class.
ANSWERS
1 13
2 friends
3 sports
4 yes
5 day
2 Read part 2. Say which activities you can’t do at the Ace Adventure Club. Then number in order. •
•
•
Focus on the pictures and ask the children to identify the adventure sports. Ask the children to read part 2 of the brochure and decide which activities the children can’t do at the Ace Adventure Club. They write the answers in their notebooks. The children then read part 2 again and number the pictures in the order that they appear in the text.
ANSWERS
c a 4
b 1
d 2
e 5
f 3
3 Complete Milly’s diary about her day at the Ace Adventure Club. •
108
Unit 5
Ask the children to look at part 2 of the text in Activity 1 again. Draw attention to the words used to begin each
paragraph: first, then, next, after that and finally . Explain that these are sequencing words and that they help to show the order in which things happen. Ask the children to read Milly’s diary and complete it using the sequencing words in the box.
•
Lesson 5
VOCABULARY AND DVD SONG Lesson objectives Identify different types of equipment and clothing for adventure sports Listen and extract information from a song Play a guessing game about what equipment/clothing you need
ANSWERS
1 First 2 Then 5 Finally
3 Next/After that
4 After that/Next
Learning to learn Explain that being aware of sequencing words and knowing how to use them is useful when describing a series of events and giving instructions and directions. KEY COMPETENCE:
Language Core: Lesson 1 adventure sports words; parachute, harness, rope, goggles, jumpsuit, oxygen tank, flippers, snorkel, mask, life jacket, seat belt, paddle Review: present simple questions and short answers; golf, canyon, fly, wear Extra: spray-proof, jet boating, dare, land (v) , extreme, kung fu, float, dip
4 Write about Martin’s day at the Ace Adventure Club. Focus on the pictures. Ask What did Billy do at the club? Ask the children to write about Billy’s day, using sequencing words to show the order in which things happened.
•
•
CB PAGE 50 and AB PAGES 48 and 105
POSSIBLE ANSWERS
Materials CD2 $ tracks 44–47; DVD Song 5; Unit 5 wordcards Set 1
First, Martin went canoeing. Then he went horse riding. Next, he did archery. After that, he went karting. Finally, he got a certificate.
Activity Book 1 Read the brochure. Match and complete the text. Then underline the sequencing words. •
The children read the brochure and find the words or phrases in the boxes to fill each gap. They write the words in the correct places. The children read the brochure again and underline the sequencing words.
Warmer •
•
Lead-in •
ANSWERS
A Do you want to B contact us at C First, we spend the morning D Then, in the afternoon, E Finally, Sequencing words: first, next, then, after that, finally
2 Read and tick ✓ the things that are true about the brochure in Activity 1. •
✓:
1, 3, 4, 6, 8
1 Look and say what the lesson is about. •
•
The children imagine their ideal holiday camp and think about what you can do there. They write a brochure for the holiday camp, using the one from Activity 1 as a model.
Learning to learn: Look at the mountain sports diagram. Draw a diagram for water sports. •
Ask the children to read the instructions and draw their diagrams in their notebooks. Go around the class helping and checking as the children work. Learning to learn Using a diagram is a visual way of organizing vocabulary. The children can use diagrams to present vocabulary in a clear way that is easy to follow. Encourage them to use this technique.
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 2•44 •
3 Imagine your ideal activity camp. Write a brochure for it.
Discuss adventure sports with the class. Ask individual children Do you do any adventure sports? What do you do? When / Where do you do your sport?
Class Book
The children read the sentences about the brochure and tick the ones that are true.
ANSWERS
Give the Unit 5 Set 1 wordcards to individual children. Ask them not to show them to anyone else. Play a game of Mime! (see page 201) to review the vocabulary from Lesson 1.
•
Establish that this lesson is about equipment and clothing for adventure sports. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the pictures as they do so.
Transcript 1 parachute 2 harness 3 rope 4 goggles 5 jumpsuit 6 oxygen tank 7 flippers 8 snorkel 9 mask 10 life jacket 11 seat belt 12 paddle
3 Listen and say the word. $ 2•45 •
KEY COMPETENCE:
•
Tell the children that they are going to hear descriptions of the different types of equipment/clothing from Activity 1. They must decide what type of equipment/clothing each one is. Play the recording, pausing after each description for the children to say the word. Display the Unit 5 Set 2 wordcards for support while they listen. Unit 5
109
Transcript A B C D E F
You wear this to protect your eyes underwater. You open this in the air. You wear these on your feet underwater. You put this in your mouth underwater. You can use this to move a boat through the water. You wear this to keep you warm in the air.
ANSWERS
1 mask B parachute C flippers E paddle F jumpsuite
D snorkel
5 Match the lyrics that rhyme. Listen again and check. $ 2•46
•
ANSWERS
1 e
•
ANSWERS
110
Unit 5
4 c
5 b
Optional activity
Transcript
jetboating, yachting, skydiving, golf, kung fu (fighting), parascending
3 a
Artistic and cultural competence Awareness of rhyme and rhythm helps the children to appreciate the sound of words in songs and poems. Play the song again. Pause after each verse for the children to tell you the rhyming words.
Play the audio or DVD version of the song for the children to listen and make a note of the sports they hear. Play the song a second time, if necessary.
Come on get your coat, here’s the boat, On the river. Jetboating is for me! It’s alright! Hold on tight! Now the sun is shining bright Put your seat belt and life jacket on. Let’s jet boat together. It’s wet and it gets wetter! Yachting is good fun, Jetboating is better. In and out of canyons, In boats upon the river. I love adventure sports! Look up there! Do you dare Jump from planes into the air? Skydiving is for me! Don’t forget your parachute, Skydive goggles and jumpsuit. Fly high but don’t land in a tree! Let’s all go skydiving! It’s scary. It’s exciting. It’s more fun than golf, More extreme than kung fu fighting. High above the land, In the sky between the clouds. I love adventure sports! Look at me. Can you see? I’m parascending by the sea. With a harness and a boat. When the boat goes fast, we fly Very high up in the sky. If we fall in, then I hope we float! I love parascending. We’re flying and we’re speeding! When we’re near the sea, We can even dip our toes in. A parachute above, And the sea and boat below. I love adventure sports!
2 d
KEY COMPETENCE:
4 Listen to the song. $ 2•46 Which sports do you hear? DVD Song 5 •
Focus on the two columns of lyrics. Ask the children to match each line on the left with the rhyming one on the right. Play the song again for the children to check their answers. Then check as a class.
•
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Ask the children to work in pairs to write a short poem about adventure sports.
6 Think of an adventure sport. Play a guessing game in pairs. •
•
Divide the class into pairs. Ask one pair to read the example dialogue to the class. Ask the children to think of an adventure sport. They take turns to guess their partner’s sport by asking questions about what equipment you need.
Activity Book Bilingual dictionary •
Tell the children to turn to page 105 of their Activity Books and write the translations for the equipment and clothing for adventure sports words.
1 Complete the song. Listen and check. $ 2•46 •
•
The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
ANSWERS
1 seat belt 2 life jacket 3 boats 4 googles 5 jumpsuit 6 skydiving 7 adventure 8 harness 9 parascending 10 parachute
2 Listen and number. $ 2•47 •
•
Tell the children that they are going to hear three children talking about the adventure sport they think is the most exciting. Play the recording, pausing if necessary, for the children to listen and number the pictures in the order that the sports are mentioned.
Transcript 1 I think skydiving is the most exciting sport. It’s an adventure sport. You wear a jumpsuit and goggles, and you use a parachute. 2 I think bungee jumping is the most exciting sport. It’s an adventure sport. You wear a harness and you use a special rope made of rubber.
3 I think scuba diving is the most exciting sport. It’s a water sport. You wear a mask, a snorkel, an oxygen tank and flippers.
Lesson 6
CB PAGE 51 and AB PAGES 49 and 111
GRAMMAR AND CROSS-CURRICULAR
ANSWERS
Lesson objectives
2, 3, 1
Learn about climbing walls and rock climbing Read and understand an article about climbing walls Practise using modal verbs of obligation Make sentences about safety measures
3 Listen again and complete. $ 2•47 •
•
Play the recording again, pausing where necessary for the children to write the missing words. Check the answers with the class.
ANSWERS
Language
1 skydiving, jumpsuit 2 adventure, harness 3 Scuba diving, water, oxygen tank, flippers
Core: Lesson 1 adventure sports words; Lesson 5 words for equipment and clothing for adventure sports; modal verbs of obligation Review: wood, PE, wear Extra: artificial, outdoors, indoors, corridor, hand holds, foot holds, route, style, crash pad, chalk, directly
4 Write about the sport you think is the most exciting. •
The children decide which sport is most exciting for them and write a text about it, using the ones from Activity 3 as models.
Materials CD2 $ tracks 46 and 48; Speak up poster; Unit 5 Grammar and everyday language poster
Warmer $ 2•46 •
Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in •
•
•
•
Ask the children to choose an adventure sport. Ask them to think about how you stay safe when you do this sport. The children discuss their ideas in pairs. Ask some of the children to share their ideas with the class. Tell the children that the Ace pupils are going to visit a climbing wall, where they will learn about indoor climbing.
Class Book 1 Look at the photos. Say what you know about indoor climbing. •
•
•
Focus on the photos and ask the children what they see. Ask the children to work in pairs. They use the photos to tell each other what they know about indoor climbing. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the pictures as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 2•48 •
•
•
Tell the children that they are going to listen and read to check their ideas. Play the recording while the children follow the words in their books. Ask the children if their predictions were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary.
Unit 5
111
3 Look at the grammar table. Find more examples of modal verbs in the text. •
•
•
•
Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 5. Use the examples and explanations to show how and when we use must, have to, mustn’t and don’t have to. Focus, in particular, on the difference between mustn’t and don’t have to. Write an example of each on the board, e.g. You mustn’t shout in class. Climbers don’t have to use chalk. Ask Are you permitted to shout in class? (no) Are climbers permitted to use chalk? (Yes, they are, but it isn’t necessary.) Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of modal verbs.
ANSWERS
•
•
The children put the words in the correct order and write sentences. Check the answers with the class.
ANSWERS
1 2 3 4
You mustn’t wear trainers. You don’t have to use chalk. You have to climb over a crash pad. You must use a rope.
2 Read the note. Write sentences with have to or don’t have to. •
•
The children read the note and then write sentences about the things in brackets using have to or don’t have to. Check the answers with the class.
ANSWERS
He or she has to wear a harness; The other climber must hold the rope …; The climbers must wear rock climbing shoes and they have to climb over a crash pad; They don’t have to use chalk; Climbers don’t have to be adults; … they have to follow the safety rules; They mustn’t climb without a helmet and they mustn’t climb directly under another climber
1 2 3 4 5 6
4 Write sentences about climbing.
3 Look at the notices about the climbing wall. Write sentences with must and mustn’t .
•
•
Focus on the clothing and equipment. Ask questions about whether they are appropriate for indoor climbing, e.g. Is it necessary to wear a harness / use chalk? Are you permitted to wear sandals? The children write sentences about each piece of clothing or equipment using modal verbs of obligation.
ANSWERS
Climbers must wear a helmet. Lead climbers have to climb with a rope. Bouldering climbers don’t have to use chalk. Bouldering climbers must wear climbing shoes. Climbers must hold the rope for safety. Children must follow the safety rules.
1 2 3 4 5 6
5 Say the sentences in pairs. Ask the children to work in pairs. They take turns to say the sentences from Activity 4.
•
Learning to learn By practising saying the sentences from Activity 4, the children reinforce their learning in a communicative way. To see what the children have learnt, ask them to close their books at the end of the task and tell you what they can from memory. KEY COMPETENCE:
Optional activity •
The children work in pairs to choose another sport and write sentences about what you have to, must, mustn’t and don’t have to do.
Activity Book Grammar •
112
1 Order and write sentences about climbing.
Tell the children to turn to the Grammar reference on page 111 of their Activity Books, and remind them that it is here to help them when they need it.
Unit 5
•
•
The children have to be at school by 8.45 am. They don’t have to take a packed lunch. They don’t have to wear special clothes. They have to come back to school. They don’t have to take a camera. They have to tell their parents.
The children read the notices and then write sentences about each one using must or mustn’t . Check the answers with class.
ANSWERS
1 2 3 4 5 6
You mustn’t climb under another climber. You mustn’t wear outdoor shoes. Lead climbers must wear a harness. Children must wear a helmet. You mustn’t eat. Children must follow the green climbing route.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Extension Lesson 6a (optional) CROSS-CURRICULAR AND SOCIAL TASK Lesson objectives Order and identify sequencing words and markers in a text about the history of rock climbing Research the history of an adventure sport Draw a timeline and write about the history of an adventure sport Share knowledge and learning in the form of a social task
2 Look at the story again. Find the words and phrases that tell use when things happened. •
•
Ask the children to look at the story and find the words and phrases that tell us when something happened. The children copy down the phrases into their notebooks.
ANSWERS
In the 1300s; in the late 1800s; from 2,400 years ago; In 1857; At the start of the twentieth century; In 1930; In 1964; In 2009
Optional activity •
Language Core: Lesson 1 adventure sports words; Lesson 5 words for equipment and clothing for adventure sports; sequencing words (first, then, next, after that, finally)
Ask the children to write sentences about themselves and their families using the words and phrases from Activity 2, e.g. My parents were born in the 1970s. I was born at the beginning of the 21st century.
3 Research the history of another adventure sport. Materials DVD cross-curricular; a cut-up text about the history of rock climbing for each group (see Preparation below); internet/encyclopedias; plain paper; a sheet of poster paper for each group; scissors; glue sticks; coloured pencils
Preparation •
•
Write the following sentences on a piece of A4 paper: – Chinese paintings from 2,400 years ago show people climbing mountains. – In the 1300s, Native Americans made holes in cliffs in the Chaco Canyons to climb to the top. – People began climbing as a sport in the late 1800s. – In 1857, a group of British mountaineers formed the world’s first mountaineering club, the Alpine Club. – At the start of the twentieth century, there were big improvements in ropes and climbing equipment. – In 1930, Emilio Comici invented a special ladder that climbers could carry with them on trips. – In 1964, a sports teacher called Don Robinson made the first indoor climbing wall. – In 2009, two climbers set a new world record for climbing 884 metres of the Nose of El Capitan, USA, in 2 hours, 43 minutes and 33 seconds. Make one copy for each group in the class and cut the sentences into strips.
Warmer •
Tell the class to imagine that they are going on a rockclimbing trip. They make a list of the equipment they will need.
Lead-in •
Tell the children that they are going to learn about the history of rock climbing in this lesson. Ask them what they already know about the sport.
1 Read the sentences about the history of rock climbing. Put them in the correct order. •
•
Divide the class into groups. Give each group a cut-up copy of the text on the history of mountain climbing. Ask the children to work together to put the events in the correct order. Go through the answers with the class.
•
•
•
Still in their groups, ask the children to decide which sport they would like to find out about. Ask the children to work together to find out about the history of the sport they have chosen. If there is classroom access to the internet, the children can do this on the computer. If not, make encyclopedias available. Go around the class as the children work, helping and checking.
4 Draw a timeline. Mark the important events and write about them. •
•
•
•
•
•
Draw a timeline on the board to show the history of rock climbing. Mark on the dates or periods of time around which things happened. Point to each one and ask What happened first / then / next / after that / finally? Write the information on the timeline. Give each group a large sheet of poster paper and some plain paper. Ask the children to work together to draw a timeline for their sport on the poster paper. They draw a mark for each event. The children write sentences about each event on the plain paper. They cut out their sentences and stick them on to the poster paper, drawing lines to link them to the correct point on the timeline. Go around the class, helping and checking as the children work. Ask each group to present their timeline to the class, focusing on using sequencing words. KEY COMPETENCE:
Competence in social skills and
citizenship This lesson focuses on working as a group. The children work together to research ideas and present them. After the children have finished their presentations, ask them how they organized themselves and divided up the work.
Further practice $ DVD, Unit 5 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 5, Cross-curricular worksheet. Notes and answers on CD-ROM.
Unit 5
113
Lesson 7
CB PAGE 52 and AB PAGES 117 and 118
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: focus on sentence stress and weak forms Make and respond to invitations
Language Core: Lesson 5 words for equipment and clothing for adventure sports; Review: Do you want to …?; I’d like to; Sorry, I can’t. elbow pads, wear Extra: skatepark, strict, knee pads, member, registration card, ramp, graffiti, scooter, I’m free
Materials CD2 $ tracks 49–51; Unit 5 wordcards Set 2; Unit 5 Grammar and everyday language poster; red pens/ pencils (optional); scissors
Warmer •
•
Put the Unit 5 Set 2 wordcards on the board. Make a sentence about one of the words using a modal verb of obligation for the class to guess, e.g. You have to use this for canoeing and rafting. (a life jacket) Invite volunteers to make sentences about the other equipment or clothing.
Lead-in •
Discuss skateboarding with the class. Ask individual children Do you go skateboarding? Where do you go? What equipment do you need?
Class Book 1 Listen and say who is talking. $ 2•49 •
•
With books open, ask the children to look at the picture and describe what they see. Ask Where are the children? Play the recording all the way through. The children listen and say who is talking.
Transcript Skateboarder I go to the skatepark every day after school. It’s open Monday to Friday from 3.00 pm till 8.00 pm, but I don’t stay that late. I have to go home to do my homework! I skateboard longer at the weekends though. The park is open from 10.00 am to 8.00 pm on Saturdays and Sundays. It’s a good park and lots of my friends go there. It’s safe because there are strict rules. You have to have safety equipment like helmets, knee pads and elbow pads, for example. Oh and you have to be a member of the park too. They give you this registration card. The park is really nice and clean because skaters mustn’t take food or drinks on to the ramps and graffiti and stickers aren’t allowed. I don’t go to the park when it’s raining, because you can’t use the ramps when they’re wet. And I only go to the skatepark to skateboard. You can’t ride a bike or a scooter on the ramps, for example. That’s against the rules. 114
Unit 5
ANSWER
a skateboarder
2 Listen again and complete the park sign. $ 2•49 Focus the children’s attention on the park sign at the top of the page. Point out that some of the information is missing. Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
•
•
ANSWERS
1 Monday to Friday 2 10.00 am or drinks 5 wet 6 scooters
3 knee pads
4 food
3 Listen and read the dialogue. $ 2•50 Which diary shows when Milly and Betty decide to meet? Ask the children to look at the diary pages on the righthand side of the page. Explain that they must find the correct page by listening to find out when M illy and Betty decide to go skateboarding. Play the recording for the children to listen and find the correct page.
•
•
ANSWER
1
4 Look, listen and repeat. $ 2•51 •
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Tell the children to look at the sentences in the Perfect pronunciation box. Explain that the dots show the words that are stressed. Play the recording for the children to listen carefully to the way the sentences are stressed. Play the recording again for the children to repeat chorally then individually.
5 Listen to the dialogue again. $ 2•50 Act out. Play the dialogue again for the children to follow the words in their books and listen for the stress in the sentences and questions. Ask the children to work in pairs to act out the dialogue. Ask some of the pairs to act out the dialogue for the class.
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Competence in social skills and citizenship It is important that children know the correct language to use when making arrangements with others. Explain that whenever we have to decline an invitation, we must do so politely and give a reason. Use the optional activity below to focus on the language for accepting and responding to invitations. KEY COMPETENCE:
Optional activity •
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•
Write three headings on the board: making an invitation; accepting an invitation; declining an invitation. Ask the children to look at the dialogue from Activity 3 again and write the phrases in red under the correct headings. Go through the activity, and then brainstorm other polite phrases the children could use for each purpose.
6 Cut out and complete your fluency cards. Practise in pairs. •
•
•
•
Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 5 and draw attention to the everyday language for arranging to meet. Ask a pair of children to read the dialogue to the class. Tell them that they will need this language for the communication task. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 5 fluency cards. Ask the children to take turns to ask about doing different activities. The children look at their diaries to see what plans they have and respond appropriately. They continue until they have found an activity that they can do together. Go around the class as the children talk, helping and correcting where necessary.
Lesson 8
CB PAGE 53 and AB PAGE 50
CULTURE AND READING Lesson objectives Read and understand texts about unusual sports from different countries Talk about which sport is the funniest Understand the importance of being safe on your bike Regular review: practise using measurements words and phrases
Language Core: Lesson 1 adventure sports words; Lesson 5 words for equipment and clothing for adventure sports Review: measurements; village, wore, run Extra: competitor, injury, bog, muddy, pole, welly
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 5,
Materials Speak up poster
Listening and Speaking. Notes and answers on CD-ROM.
Warmer •
Play Everything I know about … (see page 202) on the subject of adventure sports.
Lead-in •
•
Tell the children that in today’s lesson they are going to learn about some unusual sports from around the world. Ask the children if they k now any unusual sports from their country or other countries. They tell the class about them.
Class Book 1 Compare the photos in pairs. •
•
•
Ask the children to work in pairs to compare the photos. Refer them to the section on describing objects and talking about similarities and differences on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos. •
•
Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about unusual sports from different countries, and Katy, Rhys and Hattie have posted responses on Ace! Space. Ask the children to read the three texts quickly and match each of them with a photo from Activity 1.
ANSWERS
1 Katy
2 Hattie
3 Rhys
3 Read again and choose the best answer. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 a
2 b
3 a
4 c
5 b
6 b
Unit 5
115
Learning to learn The type type of of task as demonstr demonstrated ated in Activity Activity 3 practises practises close reading skills and tests the children’s ability to find and deduce facts. As you go through the answers, ask the children to tell you which sentence provided the answer to each question or gave them the information to work it out. KEY COMPETENCE:
3 Read and match. •
•
Review measurement words words and phrases with the class, if necessary. The children match the sentences with the correct endings. Check the answers with the class.
ANSWERS
1 b
4 Which sport is the funniest? Write Write three reasons. Ask the children to think about which of the three sports they think is the funniest. In their notebooks, they write three reasons for their choice.
•
Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which sport they think is the funniest and why. Ask some of the children to share their opinions with the class.
•
•
•
•
•
Ask the children to choose one of the sports and write a set of rules for it using must, have to, mustn’t and and don’t have to. to.
Vital values •
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask the class Why can it be dangerous to ride a bike? How can we stay safe on our bikes?
Activity Book 1 Read the texts on Class Book page 53 again. Make notes in the first three columns of the table. •
•
Ask the children to read the texts about the unusual sports again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Sport
Cheese Che ese rolli rolling ng Bike Bike bog snorkelling
Welly throwing
Place
Brockworth, England
Llanwrtyd Wells, Wales
Holmfirth, England
Equipment
None
mask, snorkel, a boot mountain bike
Winner
Gets to the Cycles around Throws the bottom of the a pole in the boot the hill first water fastest furthest
2 Write notes about a funny funny sport in your country in the last column of the table. •
116
The children think about an an unusual sport in their their country and fill in the last column of the table in Activity 1.
Unit 5
4 d
The children children complete the sentences with the numbers and units of measurement in the box. Check the answers with the class.
ANSWERS
1 100 years
2 30 cm, 60 g
3 10 m
4 12 years
5 Use your notes in the table to write about about the funny sport in your country. •
•
Optional activity
3 a
4 Read and complete.
•
5 Tell your partner.
2 e
The children children use their notes notes from the table in Activity 1 to write about a unusual sport in their country. They should should write write full sentences, sentences, in their noteboo notebooks, ks, in answer to the questions (1–3).
Lesson 9
CB PAGE 54 and AB PAGE 51
WRITING AND PHONICS
as afrade. Because she confused the 6 Milly spelt afraid as sound of the word and the spelling. After you have gone through the answers with the class, ask the children to look at the annotations on the left of the text. Go through them with the class, asking questions to check comprehension. Focus on the Punctuation box. Ask them to find an example of direct speech and look at how the comma and the speech marks are used (João’s father shouted, ‘Oh, no!’).
•
Lesson objectives Identify the features of an adventur adventure e story Understand the use of commas and speech marks with direct speech Identify the spelling patterns of words with the /eɪ/ sound Write the ending of an adventure story
•
Learning to learn Activity 2 familiarizes the children with the key features of a story: story : a clear beginning, middle and end. When the children read a story, ask them to think about what happens in the beginning, middle and end. KEY COMPETENCE:
Language Core: Lesson 1 adventure sports words; Lesson 5 words Core: Lesson for equipment and clothing for adventure sports Review: worried, village, fly/flew, find / found, found, wear Extra: sleepy, motor, control, miss, branch, book (v)
Optional activity •
Materials CD2 $ tracks 52–53; Unit 5 wordcards Sets 1 and 2 Warmer •
•
Put the Unit 5 Set 1 wordcards on the board. Give the Set 2 wordcards to individual children around the class. Invite the children to come to the front of the class, one at a time, and put the equipment below an adventure sport that requires it.
3 Listen and read. $ 2•52 Find a sport sport in each verse. •
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Lead-in •
Tell the children that they are Tell are going to read an adventure adventure story called The Canoe Ride. Ride. Invite predictions about what might happen.
Class Book 1 Read the adventure story. story. What kind of ending does it have? •
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Ask the children to read through the list of possible endings. They read the story quickly and choose the correct kind of ending. What do you think of João? Before Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
ANSWER
Ask the children to work in pairs. They retell the story by asking and answering What happens at the beginning / middle / end? end?
•
Ask the children to look at the pictures around the poem and tell you what they can see. Tell T ell the children that each verse verse of the poem is about a different sport. They must listen and note down each one they hear. Explain that some of the sports are described rather than named. Play the poem for the children to listen and follow the words in their books. Pause, if necessary, for the children to note down the sport in each verse.
ANSWERS
verse 1: cheese rolling verse 2: yachting verse 3: parascending verse 4: skydiving
4 Listen and read again. $ 2•52 Find and write the words with the /eɪ/ sound. •
Play the recording for the children to listen and read again. Pause, if necessary, for the children to write down the words with the /eɪ/ sound in their notebooks.
ANSWERS
Mavis, Dave, brave, face, race, Mavis, Dave, afraid, paid, waited, train, Spain, sailed, rain, Dave, birthday, day, bay, Mavis, great, break, day, eight, weight, plane, again
b
2 Read the adventure adventure story again and answer the questions. •
•
Ask the children to read the six questions in their Class Books. The children read the adventure adventure story again, in more more detail, and write their answers to the questions.
ANSWERS
1 three 2 to the nearest big town 3 Because João’s João’s father couldn’ couldn’tt control the canoe without the motor motor.. 4 He threw a rope into a tree and caught one of the branches. 5 very happy to be on safe land again
Activity Book 1 Match the spelling patterns with with the words and complete the table. Listen and check. $ 2•53 •
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Remind the children of the poem on Class Book page 54, and point out that the sound /eɪ/ can be represente represented d by several different letter combinations. Tell T ell the children to open their their Activity Books Books and read the words that contain the /eɪ/ sound and write them in the correct column based on their spelling pattern. Play the recording for the children to listen and check.
Unit 5
117
Lesson 10
Transcript 1 2 3 4 5
a e cave, plane, baseball. ai train, sail, paid ay crayon, birthday, play ea steak, break, great ei eight, weight, abseil
REVIEW Lesson objectives Review the unit vocabulary and grammar Practise integrated skills
2 Read the beginning of the adventure adventure story. Underline the answers to the questions in the text. •
Language
The children read the questions. questions. They then read read the story and underline the answers to the questions in the text.
Core: Lesson 1 adventur Core: Lesson adventure e sports words; Lesson 5 words for equipment and clothing for adventure adventure sports; verb + infinitive with to to / / verb verb + object + infinitive with to with to;; modal verbs of obligation Review: secretary, walking boots, wear wear
ANSWERS
1 Joe and Jake 2 they were very excited Camp in Canada 4 Wednesday
3 Winter
3 Read the story again. Circle the words words with the /eɪ/ sound. •
Materials CD2 $ track 54; DVD Song 5/DVD Story 5; Unit 5
The children read the story story again and circle circle the words words with the /eɪ/ sound.
ANSWERS
Jake, they, Wednesday, aid, cave, spade
Grammar and everyday language poster
Warmer •
4 Write the end of the story. •
CB PAGE 55 and AB PAGES 52 and 111
The children think about what what happens next in the the story in Activity 2 and write their own ending for the story. Ask a volunteer to read Milly’s speech bubble. Encourage the children to use direct speech where possible.
•
DVD Song 5 / Story 5
Ask the children to vote on whether they would like to watch the Unit 5 story animation or the Unit 5 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are going Tell going to review all the vocabulary and grammar they have learnt in Unit 5. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Say and explain the odd one out. •
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Focus on the pictures. Explain that one object in each group is the odd one out. Ask the children to work in pairs. They take turns to look at a picture, find the odd one out and explain why.
ANSWERS
isn’t an item of 1 The plane is the odd one out because it isn’t clothing. out because you don’t don’t 2 The oxygen tank is the odd one out use it for skydiving. 3 The parachute is the odd one out because it it isn’t for an underwater sport. 4 The snorkel is the odd one out because you you don’t use it for parascending. Learning to learn In Activity 1, the children have to explain their answers to their partner. Thinking of reasons and being able to articulate them is an important communication skill. Encourage the children to give reasons for their choices and opinions as part of their day-to-day language learning. KEY COMPETENCE:
118
Unit 5
2 Read and say say the rules. Ask the children to look at the poster. Explain that the pictures show the rules for the football team. Ask the children to write the rules. They use the word prompts with modal verbs of obligation. If necessary, use the Grammar 2 section on the Unit 5 Grammar and everyday language poster to review modal verbs of obligation.
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Billy Oh yes. She learnt to abseil. You have to wear a harness for that. Milly Harry and Callum went mountain biking. Oh look, there they are! Billy Is that Harry on the left? Milly Yes, you can see his dark hair. Callum’s going first. ANSWERS
Harry
Ben
Callum
ANSWERS
You must wear a T-shirt. You mustn’t wear football boots. You must wear shin pads. You mustn’t wear dirty trainers. You must bring a drink. You mustn’t kick the ball at the wall. You must wear shorts.
1 2 3 4 5 6 7
3 Read and say the adventure adventure sports. Ask the children to read the parents’ descriptions of the adventure adventur e sports they do and say what each one is.
•
ANSWERS
1 bungee jumping
2 mountaineering
3 yachting
4 Read and write the missing words. words. Ask the children to read Miss Click’s postcard and write the correct form of the missing verbs in their notebooks. If necessary, use the Grammar 1 section on the Unit 5 Grammar and everyday language poster to review the use of verbs with infinitives.
•
Becky
Optional activity •
Ask the children to imagine that they are on an adventure holiday. Ask them to write a postcard to a friend about some of the sports they have done.
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1 Listen to Milly and Billy. Billy. Match the names to the people in the picture. $ 2•54 •
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Tell the children that they are Tell are going to hear Milly and Billy Billy describing their friends and talking about the adventur adventure e sports they did. Play the recording for the children to listen and draw lines linking the names to the correct children in the picture.
Transcript Milly Oh, look! Here’s a picture of the adventure sports trip! Billy Let’s see. Who’s that? Milly That’s Ben. Ben. He’s canoeing. Billy Oh yes. I think Eva went canoeing too. Look, she’s wearing a helmet and a life jacket, and she’s carrying a paddle. Milly Who’s that next to her? She’s wearing shorts and a T-shirt. Becky. Billy That’s Becky. Milly And there’s Lily. Billy Lily? Where? Milly She’s wearing a harness and carrying a rope.
The children children read the text text and choose the the correct words words to fill the gaps. Check the answers with the class.
ANSWERS
1 to 2 had 3 me 6 after 7 Then
4 asked
5 and
3 Read and write True True or or False False.. •
•
Activity Book
Eva
2 Read and circle the correct correct answers.
ANSWERS
1 decided 2 learnt 3 managed 4 wanted 5 invited 6 hoped 7 helped 8 told
Lily
The children children read the sentences sentences and write write True True or or False False.. Check the answers with the class.
ANSWERS
1 True
2 False
3 True
4 True
5 False
6 False
4 Correct the false sentences. •
The children children rewrite the false sentences using the correct modal verbs of obligation.
ANSWERS
You don’t have to have a snorkel to go canoeing. You must / have to have an oxygen tank to go scuba diving. You don’t have to wear goggles to go bungee jumping.
5 Look and write write sentences. •
The children children look at the pictures pictures and word word prompts prompts and write sentences using sequencing words.
ANSWERS
1 First, put on your trainers. 2 Then, put on your helmet. 3 After that, check your tyres. 4 Finally, check your brakes.
Unit 5
119
Lesson 11
CB PAGE 55 and AB PAGE 53
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 5 Evaluate your own progress
Language Core: vocabulary and structures from Unit 5; Review: wetsuit, art
Materials CD2 $ track 55; internet/encyclopedias/pre-prepared fact sheets about adventure sports
Warmer •
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Ask the children to write down three questions about the things in the unit. These can be factual questions, language questions or a combination of both. Ask the children to work in pairs. They swap papers and answer each other’s questions.
Lead-in •
Transcript 1 The sport I’m going to talk about is surfing. 2 It’s popular in lots of countries, particularly in Australia and the USA. 3 It’s a summer sport, although some people surf in the winter. 4 You don’t need much equipment to surf. You must have a surfboard, of course. You don’t have to have a wetsuit, but a lot of people wear them to keep warm. 5 You can start surfing at any age, but you have to be a good swimmer. 6 Surfing can be dangerous, so you must follow the safety rules. First, you mustn’t go in the water for an hour after eating. And second, you should always surf with a friend, not alone. ANSWERS
2 the USA 3 summer 4 surfboard, wetsuit 5 swimmer 6 eating, with a friend
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class. •
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Discuss with the class what the children have learnt in this unit. Ask What did you enjoy learning about most? Why?
Class Book
•
1 Prepare a presentation. 2 Give your presentation to the class. •
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Tell the children to look at the photo of the boy giving a presentation. Ask What is the presentation about? What is the boy showing the class? Tell the children they are going to prepare and then give a class presentation about an adventure sport. Ask the children to complete the preparation activities in their Activity Books before they give their presentations.
Activity Book 1 Look at the presentation plan in Activity 3. Read and write the headings. •
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Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the list of headings and information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
ANSWERS
1 Which sport? 2 Where is it popular? 3 When do people do it? 4 What equipment do you need? 5 How old do you have to be? 6 What are the safety rules?
2 Listen and circle the correct answers in the presentation plan. $ 2•55 •
120
Tell the children that they are going to hear a pupil giving his presentation about surfing.
Unit 5
Play the recording for the children to listen and circle the correct answers from each pair of options.
•
Tell the children to plan a presentation about an adventure sport by copying the headings from Activity 1 and making notes. The children may need to check some of the facts about their sports. If there is classroom access to the internet, the children can do this on the computer. If not, provide the children with pre-prepared fact sheets about sports. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Optional activity •
Discuss the presentations with the class. What did the children find most interesting? Ask Which sport would you like to try? Why?
4 Look back at the unit. Read and tick ✓. Complete. •
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Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 55 of the Class Book: Awesome art homework. Find out about street art. Tell them that this will be the theme for the next unit. Ask the children if they know of any street artists or any famous works of street art. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 5 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 5 Test. Notes and answers on CD-ROM. NOTE:
e m a o r t s e w A Lesson 1
CB PAGE 56 and AB PAGES 54 and 106
VOCABULARY Lesson objectives Identify everyday objects Identify different text types Find information in an email Ask and answer about what objects are for
Language Core: saw, light switch, kettle, fridge, clothes peg, iron, vacuum cleaner, toaster, drill, thread, plug, needle Review wood, art Extra: sketchbook , sculpture
Materials CD3 $ tracks 01–04; Unit 6 wordcards Set 1; a watch or timer
Jilly Well, I’ve got my sketchbook. This page has some photos of street sculptures. They’re everyday objects. Miss London That’s interesting! What else? Jilly I’ve got an email from my Auntie Janet. It’s about a sculpture she saw in London. Miss London OK. Very good! Jilly And I’ve got a page from a newspaper. It’s a story. Miss London The story of the WEEE Man. Well done, Jilly! Thank you! ANSWERS
A sketchbook page
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Ask the class Which objects do you use every day? Brainstorm a list and write the words on the board.
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find out about street art.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Jilly) What do you think she has brought in? Encourage a variety of suggestions from the class.
Class Book 1 Listen. $ 3•01 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Jilly’s homework. Ask the children to open their Class Books and look at the things Jilly has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
Transcript Miss London Hi everyone! What was your awesome art homework this week? Jilly Find out about street art! Miss London That’s right! What have you got, Jilly?
C newspaper
2 Match the words and the pictures (1–12). Listen, check and say. $ 3•02
Warmer •
B email
Ask the children to look at the pictures of the everyday objects on the sketchbook page (text A). They match the words to the pictures and write the answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 plug 2 clothes peg 3 fridge 4 toaster 5 drill 6 thread 7 needle 8 light switch 9 kettle 10 saw 11 vacuum cleaner 12 iron
3 Look at text A. Listen and say the everyday object. $ 3•03 •
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Ask the children to look at the sketchbook page again. Tell them that they are going to hear the sounds made by the different everyday objects. They must listen and say the object. Play the recording, pausing after each sound for the children to say the name of the object.
Transcript A B C D E F
[sound effect] drill [sound effect] toaster [sound effect] saw [sound effect] vacuum cleaner [sound effect] fridge [sound effect] kettle
ANSWERS
A drill B toaster C saw E fridge F kettle
D vacuum cleaner
4 Read text B and answer. •
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Ask the children to look at text B. Read the question with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the email to find the answer to the question. Use a watch or timer to time one minute.
ANSWER
An enormous street sculpture in London.
Unit 6
121
5 Play a game. Ask and answer in pairs. •
Divide the class into pairs. The children choose an object without telling their partner what it is. They take turns to guess their partner’s object by asking What’s it for?
Lesson 2 STORY
Lesson objectives
Learning to learn Communicative games are a useful way of reinforcing vocabulary. In Activity 5, the children think about what the objects are used for in order to describe and guess them. This practice of vocabulary and meaning will help the children to recall the words when they need them. KEY COMPETENCE:
Read and understand a story from a newspaper Talk about the electrical/electronic machines you have / haven’t got at home Write a review of the newspaper story
Language Core: Lesson 1 everyday objects words Review: present simple; the news, add, weigh Extra: machine, electrical, electronic, waste, lifetime, des ign, robot, tonne, recycling, tin, Quite right!
Activity Book Bilingual dictionary •
Tell the children to turn to page 106 of the Activity Book and write translations for the everyday objects words.
Materials CD3 $ track 05; Unit 6 Set 1 wordcards
1 Write the everyday objects. •
The children look at the pictures and write the correct everyday objects words. Display the Unit 6 Set 1 wordcards for support while they work.
CB PAGE 57 and AB PAGE 55
Warmer •
Play Bingo! (see page 201) with the Unit 6 Set 1 wordcards.
ANSWERS
1 toaster 2 needle 3 drill 4 kettle 5 iron 6 saw 7 fridge 8 thread 9 plug 10 vacuum cleaner
Lead-in •
2 Read and complete the definitions. •
The children complete the definitions with everyday objects.
Class Book
ANSWERS
1 needle 2 fridge 3 clothes pegs 6 plug 7 light switch 8 sawr
4 drill
5 kettle
3 Listen and tick ✓ the items on the shopping list. $ 3•04 •
Play the recording. The children listen and tick the things on the shopping list that Jilly and Mrs Bean need to buy.
Transcript Mum Come on, Jilly – let’s go! It’s late. Jilly OK – I’m coming! Mum Right. Can you get the shopping list, please? It’s on the fridge. The most important thing is to buy a new iron. This iron doesn’t work. Jilly And are you going to mend my dress today? Mum Ah yes. I need to buy a needle. Jilly Have we got black thread? Mum Yes, we’ve got thread already. We don’t need to buy any thread. Jilly And a plug for the toaster? Mum Yes, we need a new plug for the toaster. Oh, we need to buy some more clothes pegs too. Jilly OK – let’s go. ANSWERS
needle, clothes pegs, plug, iron
4 Write sentences about everyday objects you’ve got at home. •
122
Ask the children what they do with electrical equipment when they’ve finished with it. If they throw it away, brainstorm ideas of things they could do with it instead.
The children write sentences in their notebooks about an everyday object that they’ve got at home and how they use it.
Unit 6
6 Read and listen. $ 3•05 Choose the photo of the WEEE Man. •
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Focus on the photos. Explain that only one of the photos shows the WEEE Man. Play the recording for the children to follow the story in their books. Ask the class Which is the photo of WEEE Man? Discuss the children’s ideas from the Lead-in activity. Did anyone suggest creating art from old electrical equipment?
ANSWER
2
7 Read again and answer. •
Ask the children to read the story again and write their answers to the questions in their notebooks.
ANSWERS
1 Because it’s his birthday. 2 An artist called Paul Bonomini built him because the Royal Society of Arts wanted to teach people about WEEE (Waste Electrical and Electronic Equipment). 3 old machines people don’t want 4 3.3 tonnes, because this is the same amount of WEEE the average person throws away in their lifetime. 5 at The Eden Project in Cornwall 6 lots of people 7 They learn about recycling. 8 11: fridges, kettles, washing machines, toasters, irons, mobile phones, computers, keyboards, keyboard mice, TVs, radio
KEY COMPETENCE:
Competence in social skills and
citizenship The newspaper article in Activity 6 highlights how much we waste as human beings and focuses on the need to recycle what we can.
Lesson 3 GRAMMAR
Lesson objectives Practise using the present perfect Talk about what people have just done Describe what has happened in a picture Regular review: practise using apostrophes to show contractions
8 What WEEE machines do you have in your house? Tell your partner. •
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Ask the children to work in pairs. They takes turns to tell each other what WEEE machines they’ve got in their house. What do you think? Ask the children to discuss the question in pairs. Ask some of the children to share their thoughts with the class.
Language Core: Lesson 1 everyday objects words; present perfect Review: contractions with an apostrophe; purse, make a cake
Activity Book
Materials CD3 $ tracks 05–06; Unit 6 wordcards Set 1; Unit 6
Characters, setting and author
Grammar and everyday language poster; Speak up poster
1 Remember the story. Read and match to make sentences. •
The children match the sentences from memory. They check their answers by looking at the Class Book newspaper story on page 57. 2 d
3 a
4 b
5 e
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The children read the sentences. They write Yes, No, or We don’t know , depending on the information given in the newspaper story.
•
ANSWERS
1 We don’t know
2 Yes
3 No
4 Yes
5 No
6 Yes
Synopsis The children complete the text by writing the missing words in the table.
ANSWERS
1 made 2 In 3 how 8 take 9 shouldn’t
4 away
5 is
6 tall
7 was
Review 4 Complete the review. •
Ask the children what they can remember about the newspaper story from Lesson 2. Prompt with questions if necessary. Ask the children to open their Class Books and look at the story on page 57 again. How well did they remember it?
Class Book 1 Read and listen to the story again on page 57. $ 3•05 Match.
3 Read and complete. •
Put the Unit 6 Set 1 wordcards on the board. Describe one of the everyday objects for the class to guess. Ask volunteers to describe other objects for the class.
Lead-in
2 Read and write Yes, No, or We don’t know . •
Warmer
•
ANSWERS
1 c
CB PAGE 58 and AB PAGES 56 and 111–112
The children complete the review and rate the story, referring to the Writing tip for help.
POSSIBLE ANSWERS
1 The Story of The WEEE Man 2 a newspaper 3 a sculpture made from old machines that people don’t want anymore 4 we shouldn’t waste so much 5 Children’s own answers 6 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Story worksheet. Notes and answers on CD-ROM.
•
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With books open, tell the children that they are going to hear the newspaper story again. As they listen, they match the beginnings of the sentences to the correct endings. Play the recording, more than once, if necessary.
ANSWERS
1 c
2 a
3 d
4 b
2 Listen and say the number. $ 3•06 Describe the pictures. •
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•
Focus on the pictures. Tell the children that they are going to hear a description of each picture. Play the recording, pausing after each description for a different child to say the number. Ask the children to work in pairs. They take turns to describe the pictures to each other. They can also refer to the Talking about a picture section on the Speak up poster, for help.
Transcript She has just painted the WEEE Man. He has just written about the WEEE Man. He has just drawn the WEEE Man. They have just made a model of the WEEE Man. He has just taken a photo of the WEEE Man. Unit 6
123
ANSWERS
2 Look at the lists in Activity 1 and write sentences.
2, 5, 1, 3, 4
•
Grammar and everyday language poster Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 6. Copy an affirmative sentence on to the board. Elicit or explain that the present perfect is formed with has / have + the past participle of the verb. Point to the coloured notes at the side of the table and explain how we find the past participle of regular and irregular verbs. Also remind the children that they can use the irregular verbs list at the back of their Activity Books to help them. Elicit an example of a negative sentence, a question and possible short answers and write them on the board.
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3 Read and learn. Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
•
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ANSWERS
1 2 3 4
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•
•
ANSWERS
Jilly has recycled a newspaper; Billy has made a Weee Man; Abbie has drawn a toaster; Milly has hung up some pictures; Bhaskar has taken a photo; Rosie has sewn a bag; Ben has painted a kettle; Betty has switched on a lamp; William has written a text.
Optional activity •
Say false sentences about the picture for the class to correct, e.g. Bhaskar has just recycled a magazine. (No, he hasn’t! He’s just taken a photo.)
Activity Book Grammar •
Tell the children to turn to the Grammar reference on pages 111 and 112 of their Activity Books, and remind them that it is here to help them when they need it.
1 Look at Jilly’s and Billy’s lists. Complete the sentences using has, hasn’t , have or haven’t . •
•
The children complete the sentences by looking at the todo lists to see which tasks Jilly and Billy have/haven’t done. Check the answers with the class.
ANSWERS
1 have
124
Unit 6
2 hasn’t
3 haven’t
4 has
5 has
The children look at the pictures and write sentences using the present perfect with just . Check the answers with the class.
ANSWERS
1 2 3 4
She’s just finished her sandwich. He’s just painted a picture. She’s just bought an ice cream. They’ve just visited a museum.
4 Rewrite the sentences using an apostrophe.
4 Describe the picture in pairs. Focus on the picture. Explain that we can see that the children have all done different activities and actions. Ask a volunteer to read the example sentence to the class. Ask the children to work in pairs to take turns to describe the rest of the picture. They use sentences in the present perfect. Go around the class, helping and checking as the children talk. Then check the answers with the class.
Billy hasn’t bought a birthday card for William. Jilly hasn’t finished her project. Jilly and Billy haven’t played on the computer. Jilly hasn’t made her model.
3 Look at the pictures and write sentences using just .
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The children look at the lists again and use the word prompts to write sentences.
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Revise the use of apostrophes to contract words with the class. The children rewrite each sentence using an apostrophe. Check the answers with the class.
ANSWERS
1 2 3 4
She’s made a cake. They’re made of wood and metal. I’ve got £20 in my purse. They weren’t at school today.
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)
Ask the children to write present perfect sentences in their notebooks about the things that they and their partner have/haven’t done, e.g. Carman and I have made models with old rubbish. I haven’t bought recycled paper. Carman hasn’t recycled electrical objects.
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REINFORCEMENT AND STORY PRACTICE Lesson objectives
Optional activity
Review and practise words for everyday objects Review and practise sentences in the present perfect
•
Language Core: Lesson 1 everyday objects words; present perfect
Materials DVD Story 6; Unit 6 wordcards Set 1; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 6
Warmer •
Play a game of Draw! (see page 201) to revise the vocabulary from Lesson 1.
Lead-in •
•
Ask the class what they can remember about the WEEE Man. Ask What is the WEEE Man? Where is he? What is he made of? What does he teach us? Discuss why it is important to recycle things.
1 What do you do to stop waste? •
•
Elicit a list of things that people can do to prevent waste. Write the list on the board. Add the things below if they are not mentioned: Take old clothes to a textile bank Make models with old rubbish Recycle plastic and paper at home Give old toys to a second-hand shop Recycle electrical items Buy recycled paper Discuss the list, explaining any unfamiliar vocabulary. Ask individual children to tell you which of the things they do.
2 Make a table. Tick ✓ the things you have done this month. •
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Ask the children to copy the list from Activity 1 into their notebooks in a column on the left. They make another column in the middle and put their name as a heading. Tell the children to leave enough space for another column on the right (they will need this for the next activity). Ask the children to tick the things they have done this month. Ask individual children to tell you about the things they have and haven’t done this month.
3 Ask your partner. Tick ✓ the things they have done this month. Write. •
•
Ask the children to work in pairs. They make a third column on the right and write their par tner’s name at the top. The children take turns to ask each other questions to find out which things they have done this month. They complete the column with the appropriate ticks.
Extend Activity 3 into a class survey. Ask the children to choose four more friends and add their names to the table. They ask questions to find out what things their friends have/haven’t done this month.
KEY COMPETENCE:
Competence in social skills and
citizenship Through discussing the things we do to stop waste and considering other things we can do, the children will understand that we have a collective responsibility to look after the planet. Ask the children to choose one extra thing they can do to make a difference.
4 Watch the story on DVD.
DVD Story 6
Tell the children they are going to watch The story of the WEEE Man on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 sculpture 2 teacher 3 artist 4 robot 5 short 6 irons 7 food tins 8 radio Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 6 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 sculpture 3 artist 7 food tins 8 radio
4 robot
6 irons
5 Make story wordcards. •
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Unit 6
125
Lesson 4
5 She stayed in the hotel because the weather was dreadful. / dreadful
CB PAGE 59 and AB PAGE 57
READING AND WRITING
Learning to learn By understanding the meaning of suffixes and prefixes the children can see how certain words are put together and work out their meanings. Encourage the children to make a note of suffixes and prefixes that they come across frequently and find out their meanings. KEY COMPETENCE:
Lesson objectives Read and understand an email Use adjectives with the suffix –ful Write an email Learning to learn: identifying parts of a sentence
3 Describe the pictures using adjectives with –ful. •
Language Core: Lesson 1 everyday objects words; present perfect; adjectives with –ful ; Review: weather, wood, cheerful, art, music, painting, market, restaurant, find / found Extra: performer
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Ask the children to work in pairs. They look at the pictures and describe them using adjectives ending in – ful . Ask some of the children to share their descriptions with the class.
Activity Book 1 Read the email. Match and write the letters.
Materials
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Unit 6 wordcards Set 1
The children read the email and write the letters of the missing phrases in their notebooks.
ANSWERS
Warmer •
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A 6
Put the Unit 6 Set 1 wordcards on the board. Ask the class Which object do you think is the most useful? Why? Encourage as many comments as possible from different children around the room.
Lead-in Ask the children what they can remember about the email that Jilly brought in for her assignment in Lesson 1. Ask Who was it from? What was it about?
D 7
E 5
F 4
G 1
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The children read the email in Activity 1 again and underline the adjectives ending with –ful. Then they complete the sentences in Activity 2 with the adjectives. Check the answers with the class.
ANSWERS
Class Book
helpful, wonderful, restful, painful, careful 1 careful 2 painful 3 wonderful 4 restful 5 helpful
1 Read part 1. Remember and complete. Read page 56 again and check.
3 Write a thank you email.
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Ask the children to look at the email on page 59 and complete part 1 from memory. When they have finished, the children look at the email on page 56 to check their answers. Then go through the answers with the class.
1 LONDON 2 September 3 night metres 5 wood 6 green
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Focus on the pictures and ask the children to say what they see. Ask What did Auntie Janet do in London? Ask the children to read part 2 of the email to check their answers. Then check as a class. Ask the children to match the pictures to the adjectives from the email.
ANSWERS
1 2 3 4
Auntie Janet bought a book (about London). / useful She walked around the market. / beautiful She spoke to an artist. / cheerful She listened to a girl playing a violin. / skilful
Unit 6
Ask the children to write an email thanking someone for something. They use the layout of the email in Activity 1 as a model.
Learning to learn: Identify a noun, an adjective, a verb and an adverb in the sentence below.
4 2
2 Read part 2 and say what Auntie Janet did in London. Then match the pictures and adjectives from the email. •
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ANSWERS
126
C 2
2 Underline the adjectives ending with –ful in the email in Activity 1. Then complete these sentences with the adjectives. •
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B 3
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Read the explanation to the class. Check their understanding, and then ask the children look at the sentence and find a noun, an adjective, a verb and an adverb. Go around the class helping and checking as the children work.
ANSWER
The bedroom (noun) is (verb) quiet (adjective) so Billy sleeps (verb) peacefully (adverb). Learning to learn Being aware of the names and functions of the different parts of a sentence is a fundamental part of language learning. The Learning to learn activity here provides the opportunity for review and reinforcement. KEY COMPETENCE:
Lesson 5
4 Listen to the song. $ 3•09 Write the adjectives from Activity 1. DVD Song 6
CB PAGE 60 and AB PAGES 58 and 106
VOCABULARY AND DVD SONG
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Lesson objectives
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Identify adjectives to describe objects Listen and extract information from a song Play a guessing game involving describing an object
Language Core: wide, spiky, round, dirty, clean, flat, shiny, dull, bumpy, dry, wet, narrow, Review: There are …; It’s …; They’re … ; bronze, silver Extra: angle, look down, fancy, plain, remembrance, trunk, remind, turquoise,
Materials CD3 $ tracks 07–10; DVD Song 6; Unit 6 wordcards Set 2; Speak up poster
Warmer •
Brainstorm a list of adjectives that the children used in the last lesson. Point to each one and ask a volunteer to give you a sentence containing that adjective.
Lead-in •
Discuss art with the class. Ask What kind of art do you like best? Do you like to see art in galleries or outdoors? What is your favourite piece of art?
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the pictures of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 3•07 •
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Establish that this lesson is about sculptures. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the pictures as they do so.
Transcript 1 wide 2 spiky 3 round 7 shiny 8 dull 9 bumpy
4 dirty 10 dry
5 clean 6 flat 11 wet 12 narrow
3 Listen to the adjectives and say the opposites. $ 3•08 •
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Tell the children that they are going to hear the adjectives in a different order. They must listen and say the opposites. Play the recording, pausing after each word for the children to say the opposite. Display the Unit 6 Set 2 wordcards for support while they listen.
Transcript A wide
B shiny
C clean
D wet
E flat
F narrow
ANSWERS
A narrow F wide
B dull
C dirty
D dry
E round / bumpy
Play the audio or DVD version of the song for the children to listen and make a note of the adjectives from Activity 1. Play the song a second time, if necessary.
Transcript There are sculptures of queens There are sculptures of kings. The ‘Angel of the North’, Has amazing, wide wings. 54 metres wide And 20 metres tall. He stands on a high hill, Looking down over all. Some sculptures are special. Some sculptures are plain. They’re dry in the sun. They’re wet in the rain. Some sculptures are heavy. Some sculptures are light. Some sculptures have water, Some light up at night. There are sculptures with names. Like the names on this tree. The ‘Tree of Remembrance’. Should remind you and me. Pretty leaves, silver leaves. They’re shiny and they’re flat. When the birds sit up there, People look at that. Some sculptures are spiky. Some are high off the ground. ‘Afloat’ is a sculpture That is turquoise and round. Can you see the sea Through the hole in the middle? It’s near to the beach. It’s big. It’s not little. Some sculptures … wide, dry, wet, flat, shiny, spiky, round Sculptures in the UK The Angel of the North (Picture 1 on Class Book page 60) in Low Fell, Gateshead is a steel sculpture 20 metres high and has a wingspan of 54 metres. The Tree of Remembrance (Picture 6 on Class Book page 60) in Manchester is a bronze sculpture that commemorates the civilian victims of World War II. Their names are written around its trunk and on its leaves. Afloat (Picture 3 on Class Book page 60) is a doughnutshaped bronze sculpture that stands on the beachfront in Brighton. It was made by taking a globe of the world, pressing the poles inwards and placing it on its side. CULTURE NOTES:
5 Listen again. $ 3•09 Choose the correct answers. •
Ask the children to read the sentences and the possible answers. Play the song again, pausing if necessary, for the children to choose the correct answers.
ANSWERS
1 b
2 b
3 b
4 a
5 b
6 b Unit 6
127
Artistic and cultural competence The words of the song familiarize the children with some of the UK’s most well-known sculptures. The children hear descriptions of the sculptures and find out why they are important to the people of the UK. Exploit the topic further. Ask the children Which sculpture do you like best? Why? KEY COMPETENCE:
Lesson 6
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about a form of street art: ‘yarnstorming’ Read and understand an article about ‘yarnstorms’ Practise using relative pronouns Talk about people, places and things from the article
6 Find some objects. Play a guessing game in pairs. •
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Divide the class into pairs. Ask one pair to read the example dialogue to the class. Refer the children to Describing an object section of the Speak up poster for more useful language. Give each pair a selection of everyday objects or ask them to find objects from their bags and put them on the table. The children take turns to describe an object for their partner to guess.
Language Core: relative pronouns Review: art, city Extra: knitting, barrier, pirate, heart, mushroom
Materials CD3 $ tracks 09 and 11; Speak up poster; Unit 6
Activity Book
Grammar and everyday language poster
Bilingual dictionary •
Tell the children to turn to page 106 of their Activity Books and write the translations for the adjectives to describe objects.
1 Complete the song. Listen and check. $ 3•09 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Check the answers with the class.
ANSWERS
1 queens 2 stands 3 wet 4 heavy 6 shiny 7 spiky 8 round 9 middle
5 sculptures
2 Listen and number. $ 3•10 •
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CB PAGE 61 and AB PAGES 59 and 112
Warmer $ 3•09 •
Lead-in •
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Transcript
1 Look at the photos. Say why the knitting is there. •
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Focus on the photos and ask the children what they see. Ask the children to work in pairs. They discuss the pictures and say why they think the knitting is there. Refer them to the Guessing section on the Speak up poster for help. Discuss the pictures as a class.
2 Listen, read and check your ideas. $ 3•11 •
1 This sculpture is very spiky. One of the spikes is long, thin and sharp. 2 This sculpture is fat and bumpy. It’s dirty too. 3 This sculpture looks like a tree with a wide trunk. The top is shiny and smooth. 4 This sculpture is curved and narrow.
Ask the children if they or anyone in their family knits. Tell the children that the Ace pupils are going to visit a yarnstorm in this lesson, where they will learn about a certain type of knitting.
Class Book •
Tell the children that they are going to hear four children describing the sculptures in the pictures. Play the recording, pausing if necessary, for the children to listen and number the pictures in the order that the sculptures are described.
Play the song from Lesson 5 again, encouraging the children to sing along.
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Tell the children that they are going to listen and read to check their ideas. Play the recording while the children follow the words in their books. Ask the children if their predictions were correct.
ANSWER
A group of knitters leaves their knitting in public places for people to look at.
ANSWERS
3 Read the grammar table and learn. Find more examples of relative pronouns in the text.
3, 4, 1, 2
3 Complete the descriptions. •
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The children complete the descriptions of the objects with the words from the box.
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ANSWERS
1 round, green
2 narrow, see
3 soft, wet
4 Think of four objects in your home and write descriptions. Ask your partner to guess. •
128
The children write descriptions of four objects in their homes. They work in pairs. They take turns to read out a description for their partner to guess the object.
Unit 6
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Focus attention on the Grammar 2 section on the Grammar and everyday language poster for Unit 6. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of relative pronouns.
ANSWERS
… a group of four knitters who … The first yarnstorm was in London, where … … a statue called Eros in London, which … … a knitted mushroom, which …
Extension Lesson 6a (optional)
4 Read again and join the sentences with relative pronouns. •
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Focus on the first part of the first sentence. Ask Is the sentence about things, people or places? Which pronoun do we need? Establish that the sentence is about people so we need the pronoun who. Ask the children to find the second part of the sentence. Ask the children to work alone to join the sentences in their notebooks using the correct relative pronouns.
CROSS-CURRICULAR AND SOCIAL TASK Lesson objectives Describe a picture Research a work of art Design and write about your own sculpture Share knowledge and learning in the form of a social task
ANSWERS
1 There are four knitters who leave their knitting in public places. 2 Eros is a statue which is 7 metres above ground. 3 A man took a knitted mushroom, which he gave to his daughter. 4 Deadly knitshade got a photo from a man who took a knitted cat for his living room. 5 Plarchie is a squid which is made from 160 plastic bags. 6 The first yarnstorm was in Covent Garden, where they covered a wooden barrier with knitting.
Language Core: Lesson 5 adjectives to describe objects; relative pronouns Review: pencil Extra: bead, bubblegum, tyre, coat hanger
Materials DVD cross-curricular; Speak up poster; large colour pictures of the following works of art: Liza Lou’s ‘Kitchen’, Jennifer Maestre’s ‘Asteridae’, Chakaia Booker’s ‘No More Milk and Cookies’, Maurizio Savini’s ‘Alligator’ and David Mach’s ‘Gorilla’; internet/pre-prepared fact sheets about each of the artworks listed above; plain paper; coloured pencils
5 Say the sentences in pairs. •
Ask the children to work in pairs. They take turns to say the sentences from Activity 4.
Activity Book Grammar •
Tell the children to turn to the Grammar reference page on page 112 of their Activity Books.
1 Read and complete the text with who, where or which. •
The children read the text about the CowParade and complete it with the correct personal pronouns.
Warmer •
Lead-in •
Artists who work with unusual materials Liza Lou is an American artist, known for her beaded artwork. Kitchen, a full scale model of a k itchen covered in beads, took four years to create. Jennifer Maestre was born in South Africa and lives in Massachussets, USA. She is famous for her pencil sculptures. Chakaia Booker is an African-American artist who works with rubber tyres. She is also famous for her ‘wearable sculptures’. Maurizio Savini is an Italian sculptor who works with fibreglass and bright pink bubblegum. David Mach is a Scottish artist and sculptor who works with mass-produced products, such as coat hangers, magazines and matchsticks.
2 who 3 where 6 where
4 which
2 Match the sentences and write the relative pronouns. •
The children read and match the two halves of each sentence and write down the missing relative pronoun.
ANSWERS
1 e, which
2 c, where
3 d, who
4 b, which
5 a, who
3 Complete the quiz questions with who, where or which. Answer the questions. Write three more quiz questions for a friend. •
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Brainstorm a list of materials that people use to make art and write the words on the board. CULTURE NOTES:
ANSWERS
1 which 5 which
Play a game of True or false? (see page 202), using sentences with relative pronouns.
The children complete the questions with the correct relative pronouns and write their answers. They then write more questions for a friend to answer. They swap books with their friend and write answers to each other’s questions.
1 Look at the picture. Describe what you see. •
ANSWERS
1 which, the WEEE Man 2 who, Diego Velazquez 3 where, Paris 4–6 Children’s own questions
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6,
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Hold up the picture of Liza Lou’s ‘Kitchen’ or display it on the interactive whiteboard. Ask individual children to describe what they can see. They can also refer to the Talking about a picture section on the Speak up poster, for help. Ask the class What is it made of? Encourage ideas from different children and then reveal that the artwork is made of beads.
Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Unit 6
129
2 Look at the words and repeat. •
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Tell the class that they are going to look at some more artworks that are made from unusual materials. Write the words bubblegum, tyres, coat hangers and pencils on the board. Explain new vocabulary and model pronunciation for the children to repeat chorally and individually. Tell the children that they are they are going to look at some artworks made from these materials.
Lesson 7
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: focus on stress on penultimate syllables Practise giving and receiving compliments
3 Look at the picture. Research the answers to the questions. Divide the class into four groups. Give a picture of an artwork to each one. Write the following questions on the board: What is it? Who made it? What does it look like? What is it made from? Where is it? Ask the children to work together to find the answers to the questions. If there is classroom access to the internet, they can do their research online; if not, give each group a pre-prepared fact sheet about the artwork. Go around the class as the children work, helping and checking. Ask one person from each group to stand up, hold up their picture and tell the class about the artwork.
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4 Design a sculpture for the school. Draw a picture and write about it. •
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Tell the children that they are going to design their own sculpture. They think about what the art work will look like and what they will use to make it. Give each child a piece of paper. They draw a picture of their sculpture and give it a name. The children write about their artwork. They describe what it looks like and explain what it is made from.
Artistic and cultural competence This lesson highlights the fact that art is not just confined to the paintings, drawings and sculptures that we see in galleries, but can be found anywhere and created from anything. As in other units, the children should be encouraged to relate the topic of the unit to their everyday lives. Ask them to think about the places where they have seen art today. KEY COMPETENCE:
Optional activity •
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Make an art gallery. Display the children’s pictures on the wall and invite the children to walk around and look at them. Discuss the pictures as a class. Ask the children Which sculpture is the most interesting? Which do you like the best? Why?
Further practice $ DVD, Unit 6 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 6, Cross-curricular worksheetsw. Notes and answers on CD-ROM.
Language Core: Lesson 1 everyday objects words; Lesson 5 adjectives to describe objects; present perfect; Review: I like … I love …; words ending in –ic and –ion; art, painting
Materials CD3 $ tracks 12–14; Unit 6 Grammar and everyday language poster; a collection of small everyday objects, a towel or a small blanket; scissors; coloured pencils
Warmer •
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Unit 6
Before the class come in, place one of the Lesson 1 everyday objects on your table and cover it with a towel. Describe the object, using some of the adjectives from Lesson 5, for the class to guess what it is. Ask the children to turn their backs as you invite a volunteer to the front of the class to choose an object, cover it and describe it. Repeat with other children.
Lead-in •
Ask individual children around the class Have you ever been to an art show? Where was it? What did you see?
Class Book 1 Listen and say who is talking. $ 3•12 •
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With books open, ask the children to look at the picture and describe what they see. Ask Where are the children and Mrs Bean? Play the recording all the way through. The children listen and say who is talking.
Transcript Crafty Fingers runs lots of different art courses for children aged 10 to 12. Our art weekend is from Saturday 17th April to Sunday 18th April. We start at 10 am and we finish at 4 pm. On Sunday afternoon, the parents can come and see all the lovely things the children have made. We’ve got lots of activities! There are three teachers at the centre. I teach pottery and photography. Charlie teaches still-life drawing and watercolour painting and Judy teaches knitting and sewing, as well as woodwork for beginners. Please take a brochure and phone 01865 200236 for details! ANSWER
an art teacher
2 Listen again and complete the brochure. $ 3•12 •
130
CB PAGE 62 and AB PAGES 117 and 118
Focus the children’s attention on the brochure for the art weekend. Point out that some information is missing.
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Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
Lesson 8
CULTURE AND READING
ANSWERS
1 April 2 12 3 photography 5 beginners 6 01865 200236
4 knitting
Lesson objectives Read and understand texts about famous artists in different countries Talk about which sculpture you like best Understand the importance of being kind to your friends Regular review: practise using made of
3 Listen and read the dialogue. $ 3•13 Match the pottery and the children. Who made the pots? •
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Ask the children to look at the pots on the right-hand side of the page. Explain that they must listen to the dialogue to find out who made which pot. Play the recording for the children to listen and match the pots to the children.
Language Core: Lesson 5 adjectives to describe objects; present perfect; Unit 3 Lesson 1 materials words; animals Review: present simple; past simple; bronze, stone, wood, silver, tiles, fountain, courtyard, mosaic, every day, ar t, architect Extra: create, public (adj) , specialize, junction, motorway, ceramics, stained glass, dragon
ANSWERS
1 Milly
2 Billy
3 Jilly
4 Look, listen and repeat. $ 3•14 •
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Tell the children to look at the words in the Perfect pronunciation box. Explain that in each of the words the stress falls on the second-to-last syllable. Play the recording for the children to listen carefully to the way the words are stressed. Play the recording again for the children to repeat chorally then individually.
5 Listen to the dialogue again. $ 3•13 Act out. •
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CB PAGE 63 and AB PAGE 60
Play the dialogue again for the children to follow the words in their books and listen for the stress on the words ending in –ic and –ion. Ask the children to work in groups of four to act out the dialogue. Ask some of the groups to act out the dialogue for the class. Learning to learn Encouraging the children to find patterns in word stress and pronunciation helps them to produce more naturalsounding English. Brainstorm more words ending in – ic and –ion. Ask the children to work in pairs, taking turns to say the words.
Materials CD3 $ track 15; Speak up poster Warmer •
Play a game of Time’s up! (see page 202) with the adjectives from Lesson 5.
Lead-in •
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Tell the children that in today’s lesson they are going to learn about some famous artists from around the world. Ask the children Which famous artists do you know from your country? What are they famous for? Do you like their work?
KEY COMPETENCE:
6 Cut out and complete your fluency cards. Practise in pairs. •
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 6 and draw attention to the everyday language for giving and receiving compliments. Ask a pair of children to read the dialogue to the class. Tell them that they will need this language for the communication task. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 6 fluency cards. They draw and colour in their pottery items. Child A looks at child B’s pottery item and gives compliments about the different aspects listed. Child B responds appropriately. The children then change roles and repeat. Go around the class as the children talk, helping and correcting where necessary.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 6, Listening and Speaking. Notes and answers on CD-ROM.
Class Book 1 Compare the photos in pairs. •
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Ask the children to work in pairs to compare the photos. Refer them to the section on Describing an object and Describing differences and similarities on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos. •
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Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about famous artists from different countries, and Laura, Cory and Oriol have posted responses on Ace! Space. Ask the children to read the three texts quickly and match each of them with a photo from Activity 1.
ANSWERS
1 Oriol
2 Laura
3 Cory
3 Read again and choose the best answer. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 a
2 b
3 c
4 b
5 b
6 a Unit 6
131
4 Which of the sculptures do you like best? Write three reasons. •
Ask the children to think about which of the sculptures from Activity 1 they like best. In their notebooks, they write three reasons for their choice. Artistic and cultural competence In Activity 4, the children consider art on a personal level: they think about why they like a particular sculpture and what it means to them. KEY COMPETENCE:
It’s made of plastic. This statue is made of bronze. This sculpture is enormous. It’s made of concrete. ANSWERS
1 wood box 2 silver spoon 3 marble bowl 4 plastic frame 5 bronze statue 6 concrete sculpture
4 Write superlative sentences using made of . •
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5 Tell your partner. •
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Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which sculpture they like best and why. Ask some of the children to share their opinions with the class.
Vital values •
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask Why is it important to be kind to your friends? What happens if you aren’t kind to people?
Activity Book
The children write sentences with made of using the word prompts. They use the superlative form of the adjectives. Check the answers with the class.
ANSWERS
1 2 3 4 5 6
The oldest sculpture is made of metal. The biggest sculpture is made of wood. The smallest sculpture is made of bronze. The most beautiful sculpture is made of paper. The most colourful sculpture is made of glass. The tallest sculpture is made of concrete.
5 Use your notes in the table to write about the artist from your country. •
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The children use their notes from the table in Activity 1 to write about a famous artist from their country. They should write full sentences, in their notebooks, in answer to questions (1–3). In preparation for the final writing activity in Lesson 9, you may like to ask the children at this point to bring in a photo of a family member to the next lesson, in order for them to write a description.
TEACHIN G TIP:
1 Read the texts on Class Book page 63 again. Make notes in the first three columns of the table. •
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Ask the children to read the texts about the famous artists again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Artist
Robert Bradford
Andy Scott
Antoni Gaudí
He/She was born …
London
Glasgow in the 1960s
1852
A famous work
the Bee Sculpture
Heavy Horse
a dragon fountain
It’s made of …
everyday objects
metal
Lots of colourful mosaic tiles
2 Write notes about a famous artist from your country in the last column of the table. •
The children think about a famous artist from their country and fill in the last column of the table in Activity 1.
3 Listen and match. $ 3•15 •
The children listen to the recording and match the materials to the correct objects.
Transcript This is an old box. It’s made of wood. This is a beautiful spoon. It’s made of silver. This round bowl is made of marble. This picture frame looks like it’s made of metal, but it isn’t! 132
Unit 6
Lesson 9
CB PAGE 64 and AB PAGE 61
WRITING AND PHONICS Lesson objectives Identify the features of a description of a person Understand the use of an apostrophe between o and clock Identify the /uː/ sound in words Write a description of someone in your family
5 Jilly writes about kettles, irons and toasters because these are the things her dad can repair. 6 Milly spelt to as too. Because she confused the sound of the word and the spelling.
After you have gone through the answers with the class, ask the children to look at the annotations on the left of the text. Go through them with the class, asking questions to check comprehension. Focus on the Punctuation box. Ask them to find an example of an apostrophe between o and clock.
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Learning to learn Activity 2 draws the children’s attention to the layout of a descriptive text and the things that are included in each paragraph. Discuss with the class what the three paragraphs are for (an introduction; a description of Mr Bean’s appearance and a description of Mr Bean’s character). Read out some phrases from the text and ask the children which paragraphs they belong to. KEY COMPETENCE:
Language Core: Lesson 1 everyday objects words; Lesson 5 adjectives to describe objects; cartoon, cheerful, dark, skin, maths, fly / flew, wear / wore Review: adjectives for physical appearance Extra: chestnut, fair, freckles, active, lively, grumpy, goose, cockatoo, emu, moose, kangaroo, bird, monkey
Materials CD3 $ tracks 16–17; children’s family member photos
3 Listen and read. $ 3•16 How many animals can you find? Ask the children to look at the pictures around the poem and tell you what they can see. Read the question with the class. Play the poem for the children to listen and follow the words in their books. Pause, if necessary, for the children to note down the animals they hear.
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Warmer •
Play Jumble (see page 202) to revise adjectives for physical appearance and character.
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Lead-in •
Discuss families with the class. Ask individual children What does your mum / dad / brother / sister look like? What is your mum’s / dad’s job? What are your mum’s / dad’s / brother’s / sister’s hobbies?
Class Book 1 Read the description. Is it a description of Mr Bean’s …? •
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Ask the children to read through the list of possible endings to the question. They read the text quickly and decide what kind of description it is. Is Mr Bean like someone in your family? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
ANSWER
goose, cockatoos, emu, moose, kangaroos, birds, monkeys
4 Listen and read again. $ 3•16 Find and write the words with the /uː/ sound. Play the recording for the children to listen and read again. Pause, if necessary, for the children to write down the words with the /uː/ sound in their notebooks.
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ANSWERS
Sue, zoo, drew, too, through, glue, room, knew, do, drew, blue, goose, few, cockatoos, emu, moose, two, kangaroos, uniforms, super, new, boots, few, threw, fruits
Optional activity •
Ask the children to work in pairs to write down the different spelling patterns that can represent the /uː/ sound.
ANSWER
c
Activity Book
2 Read the text again and answer the questions. •
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Ask the children to read the six questions in their Class Books. The children read the description again, in more detail, and write their answers to the questions.
1 Circle two words with the /uː/ sound. Listen and check. $ 3•17 •
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ANSWERS
1 Gregory 2 He’s a maths teacher. 3 He’s got short, straight, chestnut brown hair. He’s got a moustache and a small beard. He’s got dark brown eyes and big eyebrows. He’s got fair skin. Sometimes he wears glasses. 4 Jilly says her dad is very active and lively. He isn’t normally grumpy. He’s very cheerful and very clever.
The children look at each group of words and circle the two words with the /uː/ sound. Play the recording for the children to listen and check.
Transcript 1 true, group 2 who, room 4 cartoon, music
3 move, too
Unit 6
133
2 Read the description in Activity 3 quickly. Circle the parts of text where: •
The children speed read the description and circle the different parts.
Lesson 10 REVIEW
Lesson objectives
ANSWERS
Review the unit vocabulary and grammar Practise integrated skills
1 paragraph 2 2 paragraph 3 3 paragraph 2: short, straight, brown, big, small, dark brown, big fair, clean blue and white; paragraph 3: active and lively, grumpy, cheerful, funny, very clever
Language Core: Lesson 1 everyday objects words; Lesson 5 adjectives to describe objects; present perfect; relative pronouns; iron, wood, cheerful Extra: car boot sale
3 Complete the description with these words. •
The children read the description again and complete it with the words in the boxes.
Materials CD3 $ tracks 18–19; DVD Song 6/DVD Story 6; a watch
ANSWERS
A works B long C fair D round E dress F plays G excellent H colourful I calm J excited
4 Read the description again. Underline the words with the /u:/ sound. •
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The children speed read the description again to find the word with the /u:/ sound. They write it down in their notebooks. Check the answer with the class.
or timer; Unit 6 Grammar and everyday language poster
Warmer •
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ANSWER
music, cartoons
5 Using a photograph, write a description of someone in your family. •
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The children look at their family member photos and write a description of them, using the description in Activity 3 of the Activity Book and that on Class Book page 64 as models. Encourage the children to use as many adjectives as possible.
CB PAGE 65 and AB PAGES 62, 111 and 112
DVD Song 6 / Story 6
Ask the children to vote on whether they would like to watch the Unit 6 story animation or the Unit 6 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 6. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Look at the picture. and the prices. •
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Cover and say the items
Explain that this is a speed-reading task and that the children have one minute to look at the picture and memorize the objects and their prices. Use a watch or timer to time one minute Then ask the children to cover the picture. They work in pairs, taking turns to name an object from the car boot sale and say how much it costs. Learning to learn In Activity 1, the children review and reinforce vocabulary through a memory game. Ask the children what other kinds of games they play to learn vocabulary. Which ones work best for them? KEY COMPETENCE:
2 Look and say. •
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134
Unit 6
Ask the children to look at the picture. Explain that the children have just finished doing different things. The children work in pairs. They take turns to make present perfect sentences with just to say what the different children have done. If necessary, use the Grammar 1 section on the Unit 6 Grammar and everyday language poster to revise the present perfect.
ANSWERS
Jilly Does he wear glasses? Rachel No, he doesn’t. Jilly What about his character? What is he like? Rachel He’s cheerful and helpful. He helps me with my homework sometimes! Jilly And what are his favourite objects? Rachel Well he likes cooking a lot and he also lik es making things out of wood. So his favourite objects are his blue mixing bowl and his drill!
Jilly has just thrown away an apple. Milly has just eaten an apple. Billy has just seen a butterfly. Betty has just found a £5 note. William has just fallen asleep.
3 Listen and say Before or After . $ 3•18 Then describe each picture in pairs. •
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Explain that the children’s parents have given the playground a makeover. By looking at the two pictures, the children can see how it has changed. Tell the children that they are going to hear a recording of Mr McMaster describing the pictures. They must listen and say which picture is being described. Play the recording for the children to say Before or After .
1 The playground is wet. 2 The bell is shiny. 3 The football pitch is flat. 4 The bench is wide. 5 The door is clean. 6 The bell is dull. 7 The football pitch is bumpy. 8 The playground is dry. 9 The door is dirty. 10 The bench is narrow. 2 After 8 After
3 After 4 After 5 After 9 Before 10 Before
ANSWERS
1 where
Ask the children to read William’s trip report and fill in the gaps in their notebooks with the correct relative pronouns. If necessary, use the Grammar 2 section on the Unit 6 Grammar and everyday language poster to revise relative pronouns.
ANSWERS
3 who
2 finished
3 who
4 at
5 using
6 when
3 It’s halfway through the school Activity Day. Look and write True or False.
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The children look at the information. They read the sentences and write True or False. Check the answers with the class.
ANSWERS
4 Read and write where, who or which.
2 who
The children read the text and circle the correct words to fill the gaps. Check the answers with the class.
1 True
Ask the children to write sentences about what the parents have done to the playground using the present perfect, e.g. The parents have cleaned the door.
1 where 6 which
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6 Before
Optional activity
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6 helpful
2 Read and circle the correct answers.
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ANSWERS
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1 Mark 2 Green 3 37 4 tall 5 spiky 7 cooking 8 wood 9 bowl 10 drill
•
Transcript
1 Before 7 Before
ANSWERS
4 which
2 False
3 True
4 False
5 False
6 True
4 Look at Activity 3. Write sentences. •
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The children write sentences about what Billy, Jilly and Milly have done using the word prompts. Check the answers with the class.
ANSWERS
1 2 3 4 5
Billy has played football. Billy and Milly have made biscuits. Jilly has painted a picture. Milly has done sewing. Billy and Jilly have taken photos.
5 where
Activity Book 1 Jilly is asking about Rachel’s dad for her homework. Listen and complete. $ 3•19 •
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Play the recording, pausing where necessary, for the children to complete the information about Rachel’s dad. Check the answers with the class.
Transcript Jilly Hi Rachel. Right. I’ve got some questions for my homework. They’re about your dad. Rachel OK. Jilly What’s your dad’s name? Rachel He’s called Mark. Jilly And his surname? Rachel Green. Mark Green. Jilly OK. And how old is he? Rachel Erm, let me think. He’s just had his birthday. He’s 37. Jilly What does he look like? Rachel He’s tall and thin. He’s got short, spiky hair. Unit 6
135
Lesson 11
CB PAGE 65 and AB PAGE 63
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 6 Evaluate your own progress
Language Core: vocabulary and structures from Unit 6; iron
Materials CD3 $ track 20; internet Warmer •
Play a memory game. Divide the class into teams. Read out some questions about what happened in the unit for the children to write down their answers, without looking in their books. Teams get one point for each correct answer.
Lead-in •
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why?
Class Book
Transcript 1 The work of art I’m going to talk about is called Angel of the North. 2 It was made by a British artist called Antony Gormley. 3 It is on a hill in the town of Gateshead in the north of England. 4 It’s a large, brown sculpture in the shape of an angel. The angel is standing straight. It’s got long, rectangular wings. 5 The sculpture was made in three parts – the body and the two wings. The sculpture was finished in 1998. 6 The sculpture is made of steel. 7 I like this sculpture because it is very big and you can see it from far away. The shape is fantastic and I like the brown colour because it makes me think of chocolate! ANSWERS
2 the UK 3 north 4 rectangular 6 steel 7 chocolate
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Tell the children to look at the photo of the girl giving a presentation. Ask What is the presentation about? What is the girl showing the class? Tell the children they are going to prepare and then give a class presentation about their favourite works of art. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
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1 Look at the presentation plan in Activity 3. Read and write the headings.
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ANSWERS
1 My favourite work of art 2 The artist 3 Where it is 4 What it looks like 5 When it was made 6 What it’s made of 7 Why I like it
2 Listen and circle the correct answers in the presentation plan. $ 3•20 •
136
Tell the children that they are going to hear a pupil giving her presentation about her favourite work of art.
Unit 6
Discuss the presentations with the class. What did the children find most interesting? Ask Which artwork do you think is the most interesting? Why?
4 Look back at the unit. Read and tick ✓. Complete.
Activity Book
Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the list of headings and the information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
Tell the children to plan a presentation about their favourite work of art by copying the headings from Activity 1 and making notes. Go around the class as the children work, helping and checking. If there is classroom access to the internet, ask the children to find a picture to go with their presentation. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Optional activity
•
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5 1998
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class.
1 Prepare a presentation. 2 Give your presentation to the class. •
Play the recording for the children to listen and choose the correct answers from each pair of options.
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Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 65 of the Class Book: Jolly geography homework. Find out about the Arctic. Tell them that this will be the theme for the next unit. Ask the children if they k now anything about the Arctic. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 6 Test or the Term 2 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 6 Test / Term 2 Test. Notes and answers on CD-ROM. NOTE:
J o l l y Lesson 1
g e o g r a p h y
CB PAGE 66 and AB PAGES 64 and 106
VOCABULARY Lesson objectives Identify adjectives to describe places Identify different text types Find information in a survival guide Ask and answer about the sort of places you like
Language Core: deserted, rural, snowy, tropical, historic, cosy, crowded, urban, noisy, mountainous, dangerous, freezing, Review: weather, wide, flat, geography Extra: shelter, slope, shovel, entrance, tunnel
Materials CD3 $ tracks 21–24; Unit 7 wordcards Set 1; a watch
Billy Find out about the Arctic. Miss London That’s right! What have you got, Billy? Billy Well, I’ve got a photo album. It’s my Uncle Tom’s album. He went to the Arctic and he took lots of photos. Miss London Wow! Your Uncle Tom’s an adventurer! Billy Yes, he is! And I’ve got a page from a survival guide. Miss London How to survive in the Arctic . Interesting! Billy And I’ve got a story about the Arctic. It’s from my Uncle Tom’s diary. Miss London Well done, Billy! Thank you! ANSWERS
A photograph album
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Warmer
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Ask the class for a list of adjectives to describe the town that the children live in. Write them on the board. Ask individual children to make sentences about their town.
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find out about the Arctic.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Billy) What do you think he has brought in? Encourage a variety of suggestions from different children around the class.
Class Book 1 Listen. $ 3•21 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Billy’s homework. Ask the children to open their Class Books and look at the things Billy has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
Transcript
C diary
2 Match the words and the pictures (1–12). Listen, check and say $ 3•22
or timer
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B survival guide
Ask the children to look at the pictures in Uncle Tom’s photograph album (text A). They match the words to the pictures and write the answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 tropical 2 historic 3 noisy 4 crowded 5 urban 6 rural 7 cosy 8 freezing 9 deserted 10 mountainous 11 dangerous 12 snowy
3 Look at text A. Listen and say the adjective. $ 3•23 •
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Ask the children to look at the photograph album again. Tell them that they are going to hear the beginning of some sentences about different kinds of places. They must listen and finish the sentences with the correct adjective. Play the recording, pausing after each sentence for the children to say the adjective.
Transcript A B C D E F
A place with a lot of people is … A place in the country is … A place which is very, very cold is … A place with wild animals can be … A place which is warm and comfortable is … A place with lots of mountains is …
ANSWERS
A crowded B rural C freezing E cosy F mountainousl
D dangerous
4 Read text B and answer. •
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Ask the children to look at text B. Read the question with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the survival guide to find the answer to the question. Use a watch or timer to time one minute.
Miss London Hi everyone! What was your jolly geography homework this week? Unit 7
137
ANSWER
You need a slope with about two metres of snow. You also need a shovel, branches, a rucksack and a candle.
Lesson 2 STORY
5 Ask and answer in pairs. •
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Lesson objectives
Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children take turns to ask and answer about the sort of places they like, using the adjectives from Activity 2.
Read and understand a diary Talk about why you would/wouldn’t like to go to the Arctic Write a review of the diary
Language
Activity Book
Core: Lesson 1 adjectives to describe places; Review: present simple; present perfect ; every day, fly / flew, hear / heard, run / ran Extra: promise, helicopter, seal, wolf, guide, adventurous, buggy, hare, feeling, blow away, rescue, break down, storm
Bilingual dictionary •
Tell the children to turn to page 106 of the Activity Book and write translations for the adjectives to describe places.
1 Write the adjectives. •
The children look at the pictures and write the correct adjectives. Display the Unit 7 Set 1 wordcards for support while they work.
ANSWERS
1 dangerous 2 freezing 3 snowy 4 deserted 5 noisy 6 urban 7 crowded 8 tropical 9 historic 10 rural
ANSWERS
5 rural
3 Listen and tick ✓ the kind of places Billy, Milly and Jilly like. $ 3•24 •
Billy So, what kind of places do you like, M illy? Milly Well, I suppose I like quiet places, not big cities. I prefer the countryside where it’s rural. And I like staying in warm, cosy cottages. Billy And how about you, Jilly? Jilly Me? I love climbing up big mountains, so I suppose I like mountainous places – and I love it when the place is deserted and I’m on my own. I’m also really interested in history and I love historic towns. But not if they’re too crowded! Milly And what about you, Billy? What kind of places do you like? Billy Well I like urban places. And just like Jilly I like old, historic places. I don’t like the mountainous places, though – they’re too snowy and windy! ANSWERS
Milly cosy, rural Jilly mountainous, historic, deserted Billy urban, historic
4 Write about the places you like and don’t like.
138
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The children write sentences in their notebooks about the sort of places they like and don’t like.
Unit 7
Play The definitions game (see page 202) with the vocabulary from Lesson 1.
Ask the children if they’ve ever had an adventure. (This could be an exciting holiday or trip.) What happened?
Class Book 6 Read and listen. $ 3•25 Which word best describes Uncle Tom’s trip? •
Play the recording. The children tick the boxes to show the kinds of places that the different children like.
Transcript
•
Warmer
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The children complete the definitions with the correct adjectives.
1 tropical 2 freezing 3 cosy 4 crowded 6 deserted 7 historic 8 mountainous
Materials CD3 $ track 25
Lead-in
2 Read and complete the definitions. •
CB PAGE 67 and AB PAGE 65
•
Focus on the diary and the pictures. Read the adjectives with the class. Ask the children to think about which one is likely to describe Uncle Tom’s trip. Play the recording for the children to follow the story in their books. Ask the class Which word best describes Uncle Tom’s trip? Was it the word they expected?
ANSWER
exciting Learning to learn Predicting the likely answer, using visual clues and background knowledge, helps the children to focus, read and listen more effectively. Whenever practical, encourage the children to make predictions about a text or listening extract before they read or listen. KEY COMPETENCE:
7 Read again and answer. •
Ask the children to read the diary again and write their answers to the questions in their notebooks.
ANSWERS
1 2 3 4 5 6
Day 2 Because he wanted to take a picture of an Arctic hare. Felix and the other people on the tour went away. He slept in a snow shelter because his tent blew away. He saw the smoke from his fire. He was back at Polar Bear Lodge.
Lesson 3
Optional activity Ask the children to work in pairs to find the following in the text: three animals (seal, wolf, Arctic hare), two kinds of transport (helicopter, buggy) and three weather words (cold, windy, snow).
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GRAMMAR Lesson objectives Practise using the present perfect Make present perfect questions Ask and answer about places you have been Regular review: practise using past participles (of irregular verbs)
8 Would you like to go to the Arctic? Tell your partner. •
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CB PAGE 68 and AB PAGES 66 and 112
Ask the children to work in pairs. They take turns to say whether or not they would like to go to the Arctic and explain why. What do you think? Ask the children to discuss the question in pairs. Ask some of the children to share their thoughts with the class.
Language Core: present perfect Review: past participles (irregular verbs); fly
Activity Book
Materials CD3 $ tracks 25–26; Unit 7 Grammar and everyday
Plot, characters and setting
language poster
1 Remember the story. Read and write True or False. •
The children read the sentences and write True or False from memory. They check their answers by looking at the Class Book diary on page 67. Then check the answers as a class.
Warmer •
Lead-in •
ANSWERS
1 True 6 True
2 False 7 False
3 True
4 True
5 False
•
2 Read and circle the correct answers. •
The children read the sentences and choose the correct phrases to complete them.
ANSWERS
1 a
2 c
3 c
4 a
1 Read and listen to the story again on page 67. $ 3•25 Match.
Synopsis •
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The children complete the text by writing the missing words in the table.
ANSWERS
1 b
5 up
6 went
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Review 4 Complete the review. •
With books open, tell the children that they are going to hear the story again. As they listen, they match the beginnings of the sentences to the correct endings. Play the recording, more than once, if necessary. 2 c
3 d
4 a
2 Listen and say the number. $ 3•26
ANSWERS
1 to 2 watch 3 take 4 weren’t 7 smoke 8 him 9 was
Ask the children what they can remember about the story from Lesson 2. Prompt with questions if necessary. Ask the children to open their Class Books and look at the diary on page 67 again. How well did they remember it?
Class Book
•
3 Read and complete.
Play a game of True or false? (see page 202) to revise the vocabulary from Lesson 1.
The children complete the review and rate the story, referring to the Writing tip for help.
POSSIBLE ANSWERS
1 a diary 2 Uncle Tom 3 the Arctic 4 lost 5 stay with the group 6 Children’s own answers 7 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Story worksheet. Notes and answers on CD-ROM.
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Focus on the pictures. Tell the children that they are going to hear questions and sentences about each picture. Play the recording, pausing after each question or sentence for a different child to say the number. Ask the children to work in pairs. They take turns to point to the pictures and say the questions or sentences to each other.
Transcript Have you ever dug a snow shelter? I haven’t seen an Arctic hare. Have you been to the UK? I’ve never been to the UK. I’ve seen a polar bear. I’ve been to the UK. ANSWERS
4, 3, 1, 5, 6, 2
Unit 7
139
Grammar and everyday language poster •
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Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 7. Copy a question with ever on the board. Explain that we often use ever in present perfect sentences. It means in your life or at all . Point out that we don’t use ever with time phrases, such as this week , this year , etc. Elicit further examples of present perfect questions with ever . Write a negative present perfect sentence with never on the board. Explain that this means not in my life or not at all . Elicit further examples of negative present perfect questions with never . Go through the explanations and examples to clarify the use of the present perfect.
3 Read and learn. Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
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4 Ask and answer in pairs. Focus on the pictures and ask the children what they see. Divide the class into pairs. Ask a pair to read the example question and answer to the class. Ask the children to take turns to ask and answer questions about the rest of the pictures. Go around the class, helping and checking as the children talk.
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ANSWERS
Questions: Have you ever visited a historic place? Have you ever sunbathed on a tropical beach? Have you ever flown over a mountainous region? Have you ever seen a dangerous animal? Have you ever been lost in a crowded place? Have you ever slept in a cosy tent? Answers: Yes, I have. / No I haven’t. / I’ve never …
Autonomy and personal initiative The language of Activity 4 encourages the children to talk about experiences that are personal to themselves. As you go through the activity, encourage the children to tell you more about their personal experiences. KEY COMPETENCE:
Optional activity •
Ask the children to write three questions to ask their partner, using Have you ever …? with the language from Lesson 1.
Activity Book Grammar •
140
Tell the children to turn to the Grammar reference on page 112 of their Activity Books, and remind them that it is here to help them when they need it.
Unit 7
1 Complete the questions with the correct form of the verbs. Then look and write Yes, I have or No, I haven’t . •
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The children look at the pictures and complete Billy’s questions with the correct form of the verbs in the box. They look at the ticks and crosses and write the answers for Miss London.
ANSWERS
1 slept; Yes, I have. 2 visited; No, I haven’t. 3 flown; Yes, I have. 4 dug; No, I haven’t. 5 walked; Yes, I have.
2 Look at Activity 1 and write sentences about Miss London. •
The children use their answers from Activity 1 to write present perfect sentences about Miss London.
ANSWERS
1 2 3 4 5
She hasn’t visited the Arctic. She has slept in a tent. She has flown in a helicopter. She has walked in the mountains. She hasn’t dug a snow hole.
3 Look at the pictures and write true sentences about you. •
The children look at the pictures and the verb prompts and write true sentences, in the present per fect, about themselves.
4 Write the past participles. •
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Remind the children that we have to learn the past participles for irregular verbs. Ask the children to write the past participles from memory. They can use the irregular verbs list at the back of their Activity Books to help them.
ANSWERS
1 drew 2 made 7 flown 8 lost
3 took
4 bought
5 slept
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
6 dug
Reinforcement Lesson 3a (optional)
3 Work in pairs. A is a journalist. B is Uncle Tom. Ask and answer. •
REINFORCEMENT AND STORY PRACTICE Lesson objectives Review and practise adjectives to describe places Review and practise sentences and questions in the present perfect
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Ask the children to work in pairs, A and B. Tell them that they are going to do an interview for the school newsletter, Ace! Weekly . The journalist must ask questions to find out about Uncle Tom’s experiences. Go around the class as the children ask and answer the questions from Activity 1. Help where necessary. Ask some of the pairs to act out the interview as a class.
ANSWERS
Language Core: Lesson 1 adjectives to describe places; present perfect
Materials DVD Story 7; Unit 7 wordcards Set 1; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 7
Warmer Play a game of Everything I know about … (see page 202) with Places around the world as a topic.
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Lead-in Put the Unit 7 Set 1 wordcards on the board. Ask the individual children to choose an adjective and make a sentence about Uncle Tom’s adventure with it.
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1 Write the questions. Write the beginning of the question Have you ever …? on the board. Below this, write the following word prompts: 1 go / a tropical jungle 2 be / lost 3 dig / a snow shelter 4 take a photograph / of an Arctic hare 5 visit / a dangerous country 6 go / scuba diving Ask the children to write the questions.
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ANSWERS
Have you ever been to a tropical jungle? Have you ever been lost? Have you ever dug a snow shelter? Have you ever taken a photograph of an Arctic hare? Have you ever visited a dangerous country? Have you ever been scuba diving?
1 2 3 4 5 6
1 Yes, I have. 2 Yes, I have. 3 Yes, I have. 4 No, I haven’t. 5–6 Children’s own answers
Learning to learn The guided roleplay in Activity 3 provides the children with the opportunity to practise language from the unit as part of a communicative exercise. Structured questions and answers help less confident children to feel secure. Allow more confident or more advanced children to elaborate on answers to the questions, e.g. Have you ever been to a tropical jungle? Yes, I have, but I’ve never been to the desert. KEY COMPETENCE:
4 Watch the story on DVD.
Tell the children they are going to watch My Arctic adventure on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 tropical 2 river 3 snow buggy 4 house 5 windy 6 snow shelter 7 cup of coffee 8 safe Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 7 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 tropical 2 river 3 snow buggy 6 snow shelter 8 safe
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Ask the children to ask and answer the questions in pairs.
2 Read page 67 again. Find Uncle Tom’s answers for questions 1–4 in Activity 1. •
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Ask the children to read the story on page 67 of their Class Books again. They find the information to answer questions 1–4 for Uncle Tom. They write the answers in their notebooks. Ask the children to make up Uncle Tom’s answers for questions 5 and 6.
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ANSWERS
1 Yes, I have. 2 Yes, I have. 3 Yes, I have 4 No, I haven’t. 5–6 Children’s own answers.
5 windy
5 Make story wordcards.
Optional activity •
DVD Story 7
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom. Unit 7
141
Lesson 4
Optional activity
CB PAGE 69 and AB PAGE 67
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READING AND WRITING Lesson objectives Read and understand a survival guide Use prepositions to express the positions of objects Write some advice for someone who is lost Learning to learn: using mnemonics
Core: Lesson 1 adjectives to describe places; prepositions of place (above, below, outside, inside, into, out of ) Review: goggles, wide, clean, wear Extra: gas, escape, melt, stick, drip
Unit 7 wordcards Set 1
Put the Unit 7 Set 1 wordcards on the board. Ask individual children Which adjectives describe the Arctic / your town or village / a place you have been on holiday?
Ask the children what they can remember about the survival guide that Billy brought in for his assignment in Lesson 1. Ask Who was it for? What was it about?
1 Read part 1. Remember and complete. Read page 66 again and check. Ask the children to look at the survival guide on page 69 and complete part 1 from memory. When they have finished, the children look at the survival guide on page 66 to check their answers. Then go through the answers with the class. 3 1
4 60
5 snow
6 rucksack
7 light
2 Look and say how to make water in the Arctic. Read part 2 and check. Then match the pictures and words. •
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Focus on the pictures and ask the children to say what they see. Ask How do you make water in the Arctic? Ask the children to read part 2 of the survival guide to check their answers. Then check as a class. Ask the children to match the pictures to the prepositions in the box.
ANSWERS
1 Make a small hole in the roof above the cooker. a 2 You can light a camping cooker inside your snow shelter. d 3 Make a fire outside. c 4 Put some snow into a clean sock. e 5 Tie the item of clothing to a stick so that it hangs over the fire. f 6 Put a cup below, so the water can drip into it. b
142
Unit 7
4 into
5 below
Activity Book
The children read the text and write the missing words in the gaps, using the words in the boxes.
1 it’s important to 2 go out 5 into 6 with 7 outside
3 above
4 push down
2 Read and tick ✓ the things which are true about the advice in the survival guide. •
The children read the sentences and tick the ones that are true about the advice given in the survival guide.
ANSWERS
3 Write some more advice for someone who is lost. •
The children think about what other things people should / shouldn’t do when they are lost in the Arctic. They write sentences in their notebooks.
Learning to learn: Make up mnemonics to help you to remember how to spell these words. •
ANSWERS
2 2
3 out of
1, 2, 5
Class Book
1 flat
2 inside
ANSWERS
Lead-in
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Ask the children to look at the picture and complete the rules with the correct prepositions.
1 outside 6 above
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Warmer
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1 Read part 3 of the survival guide. Write the words.
Materials
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3 Read, look and complete.
ANSWERS
Language
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Ask the children to work in pairs. They explain the process of how to make water in the Arctic by taking turns to point to a picture and make a sentence with a preposition.
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Read the explanation to the class. Check their understanding. The children work in pairs to make mnemonics for the words listed. Go around the class helping and checking as the children work. Then ask for some answers and write these on the board. Vote on the favourite mnemonic and encourage the children to try and remember this with their own spelling.
Learning to learn Tell the class that there are always words in English that are confusing or difficult to spell. It helps if we can find a fun way to remember them. Brainstorm a list of difficult words and write them on the board. Choose one or two of the words and make mnemonics together. Ask the children what other strategies they use for spelling difficult words. Practise using these to spell some of the other words on the board. KEY COMPETENCE:
Lesson 5
CB PAGE 70 and AB PAGES 68 and 106
VOCABULARY AND DVD SONG Lesson objectives Identify different phrasal verbs Listen and extract information from a song Retell a story
Language Core: look forward to, get on, get off, set off, get on with, run out of, fall out with, look after, put up, make up, put out, do up Review: There are …; It’s …; They’re … , wood, forest
Materials CD3 $ tracks 27–30; DVD Song 7; Unit 7 wordcards Set 2 Warmer •
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Tell the class I’ve just come back from a great adventure! Ask the children to ask questions using the vocabulary from Lesson 1 to find out where you went and what you did, e.g. Did you go somewhere crowded? Did you do anything dangerous?
Lead-in •
Ask the class what they can remember about Uncle Tom’s adventure from Lesson 2. Ask the children to help you retell the story.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 3•27 •
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Establish that this lesson is about Miss London’s camping trip. The pictures and the verbs tell the story. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the pictures as they do so.
Transcript 1 look forward to 2 get on 3 get off 4 set off 5 get on with 6 run out of 7 fall out with 8 look after 9 put up 10 make up 11 put out 12 do up
3 Listen and say the verb. $ 3•28 •
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Tell the children that they are going to hear sounds and dialogues from different parts of the story. They must listen and say the verbs. Play the recording, pausing after each extract for the children to say the verb. Display the Unit 7 Set 2 wordcards for support while they listen.
Transcript A Miss London The camp is tomorrow. I can’t wait! B [sound effect:] Miss London zipping up her sleeping bag in her tent. C Miss London Good to see you. Mr McMaster Good to see you, too! D Miss London You used all the water! Mr McMaster No, I didn’t! Miss London Yes, you did! Mr McMaster No, I didn’t! E Miss London Forest Trail … OK! [sound effect:] Miss London setting off along forest path. F Miss London … So then this huge, white ghost came from behind a tree … ANSWERS
A look forward to B do up C get on with D fall out with E set off F make up
4 Listen to the song. $ 3•29 Number the verbs from Activity 1 in the order you hear them. DVD Song 7 •
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Play the audio or DVD version of the song. Tell the children that the song contains some (but not all) of the verbs from Activity 1. They must listen and number the verbs in the order that they hear them. Play the song, pausing if necessary for the children to number the verbs. Play the song a second time, if necessary.
Transcript The bus arrives and we get off. We’re in the forest. Let’s set off! Exploring In the forest. We’ve got a lot to learn about. There’s not much water. Don’t run out! Exploring In the forest. Exploring, in the forest. We’re learning, in the forest. Life’s cool, in the forest. Exploring, in the forest. Put up a shelter made of wood. Now it’s finished. It looks good! Exploring In the forest. We get on well and we don’t fight. We all look forward to the night. Exploring In the forest. Exploring, in the forest … We make up stories ‘round the fire, Put out the fire when we’re tired. Exploring In the forest. Do up your sleeping bag. Keep warm. We’re lucky there’s no thunderstorm! Exploring In the forest. Exploring, in the forest … ANSWERS
1 get off 2 set off 3 run out of 4 put up 5 get on 6 look forward to 7 make up 8 put out 9 do up Unit 7
143
5 Listen again. $ 3•29 Choose the correct answers. Ask the children to read the sentences and the possible answers. Play the song again, pausing if necessar y, for the children to choose the correct answers.
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ANSWERS
1 a
2 b
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3 a
4 b
5 b
6 b
Divide the class into pairs. Ask one pair to read the example dialogue to the class. The children take turns to makes sentences about the pictures using the phrasal verbs. Artistic and cultural competence Storytelling is a fun and creative way to practise and consolidate language. Exploit this further using the optional activity below. KEY COMPETENCE:
Optional activity •
Ask the children to imagine that they went to the camp. They work with their partners to make up a story using the cartoon strip in Activity 1 and the phrasal verbs to help them.
Activity Book Bilingual dictionary •
Tell the children to turn to page 106 of their Activity Books and write the translations for the phrasal verbs.
1 Complete the song. Listen and check. $ 3•29 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Then check the answers with the class.
ANSWERS
1 get off 2 set off 3 run out 4 Put up 6 look forward to 7 make up 8 Put out
5 get on 9 Do up
2 Listen and number the pictures in order. $ 3•30 •
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Tell the children that they are going to hear Billy talking about his school camping trip. Play the recording, pausing if necessary, for the children to listen and number the pictures in the order that Billy mentions them.
Transcript We had a great trip. Tim, Matt and I travelled to the forest by bus. At school, we said goodbye to everyone and we all got on the bus. We got off the bus at the start of the Forest Trail. We put up our tent and we walked through the forest. At night, we slept in the tent. We made up ghost stories – very scary! In the morning we came back on the bus. We had fun on the bus – we sang lots of songs. We got home at lunchtime, and when I got off the bus, Mum and Dad were there to meet me! ANSWERS
4, 6, 3, 1, 5, 2
144
Unit 7
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Play the recording again, pausing where necessary, for the children to listen and complete the sentences. Check the answers with the class.
ANSWERS
6 Look at the pictures in Activity 1 and retell the story in pairs. •
3 Listen again and complete the sentences. $ 3•30
1 said 2 got on 3 got off 4 put up 6 made up 7 got off 8 were
5 slept
4 Write about a trip you have been on. •
Ask the children to write about a trip they have been on, using the text from Activity 3 to help them.
Lesson 6
CB PAGE 71 and AB PAGES 69 and 112
GRAMMAR AND CROSS-CURRICULAR Lesson objectives Learn about space holidays in the future Read and understand an article about space holidays Practise using will and won’t to talk about future facts Correct false sentences
Language Core: phrasal verbs; will / won’t Review cloakroom, science, fly, wear Extra: medical check, spaceport, astronaut, passenger, pilot, countdown, switch off, engine, zero gravity
Materials CD3 $ tracks 29 and 31–32; Speak up poster; Unit 7 Grammar and everyday language poster
Warmer $ 3•29 •
Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in •
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Discuss space exploration with the class. Can they name any astronauts or tell you about a famous space mission? Tell the children that the Ace pupils are going to visit the Science Museum in this lesson, where they will learn about space holidays in the future.
Class Book 1 Look at the photos. Say what you know about space holidays in the future. •
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Focus on the photos and ask the children what they see. Establish that the article is about space holidays in the future. Ask the children to work in pairs. They discuss the photos and say what they know about space holidays. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the photos as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 3•31 •
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Tell the children that they are going to listen and read to check their ideas. Play the recording while the children follow the words in their books. Ask the children if their ideas were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary.
3 Read the grammar table and learn. Find more examples of will and won’t in the text. •
Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 7. Use the examples and explanations to show how we use
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will and won’t to talk about future facts or things we feel are very certain in the future. Ask the children to look at the grammar table in their Class Books and memorize the sentences The children look at the text from Activity 2 again and find more examples of will and won’t . Check the answers with the class.
ANSWERS
… in the future more people will be able to travel there …; A space holiday will begin with three days of medical checks …; … they will practise some techniques used by NASA astronauts … the travellers will get on a special plane, but they won’t go into space. They will watch a spaceship take off. … the travellers will put on special space suits …; There will be five passengers …; They will fly to 50,000 feet …; … the pilots will switch off the engine, but the spaceship won’t stop. It will continue to climb … The passengers will leave their seats. They will be able to float …; there will be total silence. They will then return to earth to their friends and family who will be waiting …; … a seat on a spaceship will cost about US$200,000, so it won’t be …
4 Read the text again and write True or False. •
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Ask the children to read the sentences. They read the text again and then write True or False for each sentence. Check the answers with the class.
ANSWERS
1 False
2 True
3 False
4 False
5 False
6 False
Learning to learn In Activity 4, the children read for specific information. This involves reading more slowly and in detail. Ask the children what techniques they can use to make this most effective (e.g. read the sentences first so that you know what information to find; think about what form the information may take; read carefully to be sure you understand). KEY COMPETENCE:
5 Correct the false sentences in pairs. •
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Ask the children to work in pairs. One child reads out a false sentence and the other corrects it. The children swap roles and continue. Check the answers with the class.
ANSWERS
1 Space travellers won’t practise techniques used by pilots. They will practise techniques used by astronauts. 3 The travellers won’t wear ordinary clothes on the space flight. They will wear special suits. 4 Each space flight won’t have five passengers. It will have six passengers. 5 The passengers won’t have to stay in their seats. They will leave their seats. 6 The space holidays will be expensive. They will cost about US$200,000.
Unit 7
145
Activity Book
Extension Lesson 6a (optional)
Grammar
CROSS-CURRICULAR AND SOCIAL TASK
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Tell the children to turn to the Grammar reference on page 112 of their Activity Books, and remind them that it is here to help them when they need it.
Lesson objectives Use the target language to express opinions Research holidays of the future Design a web page about holidays in the future Share knowledge and learning in the form of a social task
1 Read and write will or won’t . •
The children read the sentences about space holidays and complete them with will or won’t .
ANSWERS
1 will
2 won’t
3 will
Language
4 won’t
Core: will / won’t Review: I think that / I don’t think that; giant, airship, solar power, energy, guests
2 Listen and complete the information about the school trip. $ 3•32 •
Play the recording, pausing where necessary, for the children to write the missing information.
Materials DVD cross-curricular; internet; Speak up poster; coloured and plain paper
Transcript Miss London Friday is our school trip to the Science Museum! I hope you’re all looking forward to it! We will set off from school at 8.30 am. It will take about 45 minutes to get there. When we arrive, we will wait at the information desk and I will give out the worksheets. You can leave your coats and bags in the cloakroom – they will look after them for you. You will have two hours to look round the museum before lunch. Make sure you try to answer all the questions on your worksheets. You won’t be able to go inside the museum after lunch. After lunch we will go back to school.
Warmer •
Lead-in •
ANSWERS
1 Friday
2 8.30 am
3 45
4 coats
5 two
6 lunch
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The children order the words and write the sentences. Play the recording from Activity 2 again for them to check their answers.
ANSWERS
1 2 3 4
We will set off from the school at 8.30 am. We will wait at the information desk. I will give out the worksheets. You won’t be able to go inside the museum after lunch.
4 Look at the pictures and write the information for a school trip to a museum. •
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The children look at the pictures and write sentences using the verbs in the boxes. Check the answers with the class.
ANSWERS
On Monday you will go to the Transport Museum. We will set off at 9.00 am. We will meet at school. You won’t be able to eat on the bus.
Holidays in the future In 2010, the forecasting company Future Laboratory produced a report on what our holidays might be like in the future, entitled Sustainable Holiday Futures. The predictions in the task below are taken from this report.
1 Read the predictions. Which ones do you agree with? •
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146
Unit 7
Write the following predictions on the board: Families will stay in giant airships. People will stay on floating islands that move in the sea. Hotel toilets will use water from showers and washbasins. Wind and solar power will give energy for lights. Hotel guests will pay for the water they use. Go through the list with the class. Explain any unknown words. Ask individual children to tell you which predictions they think will come true.
2 Talk to your partner. Say what you think about the predictions.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Tell the class that this lesson is about holidays in the future (not space holidays). Invite different children to make suggestions about what holidays might be like 20 years from now. CULTURE NOTES:
3 Order and write Miss London’s sentences about the school trip. Listen and check. $ 3•32 •
Play a game of True or false? (see page 202) about space holidays, using sentences with will or won’t .
Write the phrases I think that and I don’t think that on the board. Show how to put these in front of the sentences to express our opinions of whether the predictions are likely to happen, e.g. I think that hotel guests will pay for the water they use. I don’t think that families will stay in giant airships. Also point to the Asking for opinions and Agreeing and disagreeing sections on the Speak up poster, and explain that the children can use these while talking to their partner. Ask the children to work in pairs. They take turns to talk about each of the predictions.
3 Research holidays in the future. Divide the class into small groups. Tell the children that they are going make predictions about holidays in the future. If there is classroom access to the internet, they can do their research online; if not, they can work together to make their own predictions. The children write their predictions in their notebooks. Go around the class as the children work, helping and checking. Help with language where necessary.
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Lesson 7
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: listen for sentence stress and weak forms Ask and answer questions about your holiday preferences
4 Design a web page to show the information. •
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Language
Tell the children that they are going to design a web page to show the information from Activity 3. Give each group a piece of coloured paper and several sheets of plain paper. On the plain paper, they write down their predictions neatly and draw pic tures to illustrate them. They stick the text and pictures on to the coloured paper and write a title for their web page. Ask each group to stand up and show their web page. They read their predictions to the class.
Optional activity •
Put the web pages on the wall and invite the children to walk around and look at them. They read the predictions and tell each other which they agree/ disagree with.
Further practice $ DVD, Unit 7 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 7, Cross-curricular worksheet. Notes and answers on CD-ROM.
CB PAGE 72 and AB PAGES 119 and 120
Core: Lesson 1 adjectives to describe places; will / won’t, skiing Review: I like …; I prefer … , skiing
Materials CD3 $ tracks 33–35; Unit 7 wordcards Set 2; Unit 7 Grammar and everyday language poster; scissors
Warmer •
Put the Unit 7 Set 2 wordcards on the board. Point to each one in turn and ask the children to use the verb to give you a sentence about things people do on holidays or camping trips.
Lead-in •
Ask individual children around the class Have you ever been camping? Where did you go? What did you d o?
Class Book 1 Listen and say what the advert is about. $ 3•33 •
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With books open, ask the children to look at the picture and describe what they see. Ask What are the children and Mr Bean doing? Tell the children that they are going to hear the web page that the children and Mr Bean are looking at. They must listen to find out what it is about. Play the recording and elicit the answer from the children.
Transcript At Ace Places, we’ve got every kind of holiday for every kind of person! Have a look at our sk iing holidays from just £499! Yes, all inclusive skiing holidays from just £499! With so many destinations to choose from in France, Italy, Austria and Canada, you’ll be happy you came to Ace Places! How about a beach holiday in Spain, Italy or Tunisia? You can enjoy the most beautiful beaches from just £359. Need some winter sun? Check out our winter sun special: holidays in the Dominican Republic from just £808 per person. Yes, from just £808 per person! But hurry! The winter sun special is for this month only! And if you’re looking for something for all the family, take a look at our camping and adventure holidays! Book now and you’ll pay a special price for spring and autumn holidays. Yes, at Ace Places, we’ve got every kind of holiday for every kind of person. ANSWER
It’s about holidays.
Unit 7
147
2 Listen again and complete the website information. $ 3•33 •
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Focus attention on the web page at the top of the page. Point out that some of the information is missing. Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
Lesson 8
CULTURE AND READING Lesson objectives Read and understand texts about the coast in different countries Talk about which coast you would like to go to Understand the importance staying safe in the sea Regular review: practise using like + –ing forms
ANSWERS
1 holiday 6 spring
2 skiing
3 beach
4 £808
5 camping
3 Listen and read the dialogue. $ 3•34 Which picture shows the holiday for the Bean family? •
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CB PAGE 73 and AB PAGE 70
Language
Ask the children to look at the pictures on the right-hand side of the page. Explain that they must listen to the dialogue to find out which picture shows the holiday that the Bean family chooses. Play the recording while the children follow the words in their books and find the correct pic ture.
Review: present simple ; past simple; weather, island, volcano, mix, swim Extra: coast , rock, column, hexagonal, tourist, microscopic, thermal, lifeguard; like + –ing
Materials
ANSWER
Speak up poster
2
4 Look, listen and repeat. $ 3•35 •
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Tell the children to look at the words in the Perfect pronunciation box. Explain that the dots show how the sentences are stressed. Ask Is the word ‘to’ stressed in any of the sentences? (No) Explain that when the word to is not stressed, it sounds more like /tə/. Play the recording for the children to listen to the stress and the weak form of to in the sentences. Play the recording again for the children to repeat chorally then individually. Learning to learn Being aware of weak forms and their pronunciation helps the children to produce natural-sounding English. Elicit sentences with the word to and practise saying them. KEY COMPETENCE:
Warmer Ask the children which things tourists like to visit in their country. Discuss as a class.
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Lead-in •
Teach or elicit the word coast . Ask the children Is there a coast in your country? What can you tell us about it?
Class Book 1 Compare the photos in pairs. Ask the children to work in pairs to compare the photos. Refer them to the section on Describing differences and similarities on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
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5 Listen to the dialogue again. $ 3•34 Act out. •
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Play the dialogue again for the children to follow the words in their books and listen. Ask them to work in groups of four to act out the dialogue. Ask some of the groups to act out the dialogue for the class.
6 Cut out and complete your fluency cards. Practise in pairs. •
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 7. Tell them that they will need this language for the communication task. Divide the children into pairs, A and B. Tell the children to cut out the Unit 7 fluency cards in their Activity Books. They circle their preferences and then write out the questions using the word prompts. The children roleplay a dialogue. Child A is the travel agent and asks Child B questions about the kind of holiday he/she wants. The children then change roles and repeat. Go around the class, helping and correcting.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 7, Listening and Speaking. Notes and answers on CD-ROM. 148
Unit 7
2 Read and match the texts and photos. Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about the coast in different countries, and Caitlin, Rico and Jacinda have posted responses on Ace! Space. Ask the children to read the three texts quickly and match each of them with a photo from Activity 1.
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ANSWERS
1 Caitlin
2 Jacinda
3 Rico
3 Read again and choose the best answer. Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
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ANSWERS
1 a
2 c
3 b
4 a
5 a
6 b
Optional activity •
Ask the children to write four true or false sentences about the texts. They swap their papers with a par tner and mark the sentences True or False.
4 Which coast do you want to go to? Write three reasons. •
Ask the children to think about which of the coasts from Activity 1 they would like to go to. In their notebooks, they write three reasons for their choice. Artistic and cultural competence Learning about the geography of places around the world helps the children to develop an interest in the landscape of different countries. Encourage them to tell you what they know about the landscape in different countries, as well as their own, and how this may affect the lives of the people who live there. KEY COMPETENCE:
5 Tell your partner. •
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Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which coast they would like to go to and why. Ask some of the children to share their opinions with the class.
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The children think about a special coastal place in their country and fill in the last column of the table in Activity 1.
3 Look at the pictures and write about what they like doing. •
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The children look at the pictures and write sentences about what the people like doing using like + the –ing form of the verbs. Check the answers with the class.
ANSWERS
1 2 3 4
They like playing tennis on the beach. They like swimming in the sea. They like walking in the mountains. They like eating ice cream.
4 Use your notes in the table to write about the special coastal place in your country. •
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Vital values •
2 Write notes about a special coastal place in your country in the last column of the table.
The children use their notes from the table in Activity 1 to write about a special coastal place in their country. They should write full sentences in their notebooks, in answer to the questions (1–2).
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask What does a red flag mean? Why is it important that we obey what it tells us?
Activity Book 1 Read the texts on Class Book page 73 again. Make notes in the first three columns of the table. •
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Ask the children to read the texts about the different coasts again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Special The Giant’s coastal place Causeway
Harbour Island
Hot Water Beach
Country
Northern Ireland
the Bahamas
New Zealand
Why is it special?
There are 40,000 columns of rock
The beach has There is hot pink sand water under the sand
What do – walking on tourists like the columns doing there? – taking photographs of the sea, the rocks and seabirds – listening to traditional stories about the causeway
– sunbathing on the pink sand – swimming – fishing – diving – snorkelling
– digging holes in the sand – sitting in the hot water – swimming
Unit 7
149
Lesson 9
CB PAGE 74 and AB PAGE 71
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WRITING AND PHONICS Lesson objectives Identify the features of a composition Understand the use of a capital l etter for the first letter of days and months Identify silent letters in words Write a composition about the future
Language Core: Lesson 1 adjectives to describe places; will / won’t; Lesson 5 phrasal verbs; Review science, ocean Extra: dome, submarine, sea bed, sum up
Materials CD3 $ tracks 36–37; Unit 7 wordcards Set 1
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Learning to learn The children need to be aware of the rules for punctuation in English. In some cases they can be surprising, such as the use of capital letters for days of the week and months, but not seasons. Ask the children to keep a list of the punctuation rules from these lessons. This will consolidate learning and provide a useful reference tool. KEY COMPETENCE:
3 Listen and read. $ 3•36 How many letters are at the tea party? •
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Warmer •
Put the Unit 7 Set 1 wordcards on the board. Ask the children to write down the words that describe the k ind of place where they would like to go on holiday. They share their thoughts with a partner.
Lead-in •
Ask the class Which kind of places do you think people will go on holiday to in the future? Accept all suggestions.
Class Book 1 Read Billy’s composition. What’s Billy’s opinion of holidays in the future? •
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Ask the children to read the two possible answers to the question. They read the text quickly and decide which one represents Billy’s opinion of holidays in the future. What do you think? Will there be other kinds of holidays? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
seven: N, D, B, H, W, T, K
4 Listen and read again. $ 3•36 How many words can you find with the silent letters? •
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Ask the children to read the questions in their Class Books. The children read the composition again, in more detail, and write their answers to the questions.
ANSWERS
1 We often go to the beach, the countryside or historic towns and cities. 2 two 3 One is above the earth, the other is under the sea. 4 Children’s own answers 5 Children’s own answers 6 Billy spelt lights as lites. Because he confused the sound of the word and the spelling.
150
Play the recording for the children to listen and read again. Pause, if necessary, for the children to write down all the words they can find that contain silent letters. Check the answers with the class.
ANSWERS
autumn, Wednesdays, combs, climbs, when, why, where, answers, wrong, listens, Christmas, k nocks, k nees, k nife, k nows
Activity Book 1 Circle the silent letter in each word. Listen and check. $ 3•37 •
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The children read the words and circle the silent letters. Play the recording for the children to listen to and check their answers.
Transcript
2 Read the composition again and answer the questions. •
Ask the children to look at the picture next to the poem and tell you what they can see. Play the poem for the children to listen and follow the words in their books. Pause, if necessary, for the children to note down the letters that they hear.
ANSWER
ANSWER
b
After you have gone through the answers with the class, ask the children to look at the annotations on the left of the text. Go through them with the class, asking questions to check comprehension. Focus on the Punctuation box. Ask What do you use capital letters for? (Days of the week and months) What don’t we use them for? (Seasons)
Unit 7
1 should – silent l 2 listen – silent t 3 white – silent h 4 two – silent w 5 island – silent s 6 school – silent h 7 column – silent n 8 lamb – silent b ANSWERS
1 l
2 t
3 h
4 w
5 s
6 h
7 n
8 b
2 Read the composition. Match the topic sentences to the paragraphs and write the numbers. •
The children read the composition quickly and match the topic sentences to the paragraphs.
ANSWERS
A 3
B 2
C 4
D 1
3 Read the composition again and underline the expressions which reflect Jilly’s opinion. Then write one opinion you agree with, and one opinion you don’t agree with. •
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Lesson 10
CB PAGE 75 and AB PAGES 72 and 112
REVIEW Lesson objectives
The children read the composition again. They underline the expressions that show Jilly’s opinion. The children write in their Activity Books one opinion they agree with and one they don’t.
Review the unit vocabulary and grammar Practise integrated skills
Language
ANSWERS
I think that (x 3); I believe that; But I don’t know; But I think Children’s own answers
Core: Lesson 1 adjectives to describe places; Lesson 5 phrasal verbs; present perfect; will / won’t
4 Find words with these silent letters in the composition and write.
Materials CD3 $ tracks 38–39; DVD Song 7 / DVD Story 7; Unit 7
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The children scan the composition to find and write words with the silent letters. Check the answers with the class.
ANSWERS
1 exciting, science 2 answer, know, whole, two 3 enough, flights, hours, what, where 4 know, quickly, rockets 5 flights, signs, through
Grammar and everyday language poster
Warmer •
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5 Write a composition about the future. •
Ask the children to think about what life will be like in the future. They write a composition, using the one from Activity 2 and that on Class Book page 74 as a model.
DVD Song 7 / Story 7
Ask the children to vote on whether they would like to watch the Unit 7 story animation or the Unit 7 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 7. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 How many people in your class have done these activities? Ask and answer in pairs. •
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Focus on the pictures and ask the children to name the activities. Ask the children to work in pairs. Ask one pair to read out the example dialogue for the class. The children take turns to ask each other whether they have ever done the activities in the pictures. If necessary, use the Grammar 1 section on the Unit 7 Grammar and everyday language poster to revise infinitives.
2 Look and say. •
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Ask the children to look at the pictures. Explain that they show the different things that will happen at the Ace School in the future. The children work in pairs. They take turns to make sentences with will and won’t about the pictures. If necessary, use the Grammar 2 section on the Unit 7 Grammar and everyday language poster to revise infinitives.
POSSIBLE ANSWERS
1 2 3 4 5
The school will be on the moon. Children won’t sit on chairs to do their homework. Children will eat space food. Children will go to school in spacesuits. Children will do sports in their spacesuits.
Unit 7
151
3 Write a list of adjectives to describe the places. Listen and tick ✓. $ 3•38 Ask the children to look at the postcards and write a list of adjectives to describe the places in each one. Play the recording for the children to listen and tick the adjectives on their list that are mentioned.
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Transcript Miss London I went to St Lucia. It’s mountainous and tropical. Betty I went to New York. It’s urban, noisy and crowded. Mr McMaster I went to Germany. It’s urban and historic. Early in the morning it was deserted. Mr Tidy I went to a cottage in Wales. It was rural, snowy and cosy.
Autonomy and personal initiative In Activity 3, the children work independently to complete the task and then check their own answers by listening to the recording. As you discuss the activity, ask the children how well they feel they completed the task . KEY COMPETENCE:
4 Complete with the correct phrasal verb. Ask the children to read the report and fill the gaps with the correct forms of the phrasal verbs from Lesson 5. Check the answers with the class.
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ANSWERS
1 got on 2 got off 3 set off 4 put up 5 fell out with 6 made up 7 put out 8 look after
Activity Book 1 Order and write sentences about the Ace School headmaster. Ask the children to pretend they are Mr McMaster. They order the words and write the sentences. Check the answers with the class.
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ANSWERS
I have never been to Spain. I have never played hockey. I have visited the Science Museum hundreds of times. I have slept in a tent twice this year. I have never flown in a helicopter.
1 2 3 4 5
Optional activity •
Ask the children to think about what questions M r McMaster will have been asked in Activity 1, e.g. Have you ever been to Spain? for answer 1. The children work in pairs, asking and answering the questions.
2 Listen and complete. $ 3•39 •
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152
Tell the children that they are going to hear a recording about the school survey. They must listen and write the missing words in the gaps. Warn them that for answer number 4, they will have to do some maths. Play the recording, pausing where necessary for the children to write their answers.
Unit 7
Transcript 50 children completed the survey. Thank you to them! The results were very interesting! 39 children have been to a football match. 42 children have been swimming in the sea. 49 children haven’t been to Australia. So that means 1 person has been to Australia! Exactly half the children have flown in a plane. And no one has visited Disneyland! ANSWERS
1 50
2 been
3 42
4 flown
5 plane
6 visited
3 Look and write sentences. •
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The children look at the pictures and the times and days. They write sentences about what will/won’t be happening. Check the answers with the class.
ANSWERS
1 2 3 4 5 6
There will be hockey club on Wednesdays at 4.00 pm. There will be badminton club on Fridays at 4.00 pm. There won’t be drama club on Thursdays at 3.30 pm. There will be music club on Mondays at 4.30 pm. There will be survival club on Tuesdays at 4.30 pm. There won’t be swimming club on Fridays at 3.30 pm.
Lesson 11
CB PAGE 75 and AB PAGE 73
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 7 Evaluate your own progress
Language Core: vocabulary and structures from Unit 7; Review: castle, mountain
Materials CD3 $ track 40; internet Warmer •
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Ask the children to write down three questions about the things in the unit. These can be factual questions, language questions or a combination of both. Ask the children to work in pairs. They swap papers and answer each other’s questions.
Lead-in •
Discuss with the class what the children have learnt in this unit. Ask children What did you enjoy learning most? Why?
Class Book
Transcript 1 I’ve been on holiday to Scotland before. It was my favourite holiday. 2 We went there by car. It was a long drive. It took six hours to get there. 3 We stayed in a rural area. There weren’t any beaches there but there were lots of mountains. 4 We stayed there for one week. I wanted to stay longer! 5 We did lots of things. We went walking in the mountains. We ate lots of Scottish beefburgers – they were lovely! And we also visited some museums. 6 We stayed in a small cottage in the mountains. It was very cosy! 7 We went to Scotland because my cousins live there. We met them every day. I hope that we’ll go back next year, but hopefully it won’t rain too much! ANSWERS
1 car, six 2 a rural, mountains 4 one week 5 in the mountains, beefburgers, museums 6 cottage, mountains, cosy 7 cousins
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class. •
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1 Prepare a presentation. 2 Give your presentation to the class. •
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Tell the children to look at the photo of the boy giving a presentation. Ask What is the presentation about? What is the boy showing the class? Tell the children they are going to prepare and then give a class presentation about their favourite holiday. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
Activity Book 1 Look at the presentation plan in Activity 3. Read and write the headings. •
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Focus the children’s attention on the spider diagram. Ask What is the presentation about? The children to read the list of headings and the information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
ANSWERS
1 My favourite holiday 2 The journey 3 What kind of place it was 4 How long I stayed 5 What activities I did 6 Where I stayed 7 Why I went there
2 Listen and circle the correct answers in the presentation plan. $ 3•40 •
Tell the children that they are going to hear a pupil giving his presentation about his favourite holiday.
Play the recording for the children to listen and choose the correct answers from each pair of options.
•
Tell the children to plan a presentation about their favourite holiday by copying the headings from Activity 1 and making notes. Help the children, if necessary. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Optional activity •
Discuss the presentations with the class. What did the children find most interesting? Ask Which holiday would you like to go on? Why?
4 Look back at the unit. Read and tick ✓. Complete. •
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Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 75 of the Class Book: Cool cookery homework. Find out about food from another country. Tell them that this will be the theme for the next unit. Ask the children if they are familiar with any dishes from other countries. What kinds of things do they think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 7 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 7 Test. Notes and answers on CD-ROM. NOTE:
Unit 7
153
k e o r o y c l o Co Lesson 1
CB PAGE 76 and AB PAGES 74 and 107
VOCABULARY Lesson objectives Identify different kinds of food Identify different text types Find information in a recipe Ask and answer about how often you eat different kinds of food
Language Core: cucumber, brown sugar, oil, peanuts, lime, spring onions, prawns, bean sprouts, chillies, garlic, noodles, pepper, Review: How often do you eat …? I often / sometimes / never / always eat cucumber.; cartoon, news, tablespoon Extra: clove, litre, bunch, each, whole, slice, beat, squeeze
Materials CD3 $ tracks 41–43; Unit 8 wordcards Set 1; a watch
Transcript Miss London Hi everyone! What was your cool cookery homework this week? Milly Find out about food from another country. Miss London That’s right! What have you got, Milly? Milly Well, I’ve got a page from a shopping website. There are different kinds of food, look. They are foods to make a dish from Thailand. Miss London Great! Milly And here’s the recipe. Miss London Pad Thai noodles. Yum! What else have you got? Milly I’ve got a story about noodles! This part’s a car toon story and this part’s a news story. Miss London Well done, Milly! Thank you! ANSWERS
A shopping website D news story
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Play Wordlist (see page 201) with food (learnt from previous levels) as the subject.
Ask the children to look at the pictures on the shopping website and in the recipe (texts A and B). They match the words to the pictures and write the answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
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Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find out about food from another country.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Milly) What do you think she has brought in? Encourage a variety of suggestions from different children around the class.
Transcript 1 peanuts 2 oil 3 chillies 4 spring onions 5 garlic 6 cucumber 7 pepper 8 brown sugar 9 bean sprouts 10 lime 11 noodles 12 prawns
3 Look at text A. Listen and say the food. $ 3•43 •
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Class Book 1 Listen. $ 3•41 Look and find these text types. •
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154
With books closed, play the recording and ask the children to tell you all they can about Milly’s homework. Ask the children to open their Class Books and look at the things Milly has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
Unit 8
C cartoon story
2 Match the words and the pictures (1–12). Listen, check and say $ 3•42
or timer
Warmer
B recipe
Ask the children to look at the shopping website again. Tell them that they are going to hear sentences about the prices of the different kinds of food. They must listen and say which food is being talked about. Play the recording, pausing after each sentence for the children to say the name of the food.
Transcript A The bulbs are 30p each. B One litre costs £1.45. C They cost 80p each. D It costs 70p for 500 grams. E A bunch costs 65p. F A pack costs 50p. ANSWERS
A garlic B oil C cucumber E spring onions F chillies
D brown sugar
Optional activity •
Ask the children to work in pairs. They take turns to ask and answer questions about the prices of the food, e.g. How much are the spring onion? (A b unch costs 65p.)
4 Read text B and answer. •
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Ask the children to look at text B. Read the question with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the recipe to find the answer to the question. Use a watch or timer to time one minute.
Lesson 2
CB PAGE 77 and AB PAGE 75
STORY Lesson objectives Read and understand a story in the form of a cartoon story and a news story Retell a story Write a review of the news story
ANSWERS
cucumber, pepper Learning to learn In Activity 4, the children use the skill of cross-reference to check the items of food on the website against those on the recipe. Discuss with the class how they did this. KEY COMPETENCE:
Language Core: Lesson 1 food words Review: past simple; present simple; news, fat, find / found, flour, run Extra: millet, burst, banks
5 Ask and answer in pairs. •
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Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children take turns to ask and answer about how often they eat the food on the page.
Materials CD3 $ track 44 Warmer
Activity Book
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Bilingual dictionary •
Tell the children to turn to page 107 of the Activity Book and write translations for the food words.
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The children look at the pictures and write the missing food words. Display the Unit 8 Set 1 wordcards for support while they work. Check the answers with the class.
1 lime 2 peanuts 3 spring onions 4 chilli 5 prawns 6 garlic 7 brown sugar 8 bean sprouts 9 oil 10 cucumber 11 pepper
2 Read and complete the definitions. •
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6 Read and listen. $ 3•44 Which text is fact? Which text is fiction? •
The children complete the definitions with the food words. Check the answers with the class.
ANSWERS
1 chillies 2 prawns 3 oil 4 lime 5 pepper 6 noodles 7 cucumber / spring onions 8 brown sugar
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3 Read and write R for recipe or SW for shopping website. •
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The children read the extracts and write down R or SW for each one, depending on whether it comes from a recipe or a shopping website. Check the answers with the class. 2 R
3 SW
4 SW
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The cartoon story is fiction. The news story is fact.
7 Read again and answer.
5 R
4 Answer the questions. The children read the questions and answer for themselves.
Focus on the cartoon story and the news story. Read the questions with the class. Explain that the two texts both relate to the same story. One is fact and the other is fiction. The children must read and listen to find out which is which. Play the recording for the children to follow the story in their books. Ask the class for their answers to the questions. Discuss the Lead-in activity together. Which of the children’s predictions were correct?
ANSWER
•
ANSWERS
1 R
Tell the children that they are going to hear and read a story about one of the foods from the previous lesson. Focus on the cartoon story and ask some questions, e.g. What food is the story about? (noodles) Where does the story take place? (China)
Class Book
ANSWERS
•
Lead-in •
1 Write the ingredients.
Play A long sentence (see page 202) to practise the vocabulary from Lesson 1. Begin the sentence with I went to the shops and I bought …
Ask the children to read the cartoon story and news story again and write their answers to the questions in their notebooks.
ANSWERS
Lajia in North West China No, because there was an earthquake. a bowl of noodles 4,000 years old in North West China Old noodles were made from millet flour. Today, noodles are made from wheat flour. 6 Because now we know noodles are Chinese. 1 2 3 4 5
Unit 8
155
8 Retell the story with your partner. Ask the children to work in pairs. They retell the comic strip story by taking turns to say sentences. Go around the class as the children talk. Help if necessary. What do you think? Ask the children to discuss the question in pairs. Ask some of the children to share their thoughts with the class.
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KEY COMPETENCE:
Lesson 3 GRAMMAR
Lesson objectives Practise making sentences with too much / too many / enough Ask and answer about how much food people have Describe a picture Regular review: practise using How much …? and How many …? with countable and uncountable nouns
Competence in social skills and
citizenship Storytelling is a communicative activity that encourages social interaction and builds confidence. Discuss different ways of telling a story, and if there is time, use the one in the optional activity below with the class.
Language Core: Lesson 1 food words; too much / too many / enough Extra: millet, China, fat, burst, banks
Optional activity •
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Organize the children into groups of five (one for each character and one for the narrator). Ask them to act out the comic strip story. Ask some of the groups to act out the story for the class.
Materials CD3 $ tracks 44–45; Unit 8 wordcards Set 1; Unit 8 Grammar and everyday language poster; Speak up poster
Warmer
Activity Book
•
Plot, characters and setting 1 Remember the story. Number the events in order. •
The children read the sentences and number the events from memory. They check their answers by looking at the two parts of the story on Class Book page 77. Then check the answers as a class.
ANSWERS
2 Read and circle the correct answers. The children read the sentences and choose the correct phrases to complete them.
Lead-in •
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2 a
3 c
4 a
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1 c
3 Read and complete. The children complete the text by writing the missing words in the table. 3 to
4 of
5 was
6 and
7 so
Review
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4 Complete the review. •
The children complete the review about the two-part story and rate it, referring to the Writing tip for help.
POSSIBLE ANSWERS
1 The world’s oldest noodles 2 China 3 4,000-yearold noodles 4 Jun and Li 5 Children’s own answers 6 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Story worksheet. Notes and answers on CD-ROM. 156
Unit 8
2 d
3 b
4 a
2 Listen and say the number. $ 3•45 Describe the pictures.
ANSWERS
1 ago 2 from 8 later 9 the
With books open, tell the children that they are going to hear the story again. As they listen, they match the beginnings of the sentences to the correct endings. Play the recording, more than once, if necessary.
ANSWERS
Synopsis •
Ask the children what they can remember about the story from Lesson 2. Prompt with questions, if necessary. Ask the children to open their Class Books and look at the story on page 77 again. How well did they remember it?
1 Read and listen to the story again on page 77. $ 3•44 Match.
ANSWERS
1 b
Play Stand up if it’s true (see page 202) with sentences about the story from the previous lesson.
Class Book
6, 5, 4, 3, 2, 7, 8, 1
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CB PAGE 78 and AB PAGES 76, 112 and 113
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Focus on the pictures. Tell the children that they are going to hear sentences describing the different pictures. Play the recording, pausing after each question or sentence for a different child to say the number. Ask the children why we say too many noodles, but too much water . Elicit that you can count noodles (they are countable), but you can’t count water (it’s uncountable). Ask the children to work in pairs. They take turns to point to the pictures and describe them using too much, too many or enough.
Transcript He hasn’t got enough noodles. She’s got too much water. He’s got too many noodles. She’s got enough water. She hasn’t got enough water. He’s got enough noodles. ANSWERS
1, 6, 3, 5, 4, 2
Optional activity •
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To review countable and uncountable nouns, write the headings Countable and Uncountable on the board. Give the Unit 8 Set 1 wordcards to individual children and ask them to come to the front of the class, one at a time, to put the words under the correct headings. When they have finished, ask the children to suggest other food words for each section.
Activity Book Grammar •
Tell the children to turn to the Grammar reference on pages 112 and 113 of their Activity Books, and remind them that it is here to help them when they need it.
1 Look, read and circle. •
The children look at the recipe on the right-hand side in order to circle the correct option in each sentence.
ANSWERS
1 has
2 hasn’t
3 enough
4 too much
5 hasn’t
2 Look at the picture and at recipe in Activity 1. Write too much, too many or enough. •
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The children look at the recipe and the pictures again and complete the sentences. Check the answers with the class.
ANSWERS
Grammar and everyday language poster •
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Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 8. Read the first two sentences in the table with the class. Ask Are the sentences about countable or uncountable nouns? (countable nouns) Which words can we use to talk about quantity with countable nouns? (too many and enough) Read the second two sentences in the table with the class. Ask Are the sentences about countable or uncountable nouns? (uncountable nouns) Which words can we use to talk about quantity with countable nouns? (too much and enough) Use the explanations, examples and pictures below the Grammar 1 table to further clarify when we use too much, too many and enough.
3 Read and learn. •
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Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
1 too much 5 enough
2 too many
3 too much
4 enough
3 Read and write. •
The children look at the pictures and read what the children are saying. They write sentences with too much, too many and enough.
ANSWERS
1 2 3 4 5 6
She drinks enough milk. She doesn’t drink enough water. He eats too many sweets. He drinks too much cola. She eats enough fruit. He eats too much chocolate.
4 Look at Activity 2 and write questions. •
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The children look at the picture of Jilly’s shopping in Activity 2 and write questions, using How many …? with countable nouns and How much …? with uncountable nouns. Check the answers with the class.
ANSWERS
4 Describe the picture in pairs. •
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Focus on the picture and ask the children what they see. Divide the class into pairs. Ask a pair to read the examples to the class. Ask the children to take turns to point to a person in the picture and make a sentence about how much food he/ she has got using too much / too many / enough. Go around the class, helping and checking as the children talk. They can also refer to the Talking about a picture section on the Speak up poster, for help. Check the answers with the class.
1 2 3 4
How many bottles of oil has she got? How much chicken has she got? How many potatoes has she got? How much rice has she got?
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 8, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
ANSWERS
He hasn’t got enough sugar. He’s got enough sugar. She’s got enough chillies. She’s got too many chillies. She hasn’t got enough oil. He’s got too much oil. She hasn’t got enough prawns. She’s got too many prawns.
Unit 8
157
Reinforcement Lesson 3a (optional) REINFORCEMENT AND STORY PRACTICE
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3 Look and check. •
Lesson objectives Review and practise food vocabulary Review and practise too much, too many and enough
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Language Core: Lesson 1 food words; too much / too many / enough •
Materials DVD Story 8; Unit 8 wordcards Set 1; Unit 8 Grammar and everyday language poster; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 8; a piece of plain paper or card for each child; a strip of paper or card per child; a selection of real food (countable and uncountable); plastic cups and paper plates (optional)
Play a game of Draw! (see page 201) with the class to review the vocabulary from Lesson 1.
Lead-in •
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On the board, draw a series of three pictures: a glass with a normal amount of water; a glass with a very small amount of water; and a glass with water overflowing from it. Point to each picture in turn and ask the children to describe each one, e.g. There’s enough water. There isn’t enough water. There’s too much water. Ask Why do we use ‘much’ with ‘water’? (Because it’s uncountable.) Now draw a plate with one very small noodle, a plate with a normal portion of noodles and a plate piled high with noodles. Point to each picture and ask the children to describe each one, e.g. There aren’t enough noodles. There are enough noodles. There are too many noodles. Ask Why do we use ‘many’ with ‘noodles’ ? (Because they’re countable.)
1 Draw quantity pictures. •
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Divide the class into groups of three. Give each child a piece of paper or card. Give each group a Unit 8 Set 1 food wordcard. Ask each child in the group to draw a different quantity picture for the food on their wordcard (one draws too much / too many, one draws enough and one draws not enough).
Artistic and cultural competence In this lesson, the children use drawings to illustrate a language point. This gives the children the chance to demonstrate their creativity, puts grammar from the unit into practice and aids memory. After the children have finished the activity, assess learning by holding up each picture and ask ing a volunteer to give you a description of it.
4 Watch the story on DVD.
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158
Collect in the drawings and redistribute them so each group has a different set of drawings from the ones they drew. Give out three strips of paper or card to each group and ask the children to look at the pictures and write descriptions of them, using the too much / too many / enough. Tell them to refer to the Grammar 1 section of the Unit 8 Grammar and everyday language poster if they need help.
Unit 8
DVD Story 8
Tell the children they are going to watch The world’s oldest noodles on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 China 2 drink 3 flour 4 noodles 5 earthquake 6 swim 7 bowl 8 invented Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 8 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 China 3 flour 4 noodles 7 bowl 8 invented
5 earthquake
5 Make story wordcards. •
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2 Look and write. •
Ask the groups to stand up and go and find their pictures. Explain that they have to check that the descriptions that have been written for their pictures are correct. When they have read the descriptions, ask the groups to stay next to the pictures they drew. Ask each group to hold up the pic tures and descriptions and to say whether they are correct. If not, ask them to tell you what the sentences should say. If you like, make a display with the children’s drawings and sentences. KEY COMPETENCE:
Warmer •
Ask the children to arrange the descriptions under the correct drawings on their desk.
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Lesson 4
3 Write the adjectives from the verbs.
CB PAGE 79 and AB PAGE 77
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READING AND WRITING Lesson objectives Read and understand a recipe Make adjectives from verbs Write a recipe for a dish from another country Learning to learn: guessing the meaning of unknown words
Core: Lesson 1 food words; too much / too many / enough; adjectives from verbs ( peeled, squeezed, sliced chopped, cooked, beaten) Review: raspberry, add, boil, chop, mix, peel, tablespoon Extra: ingredients, method
Materials dictionaries
Play Smiley face (see page 201) with the Lesson 1 vocabulary.
Ask the children what they can remember about the recipe that Milly brought in for her homework assignment in Lesson 1. Ask What was the recipe for? What were the ingredients?
Class Book
Ask the children to look at the recipe on page 79 and complete part 1 from memory. When they have finished, the children look at the recipe on page 76 to check their answers. Then go through the answers with the class.
ANSWERS
1 rice noodles 2 prawns 5 lime 6 peanuts
3 chilli
4 eggs
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Focus on the pictures and ask the children to say what they see. Ask the children to number the pictures in the correct order in their notebooks. The children read part 2 of the recipe to check their answers. Then check as a class.
ANSWERS
1 b
2 e
3 c
4 a
5 d
6 f
Optional activity •
4 chopped
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Focus on the pictures. Explain that each pair of pic tures shows different stages from the same recipe. Read the example with the class. Ask What happens first? (Peel the banana.) What happens next? (Then slice the peeled banana.) What is the sequencing word in the sentence? (then) What is the adjective? (peeled) Ask the children to write instructions for the remaining pictures. They use the verb from the first sentence to make an adjective for the second sentence. Go around the class as the children write, helping and checking. Check the answers.
ANSWERS
1 Peel the banana. Then slice the peeled banana. 2 Roast the chicken. Then take the roasted chicken out of the oven. 3 Wash the pepper. Then chop the washed pepper. 4 Weigh the rice. Then put the weighed rice into a jug. 5 Fry the sausages. Then eat the fried sausages. 6 Wash the tomatoes. Then slice the washed tomatoes.
Activity Book
2 How do you make Pad Thai noodles? Order the pictures. Read part 2 and check. •
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1 Read part 1. Remember and complete. Read page 76 again and check.
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3 sliced
Learning to learn Learning about word formation helps the children to make sense of language. Ask the children if they can see any patterns (most of the adjectives end in –ed ). Ask if they can find an exception (beaten). Explain that these adjectives are called participle adjectives because they have the same endings as the verb participles. Tell them to make a note in their notebooks of the adjectives and to add to this as when they come across new ones.
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Lead-in
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1 peeled 2 squeezed 5 cooked 6 beaten
4 Look and write instructions.
Warmer
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ANSWERS
KEY COMPETENCE:
Language
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Focus on the example and show how the verb roast has been changed to the adjective roasted . Give an example of a sentence for each word, e.g. Roast the chicken. The chicken is roasted. Ask the children to find the adjectives from the verbs in part 2. They write the answers in their notebooks.
Ask the children to work in pairs. They say the recipe by taking turns to point to the pictures and give the instructions.
1 Read the recipe. Match and write the words. Then circle the participle adjectives. •
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The children read the instructions and write the missing words in the gaps using the words in the boxes. They circle the participle adjectives in the recipe.
ANSWERS
A Ingredients B 1 teaspoon chopped nuts C Peel the banana and cut it into two lengthways. D Take the ice cream or frozen yoghurt out of the freezer. E Mix the chocolate sauce with the ice cream or yoghurt F Add the chopped nuts. Participle adjectives frozen, chopped, sliced
Unit 8
159
2 Read and tick ✓ the things which are true about writing recipes. •
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The children read the sentences and tick the ones that are true. Check the answers with the class.
Lesson 5
VOCABULARY AND DVD SONG Lesson objectives Identify countries and nationalities Listen and extract information from a song Ask and answer about food from different countries
ANSWERS
1, 5
3 Write a recipe for a dish from another country. •
The children think of a dish they like that comes from another country. They write a recipe, using the one from Activity 1 as a model.
Language Core: France, French, Poland, Polish, China, Chinese, Spain, Spanish, Italy, Italian, India, Indian Review: Lesson 1 food words; food words from previous levels; weather, play Extra: curry, omelette, takeaway
Learning to learn: Guess the difficult words. Check the words in a dictionary. •
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Read the explanation to the class. Check their understanding. The children guess the meaning of the difficult words in italics and then check in a dictionary.
Learning to learn Working out meaning from context is an important skill. It exercises the children’s powers of logic and deduction. The children are more likely to remember the meanings they have worked out for themselves than the ones they have simply looked up in a dictionary. KEY COMPETENCE:
CB PAGE 80 and AB PAGES 78 and 107
Materials CD3 $ tracks 46–49; DVD Song 8; Unit 8 wordcards Set 2 Warmer •
Review the participle adjectives from Lesson 4. Give an instruction from a recipe. Invite volunteers to follow the instruction with a sentence containing a participle adjective, e.g. Chop the onion. (Put the chopped onion into a pan.)
Lead-in •
Brainstorm a list of the different countries the children have visited and write them on the board. Take a vote on which countries the children would most like to visit.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 3•46 •
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Establish that this lesson is about food from different countries. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the things in the picture as they do so.
Transcript 1 France – French 4 Spain – Spanish
2 Poland – Polish 3 China – Chinese 5 Italy – Italian 6 India – Indian
3 Look at pictures a–f. Listen and say the country and nationality. $ 3•47 •
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Focus on the pictures of dishes from around the world. Play the recording, pausing after each sentence for the children to say the countries and nationalities. Display the Unit 8 Set 2 wordcards for support while they listen.
Transcript a b c d 160
Unit 8
This cheese is from … It’s … This pizza is from … It’s … This curry is from … It’s … This special fried rice is from … It’s …
e These dumplings are from … They’re … f This potato omelette is from … It’s …
6 Ask and answer in pairs. •
ANSWERS
a France, French b Italy, Italian c India, Indian d China, Chinese e Poland, Polish f Spain, Spanish
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4 Listen to the song. Which nationalities do you hear? $ 3•48 DVD Song 8 •
KEY COMPETENCE:
Transcript
ANSWERS
Countries UK Nationalities Indian, Chinese, Italian, French, Jamaican, Thai, Polish, Spanish
5 Listen again. $ 3•48 Choose the correct answer. •
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Ask the children to read through the sentences and the possible answers. Play the song again, pausing if necessar y, for the children to choose the correct answers.
ANSWERS
1 b
2 a
3 b
4 b
5 a
6 a
Curry in the UK The UK’s best known traditional dish might be fish and chips, but curry is the most popular meal. An estimated 3.5 million British people eat curry every week and there are more Indian restaurants in Greater London than Mumbai and New Delhi combined! CULTURE NOTES:
Competence in social skills and
citizenship Completing communicative pairwork 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.
Play the audio or DVD version of the song for the children to listen and ask them to make a note of the nationalities they hear.
In the UK, when it rains all day And the weather is cold and windy, We can eat fish and, We can eat chips Or we can eat Indian curry. Hey! We can eat Indian curry. Hey! Hey! Hey! Chinese rice Is always nice. And so is Italian pasta. We’ve got French cheese Jamaican peas, But an Indian takeaway’s faster. Hey! An Indian takeaway’s faster. Hey! Hey! Hey! Have you tried A hot Pad Thai? Or delicious Polish dumplings? And don’t forget Spanish omelette! Or we can eat Indian curry. Hey! We can eat Indian curry. Hey! Hey! Hey!
Divide the class into pairs. Ask one pair to read the example dialogue to the class. The children take turns to ask each other about foods from different countries using the word prompts in their books.
Activity Book Bilingual dictionary •
Tell the children to turn to page 107 of their Activity Book and write the translations for the countries and nationalities.
1 Complete the song. Listen and check. $ 3•48 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Then check the answers with the class.
ANSWERS
1 UK 2 is 3 Indian 4 rice 5 Italian 7 Have 8 hot 9 Polish 10 Spanish
6 cheese
2 Listen and match. $ 3•49 •
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The children look at the pictures of the food. Play the recording and ask the children to match the children with a country. Check answers with the class.
Transcript Juliette Hi Ali. Where are you from? Ali I’m from Indonesia. Juliette Can you tell us about a dish from your country? Ali My mum always cooks prawns with rice, vegetables and chilli. It’s a traditional Indonesian recipe and it’s very spicy! Juliette That sounds delicious. What about you Pablo? Are you Colombian? Pablo Yes, that’s right. Do you want to hear about a traditional dish from Colombia? Juliette Yes, of course. Pablo Well, in Colombia, we eat chicken soup with rice and potatoes. Juliette Yum! Why don’t we all cook something from our countries? I’m from France, so I could try a French recipe … A cake with apples, for instance! ANSWERS
1 c
2 b
3 a
3 Choose two countries. Write about the food in these countries. •
The children choose two countries and complete the texts about what people eat there.
4 Write about the food in your country. •
Ask the children to write about the food in their country, using the texts from Activity 3 as models. Unit 8
161
Lesson 6
CB PAGE 81 and AB PAGES 79 and 113
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GRAMMAR AND CROSS-CURRICULAR •
Lesson objectives Learn about the process of making spaghetti Read and understand an article about how spaghetti is made Practise using the present simple passive Correct false present simple passive sentences
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Ask Can you see any people or machines in these sentences? (no) Explain that this is because we are more interested in the process than the people or the machines that did it. Ask the children how many verbs are in each sentence (two). Explain or elicit that the present simple passive is formed with the verb to be and the past participle of the main verb. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of the present simple passive.
ANSWERS
Language Core: present simple passive; Lesson 5 words for countries and nationalities Review: present simple of the verb be; Lesson 1 food words; food words from previous levels; dry, factory, flour Extra: grow, make, mix, add, cut, eat, cook, boil, serve
Materials CD3 $ tracks 48 and 50; Speak up poster; Unit 8 Grammar and everyday language poster
Spaghetti … is eaten all over the world; … have you ever wondered how it is made?; … which is grown in Italy.; The wheat is made into flour and the flour is mixed with warm water …; Sometimes different colours or flavours are added to the spaghetti.; … the mixture is stretched …; Then it is pushed through small holes …; … it is cut into pieces …; Next the spaghetti is hung up and dried.; Finally, the spaghetti is packaged . The packets are transported …; It is boiled in water and it is served with many different sauces and cheese.
4 Read the text again and write True or False. Warmer $ 3•48 •
Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in •
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Discuss Italian food with the class. Ask What food comes from Italy? Do you like Italian food? Which is your favourite kind of pizza / pasta? Tell the children that the Ace pupils are going to visit a spaghetti factory in this lesson, where they will learn about how the Italian food spaghetti is made.
Class Book 1 Look at the photos. Say what you know about how to make spaghetti. •
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Focus on the photos and ask the children what they see. Establish that the article is about making spaghetti. Ask the children to work in pairs. They discuss the pictures and say what they know about how to make spaghetti. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the pictures as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 3•50 •
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Tell the children that they are going to listen and read to check their ideas. Play the recording while the children follow the words in their books. Ask the children if their ideas were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary.
3 Read the grammar table and learn. Find more examples of the present simple passive in the text. •
162
Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 8.
Unit 8
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Ask the children to read the sentences. They read the text again and then write True or False in their notebooks for each sentence. Check the answers.
ANSWERS
1 False 6 False
2 True 7 True
3 False
4 False
5 False
Learning to learn The children should be aware that different types of text have different functions. The text from Activity 2 is an informative text that could be found on the web or in an encyclopedia. It describes the process of making spaghetti. Ask the children to identify features of this kind of text. Exploit this further by using the optional activity below. KEY COMPETENCE:
Optional activity •
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Review sequencing words with the class. Ask Which sequencing words do you know? When are s equencing words useful? Ask the children to read the text again and make a list of the sequencing words they find.
5 Correct the false sentences in pairs. •
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Ask the children to work in pairs. One child reads out a false sentence and the other corrects it. The children swap roles and continue. Check the answers.
ANSWERS
1 Durum wheat isn’t grown in Jamaica. I t’s grown in Italy. 3 Flavours aren’t always added to pasta. They are sometimes added to pasta. 4 The flour isn’t pushed through holes. The mixture is passed through holes. 5 Factory workers don’t dry spaghetti. The spaghetti is hung up and dried. 6 The packets of spaghetti aren’t left in the factory. They are transported all over the world.
Activity Book
Extension Lesson 6a (optional)
Grammar
CROSS-CURRICULAR AND SOCIAL TASK
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Tell the children to turn to the Grammar Tell Grammar reference reference on page 113 of their Activity Books, and remind them that it is here to help them when they need it.
Lesson objectives Categorize food Research how food is made in a factory Describe a process Share knowledge and learning in the form of a social task
1 Complete the sentences withis, with is, are, isn’t or aren’t . •
The children read the sentences sentences about how how spaghetti is made and complete them with the correct form of the verb to verb to be.
Language Core: present simple passive Core: present Review: present Review: present simple of the verb to be
ANSWERS
1 is
2 are
3 isn’t
4 aren’t
2 Write the past participles. Circle Circle the irregular past participles. •
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Materials DVD cross-curricular; internet/pre-prepared fact sheets about different processed foods; food flashcards from previous levels (bread, (bread, ice cream, cheese, salad, carrots, peas, beans, onions, biscuit, butter ) / magazine pictures of examples of processed and fresh foods; sheets of plain paper; a sheet of poster paper per group; scissors; coloured pencils
The children write the past participle participle of each verb. verb. Then they circle the irregular ones. Remind them that they can use the irregular verbs list at the back of their Activity Books to help them. Check the answers with the class.
ANSWERS
1 grown 2 eaten 3 mixed 4 made 5 boiled 6 served 7 pushed 8 packaged 9 cut 10 dried 11 transported 12 added Irregular: grow, eat, made, cut, dry
3 Complete the sentences sentences using the present present simple passive. •
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The children complete the sentences sentences using the present simple passive. Check the answers with the class.
Lead-in •
3 are (sometimes) added 6 are transported •
4 Look at the pictures and write a text. text. •
The children look at the pictures pictures and write present simple passive sentences about how bread is made.
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POSSIBLE ANSWER
First, wheat is grown. Then the wheat is made into flour. The flour is mixed with the other ingredients. ingredients. Then the bread is baked. After that, it is packaged. Finally, it is transported to supermarkets.
Further practice Teacher’ss Resource CD-ROM, Worksheet section, Unit 8, $ Teacher’
Ask the children if they can remember how spaghetti is made. Elicit the stages of the process from different volunteers around the class.
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ANSWERS
1 is grown 2 is made 4 are pushed 5 is cut
Warmer
Tell the children that foods Tell foods that are made in factories factories are called processed called processed foods. foods. Foods that are not are called unprocessed foods. foods. Write the headings on the board. Hold up a flashcard of an unprocessed food. food. Ask, e.g. e.g. Are Are carrots made in a factory? (no) Hold (no) Hold up a flashcard of a processed food, e.g. a biscuit, and ask the same question. Invite volunteers to come to the front of the class, one at a time and put the rest of the flashcards under the correct headings. Discuss the food with the class. Ask Which is better for you you processed or unprocessed food? Why? Why? Talk Talk to them about how some processed foods are an important part of our diet (e.g. cheese, pasta), but some of them have a lot of artificial colours, flavours and preservatives or lots of sugar or salt.
1 Brainstorm processed processed foods. Organize the class into small groups and ask them to list as many processed foods as they can think of. Go around the class and help where necessary. Ask the groups to count the number of foods they have listed and find out who has the longest list. Compile a list of processed foods on the board, using suggestions from all the groups.
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Vocabulary and Grammar 2. Notes and answers on CD-ROM. •
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Optional activity •
Choose five to ten of the processed foods and ask the children to rank them in terms of how healthy they are, 1 being the healthiest and 10 being the most unhealthy.
Unit 8
163
2 Choose a processed food. food. Research how it is made. •
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Ask the children to tell you which of the processed foods on the board they like and eat often. Ask them if they know how the foods they like are made. Encourage a variety of ideas from different children around the class. Divide the class into groups and ask each group to choose a processed food to research. If there is classroom access to the internet, they can do their research online. If not, give each group a per-prepared fact sheet about the processed food. Go around the class as the children work, helping where necessary.
Lesson 7
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: Pronunc iation: listen for intonation in sentences Practise ordering a meal politely
Language Core: Lesson 1 food words; Lesson 5 words for countries Core: Lesson and nationalities; present simple passive Review: I’d like …; Can I have …? What would you like?
3 Make a poster. •
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Tell the children that they are Tell are going to make a poster to present the information that they found. Discuss the different ways the children could do this. For example, the children could write paragraphs about the different stages and draw a picture to illustrate this or they could produce an annotated diagram with sections of text to explain what happens at each stage. Give each group some sheets of plain paper, a sheet of poster paper, some scissors and some coloured pencils. Ask the children to write the text and draw the pictures for their poster. They stick the text and the pictures on to the poster paper.
4 Present your poster poster to the class. •
Materials CD3 $ tracks 51–53; Unit 8 Grammar and everyday language poster; scissors
Warmer •
•
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Cross-curricular worksheet. Notes and answers on CD-ROM.
Tell the children about the last Tell last time you went to a café café and what you ate there. Tell T ell the children to stand up up and walk around around the room, room, asking questions to find out when three of their friends last went to a café and what they ate there. Ask some of the children to tell you what they found out.
Lead-in •
Ask each group to hold up their poster and tell the class about how their processed food is made.
Further practice $ DVD, Unit 8 Cross-curricular video clip. $ Teacher’ Teacher’ss Resource CD-ROM, DVD section, Unit 8,
CB PAGE 82 and AB PAGES 119 and 120
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Tell the children that the Bean Tell Bean family are in a café. Write the headings Starters, Main courses, Side dishes and dishes and Drinks on the board. Elicit some examples of food or drinks for each heading.
Class Book 1 Listen and say who is talking. $ 3•51 •
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Ask the children to look at the picture. Ask What are the children and Mrs Bean doing? (They are ordering food.) Tell T ell the children that they are are going hear a conversation conversation from the café. They must listen to find out who is talking. Play the recording all the way through and elicit the answer from the children.
Transcript Waiter Good afternoon everyone. Welcome to the International Café! Would Would you like to see the menu? We’ve got some lovely things on the menu today. Starters cost £3.00 and we’ve got homemade homemade pea and ham soup or carrot soup. We’ve also got prawn salad or perhaps you would prefer a Spanish omelette? Now, main courses – let’s see … we’ve got three choices today: Italian spaghetti with tomato sauce, Pad Thai noodles (they are quite spicy) or chicken curry and rice. They are all £4.00. If you’re feeling extra hungry, we’ve got some side dishes all at £2.50. You can have vegetables, salad or bread. Drinks all cost £1.70 and there is a choice of lemonade, orange juice, mango smoothie or water. Let me know when you’re ready to order! ANSWER
the waiter 164
Unit 8
2 Listen again and complete the menu. menu. $ 3•51 •
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Focus the children’s attention on the menu at the top of the page. Point out that some of the information is missing. Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
Lesson 8
CULTURE AND READING Lesson objectives Read and understand texts about celebrations in different countries Talk T alk about which festivals you celebrate Understand the importance of being respectful of other cultures Regular review: using which which,, who who and and where
ANSWERS
1 salad 2 noodles 3 Chicken 5 vegetables 6 £1.70
4 £4.00
3 Listen and read the dialogue. $ 3•52 Which meal does Mrs Bean order? •
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Ask the children to look at the pictures on the right-hand side of the page. Explain that they must listen to the dialogue to find which picture shows Mrs Bean’s meal. Play the recording while the children follow the words in their books and find the correct pic ture.
Language Core: Lesson 5 words for countries and nationalities; Core: Lesson present simple passive Review: months Review: months ; ; which, who, there, there, music, wear wear Extra: Holi, Burns Night, Hanukkah, rosewater, haggis
ANSWER
1
Materials
4 Look, listen and repeat. $ 3•53 •
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Tell the children to look at the Tell the questions and responses in the Perfect pronunciation box. Explain that the arrows show where the intonation rises and falls. Play the recording for the children to listen to the intonation in the questions and responses. Play the recording again for the children to repeat.
Learning to learn Explain that using correct intonation is important when trying to make yourself understood. Can the children see any patterns of intonation in the questions (requests with please have please have rising intonation at the end). Explain that we can’t always apply rules to intonation so it’s important to pay attention to intonation when listening to others. KEY COMPETENCE:
5 Listen to the dialogue again. $ 3•52 Act out. •
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Play the dialogue again for the children to follow the words in their books and listen. Ask the children to work in pairs to act out the dialogue.
6 Cut out and complete your your fluency cards. cards. Practise in pairs. •
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 8 and draw attention to the everyday language for ordering a meal. A pair of children read the dialogue to the class. Tell T ell them that they they will need this language language for for the task. Divide the children into pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 8 fluency cards. The children complete the menu for the café with their own choice of food and drinks. The children roleplay a dialogue. dialogue. Child Child A is the customer customer and Child B is the waiter. Child B shows the menu and asks questions to take Child A’s order. The children then change roles and repeat. Go around the class as the children talk, helping and correcting where necessary.
Further practice $ Teacher’ Teacher’ss Resource CD-ROM, Worksheet section, Unit 8, Listening and Speaking. Notes and answers on CD-ROM.
CB PAGE 83 and AB PAGE 80
Speak up poster; pictures of food from the children’s country or region / food associated with a particular festival
Warmer •
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Put the food pictures of on the board or show them using the interactive whiteboard. Discuss the food with the class. Ask What types of food can you see? When / Where Where do people eat this food? Do you like it?
Lead-in •
Tell the children that they are Tell are going to read about three different festivals from around the world in this lesson. Invite predictions about what the festivals might be.
Class Book 1 Compare the photos photos in pairs. •
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Ask the children to work in pairs to compare the photos. Refer them to the section on Describing D escribing differences and similarities on the Speak up poster poster.. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts texts and photos. •
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Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about festivals in different countries, and Sangita, Aileen and Jacob have posted responses on Ace! on Ace! Space. Ask the children to read the three texts quickly and match each of them with a photo from Activity 1.
ANSWERS
1 Jacob
2 Sangita
3 Aileen
3 Read again and choose the best answer answer.. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 a
2 c
3 a
4 c
5 b
6 a Unit 8
165
Optional activity •
Ask the children to work in pairs. They make a sentence about one of the festivals for their partner to guess, e.g. People have a special drink called thandai. (Holi)
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Ask the children if they celebrate any of the festivals from the lesson. If any of them do, encourage them to tell you more about how they celebrate them and what they eat. Ask the children to work alone to write a list in their notebook of all the festivals they celebrate.
5 Compare your your lists. •
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Ask the children to work in pairs. Ask a pair to read the example dialogue to the class. They tell each other which festivals festivals they celebrate. celebrate. Ask some of the children to tell the class about the festivals they celebrate, especially those who come from different regions or countries. Artistic and cultural competence Food and festivals are an important part of a country or culture’s identity. Learning about how and when different festivals are celebrated expands the children’s awareness of other cultures and generates interest in them. KEY COMPETENCE:
Vital values •
Focus the children’s attention on the Vital values feature and read the sentence with the class. Brainstorm ways that we can be respectful of other cultures, e.g. by remembering that people from different cultures have different festivals and traditions to our own; by taking an interest and asking questions; by understanding that these festivals and traditions are important to other people.
1 Read the texts on Class Book page 83 again. Make notes in the first three columns of the table.
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Ask the children to read the texts about the different festivals again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
166
Celebration
Holi
Burns Night
Hanukkah
Month
February or March
January
November or December
Traditional thandai food or drink
haggis, tatties latkes and neeps
Activities
wear traditional Scottish dress, play traditional music
Unit 8
bonfires, throw paint and coloured water, dance, sing
The children children think about a celebration in their country and fill in the last column of the table in Activity 1.
•
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play dreidel
The children children read the sentences sentences about the the festivals and complete them with which, who or who or where where.. Check the answers with the class.
ANSWERS
1 which
2 who
3 where
4 which
4 Make each pair of sentences sentences into one sentence. •
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The children children rewrite each pair of sentences sentences as one sentence, using the pronouns from Activity 3. Check the answers with the class.
ANSWERS
1 At Hanukkah we eat latkes, which are potato cakes. 2 My family comes from Scotland, where people celebrate Burns Night. 3 Indian people make thandai, which is a drink made from rosewater.
5 Use your notes in the table to write about about the celebration in your country. •
Activity Book
•
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3 Complete the sentences sentences with which which,, who or where where..
4 Make a list of festivals you you celebrate. celebrate. •
2 Write notes about a celebration celebration in your country country in the last column of the table.
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The children children use their notes notes from the table in Activity 1 to write about a celebration in their country. They should write write full sentences, sentences, in their notebooks, notebooks, in answer to the questions (1–2).
Lesson 9
CB PAGE 84 and AB PAGE 81
WRITING AND PHONICS Lesson objectives Identify the features of a thank you letter Understand how to punctuate the greeting Dear in a letter Identify homophones Write a thank you letter
Language Core: Lesson 1 food words; Lesson 5 words for countries and nationalities; present simple passive; homophones; factory, flour
3 Listen and read. $ 3•54 Count the number of foods you find. Ask the children to look at the pictures around the poem and tell you what they can see. Play the poem for the children to listen and follow the words in their books. Pause, if necessary, for the children to count and write down the foods that they hear. Check the answers with the class.
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ANSWER
five (meat, pears, bean, cakes, flour)
4 Listen and read again. $ 3•54 Find and write the homophones. Ask the children about the mistake Milly made in her letter. Elicit the spellings and meanings of the two words (flour and flower ). Ask the children to tell you what words that sound the same, but have different spellings, are called (homophones). Play the recording for the children to listen and read again. Pause, if necessary, for the children to write down all the homophones. Check the answers with the class.
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Materials CD3 $ tracks 54-55 •
Warmer •
Play a game of Jumble (see page 202) with the food words from Lesson 1 and other food words that the children know.
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ANSWERS
Lead-in •
Ask the children if they have ever written any letters and, if so, when and what for.
Class Book 1 Read the letter. What kind of letter is it? •
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Ask the children to read the three possible answers to the question. They read the text quickly and decide which type of letter it is. How often do you write letters like these? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
ANSWER
b
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Ask the children to read the six questions in their Class Books. The children read the letter again, in more detail, and write their answers to the questions.
ANSWERS
1 Mr Semolina 2 on Tuesday 14th March 3 in Aceford 4 Milly learnt that durum wheat is grown in Italy and that spaghetti is made from flour. 5 a free packet of spaghetti 6 Milly spelt flour as flower . Because she confused the sound of the word and the spelling. •
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Learning to learn The children will be aware that English spellings can be tricky! By introducing and discussing the concept of homophones, the children will be able to avoid some common spelling mistakes. Ask the children to keep a list of the homophones and the meanings of the words in their notebooks and add to the list when they find more. KEY COMPETENCE:
Optional activity •
Ask the children to write a sentence, rhyme or tongue twister using some of the homophones from the poem.
Activity Book 1 Circle the homophones. Listen and check $ 3•55
2 Read the letter again and answer the questions. •
meet meat; to two; pairs pears; read red; been bean; maid made; ate eight; flour flower; whether weather
After you have gone through the answers with the class, ask the children to look at the annotations on the left of the text. Go through them with the class, asking questions to check comprehension. Focus on the Punctuation box. Ask the children to find the comma in the letter.
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The children read the pairs of words and circle the ones that sound the same. Play the recording for the children to listen to the words and check their answers. Then check as a class.
ANSWERS
1, 2, 6, 7, 8
2 Read the letter quickly and write True or False. Then complete. •
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The children read the sentences, then read the letter quickly, writing True or False for each one. The children then complete the letter with the words and phrases in the box.
ANSWERS
1 False 2 False 3 True 4 False A Little Street B Wednesday 15th March D I am writing to say thank you E From
C Dear
Unit 8
167
3 Read the letter again and circle the spelling mistakes. Write the correct words. •
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The children read the letter again. They find and circle the spelling mistakes. They write the correct spelling of each word. Check the answers with the class.
Lesson 10 REVIEW
Lesson objectives Review the unit vocabulary and grammar Practise integrated skills
ANSWERS
1 for (four) 2 been (bean) 3 knows (nose) 4 made (maid) 5 flour (flower) 6 too (to) 7 I eye) 8 ate (eight) 9 meat (meet)
Language Core: Lesson 1 food words, Lesson 5 words for countries and nationalities; too much / too many / enough; present simple passive Review: worried, PE
4 Cross out the things you don’t need in a thank you letter. Number the things you need in order. •
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The children read the list and cross out the things they don’t need in a thank you letter. Then they order the things you do need by writing numbers in the boxes. Check the answers with the class.
ANSWERS
Things you don’t need: the time, a photo, money 1 your address 2 the date 3 Dear and the name of the person 4 the reason you are saying thank you 5 the ending, e.g. From and your name
5 Write a thank you letter to Mr Dough to thank him for a tour of his bread factory. •
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Ask the children to imagine they have visited a bread factory and imagine the things they have seen and learnt. They write a thank you letter to the owner of the factory, Mr Dough, using the one from Activity 2 and that on Class Book page 84 as models.
CB PAGE 85 and AB PAGES 82, 112 and 113
Materials DVD Song 8/DVD Story 8; a watch or timer; Unit 8 Grammar and everyday language poster
Warmer •
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DVD Song 8 / Story 8
Ask the children to vote on whether they would like to watch the Unit 8 story animation or the Unit 8 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 8. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Read and say the missing words. •
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Refer the children to the Grammar 1 section of the Unit 8 Grammar and everyday language poster and review the use of too much / too many / enough. Focus on the article and ask the children what they think a bake sale is. (It’s when children make, bring and sell cakes at school to raise money for charity or for the school.) Ask the children to read the article and think about what the missing words are. Read the article aloud, pausing for the children to say the missing words.
ANSWERS
1 enough
2 made
3 sold
4 too many
5 enough
2 Look and say. •
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168
Unit 8
Refer the children to the Grammar 2 section of the Unit 8 Grammar and everyday language poster and recap the use of the present simple passive. Ask the children to look at the pictures in Activity 2. Ask them what the pictures show ( how the school newsletter is made). Ask the children to work in pairs. They take turns to look at the pictures and say sentences about how the newsletter is made.
ANSWERS
2 Look and write sentences about Alfie.
1 The newsletter is planned. 2 The text is written. 3 The pictures are drawn. 4 The newsletter is checked. 5 The newsletter is copied. 6 Copies are given to the pupils.
3 Look at the hamper. the food.
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POSSIBLE ANSWERS
Learning to learn Memory games like that in Activity 3 help to fix vocabulary in the children’s minds. When reviewing language, encourage the children to recall structures and vocabulary items before they refer to their Class Books.
Optional activity
3 Read and write the countries.
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ANSWERS
oil, brown suger, cucumber, flour, limes, spring onions, water, aubergines, chillies, peanuts, onion, noodles KEY COMPETENCE:
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Ask the children to write a letter from Miss London thanking the school for her prize, using the letters on Class Book page 84 and Activity Book page 81 as models.
4 Find and write the countries.
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Ask the children to put the letters in the correct order to make the names of the countries. Check the answers with the class.
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1 China 6 Italy
2 India
3 Spain
4 France
5 Poland
Activity Book 1 Read and complete the puzzle. Write the letters to find the secret word.
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The children read the sentences and write the countries. Check the answers with the class.
ANSWERS
1 France 6 Italy
2 Spain
3 Poland
4 China
5 India
4 Make sentences using the present simple passive. •
ANSWERS
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Focus on the pictures. Tell the class that the first picture shows Alfie before he started the healthy eating plan. The second shows him now he is on the plan. Ask the children to look at Alfie’s old food diary and his food diary now. They make sentences, using too much, too many and enough, about what he used to eat and what he eats now. Check the answers with the class.
Before, Alfie drank too much coffee for breakfast. Now he eats enough fruit. Before he ate too many sausages … now he eats enough vegetables. Before he ate too many beef burgers … now he eats enough chicken. Before he ate too many chips … now he eats enough rice. Before he didn’t eat enough vegetables … now he eats enough vegetables. Before he drank too much cola … now he drinks enough water. Before he ate too many sweets … now he eats enough fruit. Before he didn’t eat enough fruit … now he eats enough fruit.
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Cover and remember
Focus on the picture. Tell the children that they have one minute to look at the picture and remember the food. Ask the children to cover the picture. Use a watch or timer to time one minute. Ask the children to tell you all the food from the hamper. Write the words on the board. Ask the children to look at the picture again and check the list on the board. Did they remember all of the food items?
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The children use the word prompts to write sentences using the present simple passive.
ANSWERS
1 2 3 4 5
Spaghetti isn’t eaten raw. Burns Night is celebrated in Scotland. Latkes are eaten at Hanukkah. Durum wheat is grown in Italy. Flour is made from wheat.
Focus on the riddle. Ask the children to read the clues for each letter. They look at the pictures and write the missing words. The children read the clues again and write the letters. They copy these into the squares at the bottom to spell the word.
ANSWERS
1 bean sprout 2 chillies 3 garlic 4 prawns 5 cucumber 6 lime 7 spring onion 8 oil 9 peanuts 10 peppers 11 noodles The secret word is Thailand.
Unit 8
169
Lesson 11
CB PAGE 85 and AB PAGE 83
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and give a presentation Consolidate learning from Unit 8 Evaluate your own progress
Language Core: vocabulary and structures from Unit 8 Review: butter, flour, milk, mix, salt
Materials CD3 $ track 56; internet Warmer •
Play a memory game. Divide the class into teams. Read out some questions about what happened in the unit for the children to write down their answers, without looking in their books. The teams get one point for each correct answer.
Transcript 1 My favourite food is pierogi. 2 It’s a traditional Polish dish. Pierogi are dumplings. 3 They’re delicious! They’re a bit difficult to make, because they take a long time, but they’re fun to make too! 4 To make pierogi you need flour, salt, an egg, oil and milk. 5 First you make the filling. To do this, you cook some onion in butter. Then you mix the onion with some cheese and mashed potato. Then you mix the other ingredients together to make a dough. Cut out pieces of dough and put the filling inside. Then the dumplings are ready to cook. They’re boiled in water. When they’re ready, they’re served with cream or with bacon. Mmm! 6 We eat them often because my dad is from Poland. ANSWERS
1 Pierogi 2 Polish, dumplings 3 fun 5 cheese, water, bacon 6 Poland
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy learning about most? Why?
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Class Book 1 Prepare a presentation. 2 Give your presentation to the class. •
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Tell the children to look at the photo of the girl giving a presentation. Ask What is the presentation about? What is the girl showing the class? Tell the children they are going to prepare and then give a class presentation about their favourite food. Ask the children to complete the preparation activities in their Activity Books before they give their presentations to the class.
Activity Book 1 Look at the presentation plan in Activity 3. Read and write the headings. •
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Focus the children’s attention on the spider diagram. Ask What is the presentation about? Ask the children to read the list of headings and the information in the diagram. They write the headings in the correct places. Point out that they do not need to read every word.
2 Listen and circle the correct answers in the presentation plan. $ 3•56 •
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Tell the children that they are going to hear a pupil giving her presentation about her favourite food.
Unit 8
Tell the children to plan a presentation about their favourite food by copying the headings from Activity 1 and making notes. Go around the class as the children work, helping and checking. If there is classroom access to the internet, ask the children to find a picture to go with their presentation. Ask the children, one at a time, to stand up and deliver their presentations to the class. Alternatively, divide the class into groups and ask the children to present their work to the rest of the class.
Optional activity •
Discuss the presentations with the class. Ask Which dish sounds best to you? Why?
4 Look back at the unit. Read and tick ✓. Complete. •
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Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
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ANSWERS
1 My favourite food 2 Where they’re from 3 Why I like them 4 Ingredients 5 Method 6 Where I eat them
4 milk
3 Plan your presentation. Use the headings in Activity 1. Give your presentation to the class.
Lead-in •
Play the recording for the children to listen and choose the correct answers from each pair of options.
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Draw the children’s attention to the homework assignment that Miss London has set Billy, Jilly and Milly and their class on page 85 of the Class Book: Dazzling drama homework. Find out about putting on a play. Tell them that this will be the theme for the next unit. Ask the children which plays they k now. Ask Have you ever been to watch a play? Have you ever acted in a play? What kinds of things do the children think Billy, Jilly and Milly might bring into class next time? If you like, you can also ask the children to do the homework task with Billy, Jilly and Milly (see page 13). The children are now ready to do the Unit 8 Test. You will find the tests on the Teacher’s Resource CD-ROM. $ Teacher’s Resource CD-ROM, Test section, Unit 8 Test. Notes and answers on CD-ROM. NOTE:
l g n z z a D 9 Lesson 1
CB PAGE 86 and AB PAGES 84 and 107
VOCABULARY Lesson objectives Identify people and things connected with the theatre Identify different text types Find information in an advertising leaflet Talk about people and things connected with the theatre
Language Core: audience, director, stage, costumes, scenery, props, cast, backstage, lines, sound technician, curtain, lighting designer Review: play, deserted, drama, wear
Jilly Find out about putting on a play! Miss London That’s right! What have you got, Jilly? Jilly Well, I’ve got a theatre programme. It’s for a play at the theatre. Miss London The Prince’s Prize by Suzanne Torres. Great! What else? Jilly Here’s an advertising leaflet for the play … Miss London OK. Very good. Jilly And here’s a story. It’s the playscript from The Prince’s Prize. Miss London Well done, Jilly! Thank you! ANSWERS
A theatre programme C playscript
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or timer •
Warmer
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Ask the class Have you ever been to the theatre? Who works in a theatre? What objects do you see in a theatre? Elicit a list and write it on the board.
Lead-in •
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Ask What homework did Miss London set at the end of the last unit? (Find out about putting on a play.) If you have asked the children to do the homework assignment, ask them now to present what they have brought in to the class or their group. (See page 13 for the suggested procedure.) Ask the children Who do you think will talk about their homework this week? (Jilly) What do you think she has brought in? Encourage a variety of suggestions from different children around the class.
Class Book 1 Listen. $ 4•01 Look and find these text types. •
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With books closed, play the recording and ask the children to tell you all they can about Jilly’s homework. Ask the children to open their Class Books and look at the things Jilly has brought in. Read through the text types with the class and check that the children understand what each one means. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. Play the recording, pausing where necessary for the children to listen and match the text types to the texts.
Transcript Miss London Hi everyone! What was your dazzling drama homework this week?
B advertising leaflet
2 Match the words and the pictures (1–12). Listen, check and say. $ 4•02
Materials CD4 $ tracks 01–04; Unit 9 wordcards Set 1; a watch
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d r a m a
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Ask the children to look at the pictures of the people and things on the front of the theatre programme (text A). They match the words to the pictures and write the answers in their notebooks. Play the recording for the children to listen and check their answers. Then check as a class. Play the recording again, pausing for the children to repeat the words, first in chorus and then individually.
Transcript 1 curtain 2 lighting designer 3 backstage 4 scenery 5 sound technician 6 stage 7 audience 8 lines 9 costumes 10 director 11 props 12 cast
3 Look at text A. Listen and say the word. $ 4•03 •
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Ask the children to look at the theatre programme again. Tell them that they are going to hear descriptions of the people and things. They must listen and say the word. Play the recording, pausing after each sentence for the children to say the word.
Transcript A This is the part of the theatre where the actors perform the play. B These are the words of the play, which the actors learn. C This is the person who checks the audience can hear the play. D This is a large picture to decorate the stage. E This is the person who turns the lights on and off. F This opens at the beginning of a show and closes at the end. ANSWERS
A stage B lines C sound technician E lighting designer F curtain
D scenery
4 Read text B and answer. •
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Ask the children to look at text B. Read the question with the class. Explain that this is a speed-reading task and that the children have one minute to complete it. Ask the children to use the advertising leaflet to find the answer to the question. Use a watch or timer to time one minute.
Unit 9
171
ANSWER
The play is about the cast practising for a play. A prince is coming to give one of them a prize.
Lesson 2 STORY
5 Play a game in pairs. •
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Lesson objectives
Divide the class into pairs. Ask a pair of children to read the example dialogue for the class. The children choose a person or thing from the theatre without telling their partner what it is. They describe the person or thing for their partner to guess.
Read and understand a playscript Talk about who should get a prize and why Write a review of the playscript
Language
Learning to learn Communicative games are a useful way of reinforcing vocabulary. In Activity 5, the children think about the role of the person or the function of the object in order to describe them/it. This type of reinforcement of vocabulary and meaning will help the children recall the words when they need them. KEY COMPETENCE:
Activity Book Bilingual dictionary •
Tell the children to turn to page 107 of the Activity Book and write translations for the theatre words.
1 Write the theatre words. •
The children look at the pictures and write the correct theatre words. Display the Unit 9 Set 1 wordcards for support while they work.
ANSWERS
1 stage 2 director 3 cast 4 lines 5 audience 6 scenery 7 costumes 8 props 9 backstage 10 curtains
Core: Lesson 1 theatre words Review: present simple; adjectives for describing people; worried, clean, jellyfish Extra: excellent, nightdress, palace, porridge, broken, trumpet
Materials CD4 $ track 05; Unit 9 wordcards Set 1 Warmer •
The children complete the definitions with the correct theatre words. Check the answers with the class.
ANSWERS
1 director 2 cast 3 sound technician 4 lighting designer 5 Backstage 6 Costumes 7 Props 8 audience
3 Listen and complete the poster. $ 4•04 •
Play the recording, pausing where necessary, for the children to listen and write down the missing information about the play.
Transcript Our next play is called The Deserted Island and the fantastic Bob Pointer is the director. The play will be at the Palace Theatre on Saturday 28th March. There’s only one performance! It starts at 7.30 pm. There’s a wonderful cast of four actors – two men and two women. And after the play we’re offering the audience the special opportunity to come and meet two of the actors backstage. ANSWERS
1 Deserted 2 Director 3 Theatre 4 March 5 7.30 pm 6 cast 7 audience 8 backstage
4 Answer the questions. •
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The children read the questions and write answers for themselves in their notebooks.
Unit 9
Play Bingo! (see page 201) with the vocabulary from Lesson 1.
Lead-in •
Ask the children what they remember about the play from the leaflet in Lesson 1. Ask What is it called? What is it about? Brainstorm a list of characters that might be in the play.
Class Book 6 Read and listen. $ 4•05 Who has won the Prince’s Prize? •
2 Read and complete the definitions. •
CB PAGE 87 and AB PAGE 85
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Focus on the pictures of the characters from the play and ask the children to identify them. Read the question to the class. Play the recording for the children to follow the story in their books. Elicit the answer to the q uestion. Discuss the play with the class. How many of the characters did the children guess in the Lead-in activity?
ANSWER
Cinderella
7 Read again and answer. •
Ask the children to read the story again and write their answers to the questions in their notebooks.
ANSWERS
1 Because he thinks he’s an excellent director and he gets fantastic reviews. 2 Because he’s only famous for wearing Granny’s nightdress and children are scared of him. 3 Because she’s the laziest actor in the theatre. 4 They make the costumes. 5 Because he’s sad about his broken chair. 6 Because she helps the cast when they are worried about going on stage or bored with learning their lines, she listens to the director when he is sad about getting a bad review and she keeps the theatre nice and clean.
8 Who should get a prize in your class? Tell your partner. •
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Ask the children to think about the different qualities of the people in their class. They decide who should get their prize and why. The children work in pairs, taking turns to tell each other who should get the prize and giving reasons. What do you think? Ask the children to discuss the question in pairs. Ask some of the children to share their thoughts with the class.
Lesson 3
CB PAGE 88 and AB PAGES 86 and 113
GRAMMAR Lesson objectives Practise using prepositions with different adjectives Make sentences using adjectives and prepositions Describe a picture Regular review: practise using adjectives with –ed and –ing endings
Competence in social skills and citizenship Activity 8 draws attention to the good qualities of the children in the class. This reinforces the notion that those who work hard, behave well and are considerate to others will be recognized for their efforts. KEY COMPETENCE:
Language Core: Lesson 1 theatre words; adjectives and prepositions Review: adjectives with –ed and –ing endings; spider, worried, play, clean
Activity Book
Materials CD4 $ tracks 05–07; Unit 9 wordcards Set 1; Unit 9
Plot, characters and setting
Grammar and everyday language poster; Speak up poster
1 Remember the play. Match the characters and why they want to win the prize. •
The children match the characters with their reasons for winning the prize from memory. They look back at the story on page 87 of their Class Books to check their answers. 2 f
3 e
4 g
5 b
6 c
7 a
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The children read the sentences and circle the correct pieces of information to complete them. Check the answers with the class.
ANSWERS
1 b
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2 Read and circle the correct answers. •
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2 c
3 b
Class Book
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3 Read and complete.
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The children complete the text by writing the missing words in the table. Check the answers with the class.
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With books open, tell the children that they are going to hear the story again. As they listen, they choose the correct adjectives and prepositions from the three possible options. Play the recording, more than once if necessary. Check the answers with the class.
ANSWERS
ANSWERS
1 that 2 to 3 in 4 think 8 person 9 magic
Ask the children what they can remember about the story from Lesson 2. Prompt with questions, if necessary. Ask the children to open their Class Books and look at the story on page 87 again. How well did they remember it?
1 Read and listen to the play again on page 87. $ 4•05 Choose.
4 a
Synopsis •
Put the Unit 9 Set 1 wordcards on the board. Describe one of the people or objects for the class to guess. Ask volunteers to describe other words for the class.
Lead-in
ANSWERS
1 d
Warmer
5 hear
6 for
7 who
1 famous for 2 friendly to 4 excited about
3 angry with
Review
2 Listen and say the number. $ 4•06 Describe the pictures.
4 Complete the review.
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The children complete the review and rate the story, referring to the Writing tip for help.
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POSSIBLE ANSWERS
1 The Prince’s Prize 2 fairy 3 who should get the prize 4 good people are the winners 5 Children’s own answers 6 Children’s own answers
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Story worksheet. Notes and answers on CD-ROM.
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Focus on the pictures. Tell the children that they are going to hear sentences describing the different pictures. Play the recording, pausing after each description for a different child to say the number. Ask the children to work in pairs. They take turns to describe the pictures to each other.
Transcript The prince is friendly to Cinderella. The Ugly Sister is interested in dancing. The elf is tired of sewing. Goldilocks is scared of Daddy Bear. Unit 9
173
Mummy Bear is good at making porridge. The queen is angry with the mirror.
2 Listen and match. $ 4•07 •
ANSWERS
5, 1, 6, 3, 4, 2
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Grammar and everyday language poster Ask the children to look at the Grammar 1 section on the Grammar and everyday language poster for Unit 9. Explain that the children have to learn which prepositions go with which adjectives. Go through the table and the Remember! point with the class. Elicit example sentences from the class and write them on the board. Practise saying them together.
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3 Read and learn. Ask the children to look at the grammar table and memorize the sentences. Ask the children to cover the table. Ask different volunteers to make sentences from each section of the table.
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4 Describe the picture in pairs. Focus on the picture. Explain that the children all have different feelings about what they are doing. Read the example to the class. Ask the children to work in pairs. They take turns to describe how the children feel using adjectives from the grammar table with the correct prepositions. Go around the class, helping and checking as the children talk. They can also refer to the Talking about a picture section on the Speak up poster, for help.
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ANSWERS
Billy is scared of the dark. Milly is good at painting. Rosie is bored of learning lines. Jilly is tired of cleaning the stage. Betty is angry with Jilly. William is interested in his book. Miss London is friendly to Mr McMaster. Mr McMaster is excited about the play.
Transcript William Are you scared of anything, Jilly? Jilly Oh yes! I’m scared of spiders! William What are you doing tomorrow, Jilly? Jilly I’m going to a birthday party – I’m very excited about it! Jilly Let’s go home now. I’m tired of walking in the park. William Great shot, Jilly. You’re very good at playing tennis. William We have science this afternoon. We’re studying animals in Africa. Jilly Really? That’s great. I’m really interested in animals. 6 William What’s wrong, Jilly? Jilly Nothing much. I’m a bit worried about the exam today. 1 2 3 4 5
ANSWERS
1 c
Say false sentences about the picture for the class to correct, e.g. Jilly is interested in cleaning the stage. (No, she isn’t! She’s bored of cleaning the stage.)
Activity Book Grammar •
Tell the children to turn to the Grammar reference on page 113 of their Activity Books, and remind them that it is here to help them when they need it.
1 Look again at the picture in Activity 4 on Class Book page 88. Complete the sentences. •
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The children look at the picture on page 88 of their Class Books again. They read the sentences and complete them with the correct prepositions and adjectives. Check the answers with the class.
ANSWERS
1 scared of 2 good at 3 tired of 4 angry with 5 bored of 6 interested in 7 excited about 9 friendly to
174
Unit 9
2 f
3 e
4 b
5 d
6 a
3 Look at the pictures in Activity 2 and write sentences about Jilly. •
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The children use the pictures and adjectives from Activity 2 to write sentences about Jilly. Check the answers with the class.
ANSWERS
1 2 3 4 5 6
Jilly is scared of spiders. Jilly is excited about the birthday party. Jilly is tired of walking in the park. Jilly is good at tennis. Jilly is interested in animals. Jilly is worried about the exam.
4 Read and complete the sentences. •
Optional activity •
Tell the children that they are going to hear six short conversations or sentences about the pictures. Play the recording, pausing after each one for the children to match the picture to the adjective.
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Go through the words in the box. Explain or elicit the differences in meaning between the –ed adjectives and the –ing adjectives. Ask the children to complete the sentences with the correct adjectives.
ANSWERS
1 boring 2 excited 3 bored 5 interesting 6 exciting
4 interested
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Vocabulary and Grammar 1. Notes and answers on CD-ROM.
Reinforcement Lesson 3a (optional)
Artistic and cultural competence Storytelling is a fun, communicative and creative way to practise language. Ask the children if they enjoyed writing the summary. Did they keep the story the same or change any details? KEY COMPETENCE:
REINFORCEMENT AND STORY PRACTICE Lesson objectives
Optional activity
Review and practise theatre vocabulary Review and practise adjectives and prepositions
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Language Core: Lesson 1 theatre words; adjectives and prepositions
Materials DVD Story 9; $ Teacher’s Resource CD-ROM, DVD worksheets section, Unit 9; six pictures from fairytales that the children know well
Warmer •
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Write the prepositions about, at, of, for and in inside circles on the board. Draw a branch from each circle for every adjective from Lesson 2 that takes the preposition. Invite volunteers to come to the front one at a time. They choose a preposition and write an adjective at the end of one of the branches.
Lead-in •
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Brainstorm a list of fairytales that the children know. Write the titles on the board. Discuss what the children know about each of the stories.
1 Look at the pictures. Name the stories. •
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Divide the class into groups. Hold up the pictures one at a time, and ask which group would like the story. Hand out the pictures to the different groups. Ask the children to work in pairs to write a list of characters from the story.
3 How do the characters feel? Write sentences with adjectives and prepositions. •
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4 Watch the story on DVD.
Ask the children to think about how the different characters feel. Elicit some example sentences about characters from the different stories, e.g. Hansel and Gretel are scared of the dark forest. The Queen is angry with Snow White. The genie is friendly to Aladdin. Ask the children to work in their groups. They write sentences about the different characters from their story. Go around the class as the children work, helping and checking where necessary. Ask the children from each group to share their sentences with the class.
DVD Story 9
Tell the children they are going to watch The prince’s prize on DVD. Write the following words on the board and ask the children to copy them into their notebooks. 1 director 2 famous 3 costumes 4 tired 5 handsome 6 stage 7 hate 8 lines Ask the children to circle the words that are animated as they watch the DVD. Play the Unit 9 story clip on the DVD. Play the clip again for the children to check their answers. •
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ANSWERS
1 director 8 lines
2 famous
3 costumes
4 tired
6 stage
5 Make story wordcards. •
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Display the pictures on the board or use the interactive whiteboard to show them to the class. Ask the children to work in pairs to name each of the stories. Check the answers with the class.
2 Choose a story. Write a list of the characters.
In the lesson or for homework, ask the children to make a programme for their play like the one from Lesson 1 in their Class Books.
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Print the DVD story wordcard worksheet provided on the Teacher’s Resource CD-ROM $ in the DVD section and make two copies for each child. Put the children into pairs or groups of four. The pairs or groups choose eight words from the story and ‘design’ each of them on a wordcard worksheet, following the animated text on the DVD story as a model. They can design words already animated on the DVD or choose other words from the story text if they wish. When the children have finished designing their words, they write a sentence from the story on the back of the wordcard which includes the word they have designed on the front. More confident children can then write their own sentence including the designed word. Play the DVD again. The pairs or groups hold up their designed words when they appear or are said on the DVD. The pairs or groups hold up their wordcards and say the words/sentences out loud in different ways, for example, quietly, loudly, angrily, happily, quickly, slowly. The children’s completed wordcards can be displayed in the classroom.
Unit 9
175
Lesson 4
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CB PAGE 89 and AB PAGE 87
READING AND WRITING
ANSWERS
slowly; happily; hopefully; quickly b
Lesson objectives Read and understand an advertising leaflet Form adverbs from adjectives Write an advertisement Learning to learn: using categories to group vocabulary
Learning to learn By understanding how adverbs are formed, the children can put together adverbs by themselves and check their own writing. Remind the children to be aware, however, that there are exceptions to the rules. If they are unsure, they should check the stem word in their dictionaries. KEY COMPETENCE:
Language Core: Lesson 1 theatre words; adjectives and prepositions; adverbs of manner Review: play, ghost story, castle, run Extra: snore, available
Warmer •
Ask the children what they can remember about the play from Lesson 2. What do they know about the characters?
Ask if the class can remember what Jilly brought in for her homework assignment in Lesson 1. Tell the children that today they are going to look at the advertising leaflet in more detail. Ask What are advertisements for? What information should be included in a leaflet?
Ask the children to look at the advertising leaflet on page 89 and complete part 1 from memory. When they have finished, the children look at the advertising leaflet on page 86 to check their answers. Then go through the answers with the class.
ANSWERS
1 Family 2 characters 5 Prince 6 prize
3 Snow White
4 theatre
2 Read part 2 and answer the questions in the text. •
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Explain that people use different techniques in advertisements to interest us in the product. One technique is asking questions. Tell the children that there are lots of questions about the characters from the play in the advertising leaflet. Ask them to read the leaflet and answer the questions. Check the answers with the class. Discuss the leaflet together. Did the children find all the information they expected? Did it make them want to watch the play?
ANSWERS
The prize isn’t for the elves, the Director, the Wicked Queen, Sleeping Beauty or the Ugly Sisters. The prize is for Cinderella. The play ends happily.
3 Read part 2 again and complete the table. Then answer the question below. •
176
Ask the children to read part 2 again. They find the adverbs and write down the ones that are missing from the table.
Unit 9
Ask the children to look at the pictures and think about the manner in which the people do things or the way that things happen. Ask them to look at the example. They write sentences with adverbs about the pictures.
POSSIBLE ANSWERS
1 2 3 4 5
The wolf blew hard. Snow White / She sang beautifully. Cinderella and the Prince / They danced happily. The giant shouted angrily. The wolf walked quietly.
Activity Book •
1 Read part 1. Remember and complete. Read page 86 again and check.
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1 Read the review. Match and write the letters.
Class Book
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4 Look and write sentences with adverbs.
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Lead-in •
Ask the children to look at the adverbs and decide what they describe.
The children read the advertisement and write the letters of the missing words in the gaps.
ANSWERS
A 8
B 6
C 4
D 3
E 1
F 2
G 7
H 5
2 Read the review again and circle the correct answers. •
The children read the advertisement again and circle the correct answer for each sentence.
ANSWERS
1 c
2 b
3 b
4 b
5 a
6 a
7 c
8 a
3 Write a review for a play. •
Ask the children to write their own advertisement for a play using the one from Activity 1 or page 89 of the Class Book as modelsl.
Learning to learn: Put the adjectives below into two groups. •
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Focus on the diagram and read the explanation to the class. Check their understanding. The children look at adjectives and divide them into two groups – positive or negative. Go around the class helping and checking.
ANSWERS
positive excited, friendly, clever negative angry, bored, scared
Learning to learn Remind the children that using diagrams is a useful way of organizing vocabulary. Ask the children what other methods they use to organize their vocabulary. KEY COMPETENCE:
Lesson 5
CB PAGE 90 and AB PAGES 88 and 107
VOCABULARY AND DVD SONG Lesson objectives Identify jobs that people do behind the scenes at the theatre Listen and extract information from a song Talk about jobs that people do at the theatre
Language Core: Lesson 1 theatre words ; build the set, rehearse the show, test the sound, advertise the show, tie your shoelaces, mend the costumes, put on make-up, paint your nails, design the programmes, write the script, dye your hair, style your hair, Review: present simple questions and answer; play
Materials CD4 $ tracks 08–11; DVD Song 9; Unit 9 wordcards Set 2 Warmer •
Play a game of Smiley sentence (see page 202) using the adverbs of manner from Lesson 4.
Lead-in •
Discuss going to the theatre with the class. Ask the class if they have ever been to the theatre, and if so, what they went to see. Brainstorm a list on the board of the different parts that made up the production, e.g. the props, costumes, lighting, sound, script.
Class Book 1 Look and say what the lesson is about. •
Tell the children to open their books and look at the picture of the interactive whiteboard. Ask different children to say what they think the lesson is going to be about. Listen to their suggestions, but don’t confirm at this stage.
2 Listen and repeat. $ 4•08 •
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Establish that this lesson is about different jobs that people have to do behind the scenes at the theatre. Focus on the pictures. Play the recording for the children to listen and repeat, pointing at the picture as they do so.
Transcript 1 build the set 2 rehearse the show 3 test the sound 4 advertise the show 5 tie your shoelaces 6 mend the costumes 7 put on make-up 8 paint your nails 9 design the programmes 10 write the script 11 dye your hair 12 style your hair
3 Listen and say what the people are doing. $ 4•09 •
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Tell the children that they are going to hear sounds of people doing the different jobs from Activity 1. Play the recording, pausing after each word for the children to say the job. Display the Unit 9 Set 2 wordcards for support while they listen.
Transcript [sound effect:] building the set [sound effect:] styling hair [sound effect:] One, two. One, two. testing the sound [sound effect:] rehearsing the show [sound effect:] writing the script [sound effect:] designing the programmes
A B C D E F
ANSWERS
A build the set B style your hair C test the sound D rehearse the show E write the script F design the programmes
4 Listen to the song. $ 4•10 Who sings the song? DVD Song 9 Play the audio or DVD version of the song for the children to listen and make a note of the people who sing the song.
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Transcript Who writes the script and writes the songs? I do! Who learns their lines the whole night long? I do! Who designs the programme in time for the show? The programme design is something I know. Who puts up posters, do you k now? I do. Who advertises our big show? I do. Who builds the set and tests the sound too? I do. And I do! We do it for the show! Who mends the costumes when they tear? I do! Who has to curl and style their hair? I do! Who has to paint their nails and put make-up on? I have to do it and I think it’s fun. Who dyes their hair purple and green? I do! Who ties shoelaces between scenes? I do! Who rehearses everything that they know? We do! And we do! We do it for the show! We do! And we do! We do it for the show! ANSWERS
script writer, actors, programme designer, advertiser, set designer, sound technician, costume maker, hair stylist, make-up artist
5 Listen again. $ 4•10 Which line is not in the song? Ask the children to read all of the possible lines. Play the song again for the children to make a note of the lines that appear in the song, and by doing so, find out which one is not in the song.
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ANSWER
6 Learning to learn In Activity 5, the children use a process of elimination to answer the question. Tell the children that they can use this strategy for helping to answer other types of question such as multiple choice. KEY COMPETENCE:
6 Play a memory game in groups. •
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Divide the class into small groups. Ask the children from one group to read the example dialogue to the class. If you have played A long sentence with the class, tell the children that this is a version of that game. Explain the procedure, if necessary. Unit 9
177
Activity Book
Lesson 6
Bilingual dictionary
GRAMMAR AND CROSS-CURRICULAR
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Tell the children to turn to page 107 of their Activity Books and write the translations for the behind the scenes phrases.
Lesson objectives Learn about a famous stage musical: The Lion King Read and understand an article about The Lion King Describe what other people do for you using have something done Talk about things that actors do or have done
1 Complete the song. Listen and check. $ 4•10 •
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The children complete the song from memory, using the words in the box. Play the song for the children to listen and check their answers. Then check the answers with the class.
Language
ANSWERS
Core: have something done (have + object + past participle); Lesson 1 theatre words; Lesson 5 behind the scenes phrases Review: silver, play, mask, music, run Extra: adaptation, animated, lyrics, cub, homeland, species, mammal, necessary, plait (v) , spectacular
1 writes 2 designs 3 posters 4 builds 5 show 6 costumes 7 their 8 paint 9 fun 10 ties
2 Listen and write A (Alex), B (Ben) or C (Carl). $ 4•11 •
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Tell the children that they are going to hear three people talking about the jobs they do in the theatre. Play the recording, pausing if necessary. The children write the initials of each person next to the pictures of the jobs. Check the answers with the class.
Alex Hi. I’m Alex. I love working in the theatre. I do lots of things. I build the set, which is probably the most important thing. I also test the sound before the play starts each night. Oh, and I also mend the costumes when they get damaged! Ben Hello, I’m Ben. I don’t like acting, but I love working for the theatre group. I always design the programmes – I use a computer. I also help to advertise the show. I put up posters all over the town. Carl Hello there. My name’s Carl. What do I do? Well, on the day of the performances I style the actors’ hair and I also put on their make-up. This sometimes takes more than two hours! What else? Oh, I nearly forgot! I write the script too! ANSWERS
2 C
3 B
4 A
5 A
6 C
7 B
8 C
3 Choose one of the people in Activity 2 and write about them. •
Materials CD4 $ tracks 10 and 12–13; Speak up poster; Unit 9 Grammar and everyday language poster
Warmer $ 4•10
Transcript
1 A
The children choose one of the people from Activity 2 and complete the sentences about him.
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Ask the children to imagine they work at the theatre. They think about the things they do and write a text about themselves in their notebooks, similar to the one they wrote about Alex, Ben or Carl in Activity 3.
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1 Look at the photos. Say what you know about The Lion King. •
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Focus on the photos and ask the children what they see. Establish that the article is about the stage musical The Lion King. Ask the children to work in pairs. They discuss the pictures and say what they know about The Lion King. Refer them to the Guessing section on the Speak up poster for help, if necessary. Discuss the pictures as a class. Encourage different children to share their ideas.
2 Listen, read and check your ideas. $ 4•12 Have you seen the musical or film?
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Unit 9
Ask the children if they have ever watched a musical at the theatre. What did they see? What was the story about? What were the costumes like? Tell the children that the Ace pupils are going to visit the theatre in this lesson, where they will learn about a famous musical.
Class Book
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178
Play the song from Lesson 5 again, encouraging the children to sing along.
Lead-in
4 Imagine you work in the theatre. Write about the things you do. •
CB PAGE 91 and AB PAGES 89 and 113
Tell the children that they are going to listen and read to check their ideas. Play the recording while the children follow the words in their books. Ask the children if their ideas were correct. Answer any questions that the children have and go through the meanings of any unknown vocabulary. Ask the children if they have seen the musical or the film.
3 Read the grammar table and learn. Find more examples of have something done in the text. •
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Draw the children’s attention to the Grammar 2 section on the Grammar and everyday language poster for Unit 9. Use the examples and explanations to show how we use have something done to describe when someone else does something for us. Ask the children to look at the grammar table in their Class Books and memorize the sentences. The children look at the text from Activity 2 again and find more examples of have something done.
ANSWERS
The costume designer has special animal costumes made for the actors.; She has lots of enormous puppets and African masks built too.; The actors have their huge masks put on before the show.; The actor who plays Rafiki has her hair plaited and her face painted red, yellow and blue.; Some of the other actors have their bodies painted.
4 Read the text again and write True or False. Correct the false sentences. •
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Ask the children to read the sentences. They read the text again and then write True or False in their notebooks for each sentence. They correct the false sentences with have something done. Check the answers with the class.
ANSWERS
1 False (The costume designer has the puppets and masks made.) 2 True 3 True 4 False (The actor who plays Rafiki has her hair plaited.) 5 True
5 Say true sentences about the actors in the musical in pairs. •
Ask the children to work in pairs. They take turns to say the things that the actors do or have done, using the phrases in the box.
Transcript Hi. My name’s Jane and I’m the princess in the stage musical Bright Lights. I have to start getting ready about an hour and a half before the show starts. A lot of people help me. I have to look perfect! First, I have my dress put on. Then I have my hair styled. After that, I have my make -up put on. This takes a long time! Then I have my hat fitted. Lastly, I have my silver shoes put on. Then I’m ready! ANSWERS
4, 1, 5, 2, 3
3 Write sentences about Jane. Listen and check. $ 4•13 •
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The children use the word prompts to write sentences about the things Jane has done. Play the recording again for the children to check their answers.
ANSWERS
1 She has her dress put on. 2 She has her hair styled. 3 She has her make-up put on. 4 She has her hat fitted. 5 She has her shoes put on.
4 Look at the pictures of John. Write about what he has done before the show. Use first, after that , then and finally . •
The children look at the pictures of John, an actor, and write about what he has done, ordering their ideas with first, after that , then and finally .
POSSIBLE ANSWER
First, John has his costume put on. After that, he has his hair cut. Then he has his mask put on. Finally, he has gloves put on.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Vocabulary and Grammar 2. Notes and answers on CD-ROM.
Activity Book Grammar •
Tell the children to turn to the Grammar reference on page 113 of their Activity Books, and remind them that it is here to help them when they need it.
1 Complete the sentences. •
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The children read the sentences and complete them with correct form of have and the past participle. Check the answers with the class.
ANSWERS
1 has, built
2 has, made
3 have, styled
4 has, painted
2 Listen to Jane and number the pictures. $ 4•13 •
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Play the recording. The children listen to Jane talking about the things she has to have done before she is ready for the show. They number the pictures 1–5. Check the answers with the class.
Unit 9
179
Extension Lesson 6a (optional) CROSS-CURRICULAR AND SOCIAL TASK
2 Look at the characters from the ballet. Say the names. •
Lesson objectives Describe a picture Identify characters in a play and write about what they have done before a performance Research and write about a typical day for a famous actor/dancer Share knowledge and learning in the form of a social task
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Language Core: Lesson 1 theatre words; Lesson 5 behind the scenes phrases; adjectives and prepositions; have something done (have + object + past participle)
3 Choose one character. Pretend you are in the ballet. Write what you have done before a performance. •
Materials DVD cross-curricular; Speak up poster; large colour picture of a scene from the ballet Peter Pan (preferably showing Peter Pan flying on a wire); pictures of the following characters from the ballet: Wendy, Tinkerbell, Captain Hook; internet/pre-prepared fact sheets about a typical day for famous actors or dancers from a play or musical; one piece of poster paper for each group; several pieces of plain paper for each group; colouring pencils; glue sticks
Warmer •
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KEY COMPETENCE:
Tell the children that they are going to learn about a famous children’s ballet. Ask for predictions about what the story might be.
Peter Pan The story of Peter Pan, or The Boy Who Would Not Grow Up, was first told as a play by the Scottish writer J M Barrie in 1904. It was published as a novel in 1911. It tells the story of Peter Pan’s friendship with a little girl called Wendy and their adventures in Neverland. The story was first adapted as a ‘flying ballet’ in 1954. Today, different versions of the ballet are performed in cities across the world. CULTURE NOTES:
4 Research a dancer from a ballet or an actor from a play. Write about his/her typical day. •
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1 Look at the picture. Describe what you see. •
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Hold up the picture of the Peter Pan ballet or display it on the interactive whiteboard. Ask the children if they can name the ballet. Did anyone predict the story correctly in the Lead-in activity? Ask the children to work in pairs. They describe what they see in the picture. They can also refer to the Talking about a picture section on the Speak up poster, for help.
Focus attention on the pictures again. Ask the children to choose one character and think about his/her costume, make-up and props. Ask the children to pretend they are in the ballet playing the part of the character they have chosen. They write sentences about the things that they need to have done before a performance. Go around the class as the children work, helping where necessary. When the children have finished, ask them to compare their work in pairs. Ask some of the children to read their sentences to the class. Autonomy and personal initiative In Activity 3, the children use visual evidence and their own imagination to decide what the dancers have done before a performance. In this way, they show that they can generate their own ideas. Allowing the children to compare work with a partner once finished will help less confident children to feel secure in their ideas.
Play a game of True or false? (see page 202) about The Lion King text from Lesson 6, using sentences with have something done.
Lead-in •
Display the pictures of the other characters from Peter Pan. Ask the children if they know their names. Write the names on the board. Tell the children that you are going to tell them about the different characters, but that you are not going to say their names. They must listen carefully and call out the name of the character after each sentence: This little girl is friendly to Peter Pan. (Wendy) This pirate is often angry with Peter Pan. (Captain Hook) This fairy is good at flying. (Tinkerbell) This little boy isn’t scared of Captain Hook. (Peter Pan)
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Ask the children to imagine what a typical day is like for the dancers in the Peter Pan ballet. Elicit sentences about some of the things that might happen. Divide the class into groups. Tell the children that they are going to research an actor or dancer from a play or musical. If there is classroom access to the internet, they can do their research online. If not, allow each group to choose a pre-prepared fact sheet about an actor or dancer. Ask the children to use their research to discuss what a typical day is like for their actor or dancer. They write their ideas in their notebooks. Give each group a piece of poster paper and several sheets of plain paper. They copy their writing out neatly and draw pictures to illustrate the text. They stick the text and pictures on to the poster paper. Ask each group to present their work to the class.
Further practice $ DVD, Unit 9 Cross-curricular video clip. $ Teacher’s Resource CD-ROM, DVD section, Unit 9, Cross-curricular worksheet. Notes and answers on CD-ROM.
180
Unit 9
Lesson 7
CB PAGE 92 and AB PAGE 119 and 120
LISTENING AND SPEAKING Lesson objectives Listen for gist and for specific information Act out a dialogue Pronunciation: listen for word stress Practise making and responding to suggestions
Language Review: Why don’t we …? Let’s …; How about …?; Good idea!; adjectives to describe films or people: scary, romantic, boring, funny, cool, volcano Extra: store (n), rent, half price
ANSWERS
1 22nd
Play a game of Jumble (see page 202) with adjectives to describe films or people.
Lead-in •
Discuss films with the class. Ask What kinds of films do you like? Why? What’s your favourite film?
Class Book 1 Listen and say what the advert is about. $ 4•14 •
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Ask the children to look at the picture. Ask What are the children doing? Tell the children that they are going to hear an advert. They must listen to find out what the advert is about. Play the recording all the way through and check answer.
Transcript In a world where people love film, Film World has the films for you. Coming soon … to a Film World DVD store near you … this season’s new releases. From 22nd September, rent the cartoon Kangaroo Police, Certificate U, for just £1 a night. From 30th September, enjoy the family comedies School on the Moon and Dinosaur Wedding, Certificates PG, half price at only £1.50. And for the whole of October … ONLY FROM FILM WORLD … rent two adventure films, and get one free. Don’t miss The Jellyfish, Certificate 12 or Jungle Volcano II , Certificate 15. In a world of films, there is always Film World. ANSWER
The advert is about a video rental shop, Film World .
2 Listen again and complete the advert. $ 4•14 •
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Focus the children’s attention on the advert at the top of the page. Point out that some of the information is missing. Play the recording, pausing if necessary, for the children to complete the missing information in their notebooks.
4 £1.50
5 October
6 15
Ask the children to look at the films on the right-hand side of the page. Explain that they must listen to the dialogue to find out which film the children choose to rent. Play the recording while the children follow the words in their books and find the correct picture.
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ANSWER
1 In the UK, films are classified as follows: U (Universal – suitable for all ages); PG (Parental Guidance – some scenes may be unsuitable for young children); 12 (used for videos only – only suitable for those 12 and over); 12A (12 Accompanied – under 12s must be accompanied by an adult); 15 (only suitable for those 15 and over); 18 (only suitable for those over 18). CULTURE NOTES:
language poster; scissors
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3 School
3 Listen and read the dialogue. $ 4•15 Which film do Billy, Jilly and Milly choose?
Materials CD4 $ tracks 14–16; Unit 9 Grammar and everyday
Warmer
2 U
4 Look, listen and repeat. $ 4•16 •
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Tell the children to look at the words in the Perfect pronunciation box. Explain that in each of the words the stress falls on the first syllable. Play the recording for the children to listen carefully to the way the words are stressed. Play the recording again for the children to repeat chorally then individually.
5 Listen to the dialogue again. $ 4•15 Act out. •
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Play the dialogue again for the children to follow the words in their books and listen. Divide the class into groups of three to act it out. Ask some of the groups to act out the dialogue for the class.
6 Cut out and complete your fluency cards. Practise in pairs. •
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Ask the children to look at the Everyday language section on the Grammar and everyday language poster for Unit 9 and draw attention to the everyday language for making suggestions. Tell them that they will need this language for the communication task. Ask the children to work in pairs, A and B. Tell the children to turn to the back of their Activity Books and cut out the Unit 9 fluency cards. They write the film types below the pictures. The children show each other their cards. They make suggestions about which film to watch until they find one that they agree on. Go around the class as the children talk, helping and correcting where necessary. KEY COMPETENCE:
Competence in social skills and
citizenship Knowing the correct language for making and responding to suggestions enables the children to interact naturally in a variety of social situations.
Further practice $ Teacher’s Resource CD-ROM, Worksheet section, Unit 9, Listening and Speaking. Notes and answers on CD-ROM.
Unit 9
181
Lesson 8
Optional activity
CB PAGE 93 and AB PAGE 90
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CULTURE AND READING Lesson objectives Read and understand texts about dances from different countries Talk about which dance music you like best Understand the importance of not playing music too loudly in public Regular review: using the past simple with time expressions
Ask the children to write a question about each of the dances. They swap work with a partner and answer each other’s questions.
4 Listen. $ 4•17 Which of the three kinds of dance music do you like best? •
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Tell the children that they are going to listen to the music from the different dances. Play the recording to the class. Ask the children to think about which music they like best. Play the recording a second time, if necessary. Artistic and cultural competence Dance and music are very important to the culture and heritage of a country or region. By learning about different dances and having the chance to listen to music that the dances are set to, the children gain insight into the culture of the countries featured on the page. KEY COMPETENCE:
Language Review: present simple, musical instruments, colours; coins, China, Chinese, India, music, play music Extra: region, harvest, percussion, strings, hip, trumpet, luck, emperor
Materials CD4 $ track 17; Speak up poster Warmer •
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5 Tell your partner. •
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Play a mime game about musical instruments. Invite a volunteer to the front of the class. Whisper the name of a musical instrument to him/her and ask him/her to mime playing the instrument for the class to guess. Repeat with other children.
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Vital values •
Lead-in •
Discuss dance with the class. Ask individual children Do you like dancing? Do you go to a dance class? Do you know any traditional dances?
Class Book 1 Compare the photos in pairs. •
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Ask the children to work in pairs to compare the photos. Refer them to the section on Describing differences and similarities on the Speak up poster. Monitor the activity as the children talk. Ask some of the children to share their ideas with the class.
2 Read and match the texts and photos. •
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Focus attention on the children’s photos and the messages that they have posted. Tell the class that Billy, Jilly and Milly want to know about traditional dances from different countries, and Malkit, Marisol and Hong have posted responses on Ace! Space. Ask the children to read the three texts quick ly and match each of them with a photo from Activity 1.
ANSWERS
1 Hong
2 Malkit
3 Marisol
3 Read again and choose the best answer. •
Before they read the text again, ask the children to read each sentence. They then read the texts and choose the best answer for each sentence.
ANSWERS
1 a 182
Unit 9
2 a
3 a
4 b
5 c
6 b
Ask a child to read the example in the speech bubble to the class. Ask the children to work in pairs. They tell each other which dance music they like best and why. Ask some of the children to share their thoughts with the class.
Focus the children’s attention on the Vital values feature and read the sentence with the class. Ask Why is it important not to play music loudly in public? How do you feel when you hear loud music in public places?
Activity Book 1 Read the texts on Class Book page 93 again. Make notes in the first three columns of the table. •
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Ask the children to read the texts about the different dances again and complete the notes in the first three columns. Check the answers with the class. (Because the topics are likely to be new to the children, allow for flexibility in the children’s answers by encouraging a variety of responses where possible.)
ANSWERS
Dance
Bhangra
Where and when it started
In the Punjab In Cuba in the In China region in the 1920s thousands of 11th century years ago
Salsa
the Ribbon Dance
Traditional Percussion instruments and string that are instruments played
Timbales: a kind of drum from Cuba
Fact about the dance
Possible They usually answer: use red There are ribbons. many styles of salsa.
Possible answer: Farmers did this dance to celebrate the harvest.
An erhu and a pipa
2 Write notes about a dance from your country in the last column of the table. •
The children think about a dance from their country and fill in the last column of the table in Activity 1.
Lesson 9
WRITING AND PHONICS Lesson objectives
3 Match the sentences and complete with verbs in the correct form. •
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Identify the features of a play Understand how to use exclamation marks Identify the spelling patterns of words ending with the /ʃn/ sound Write a short play
The children read and match the two halves of the sentences. Then they complete the sentences with verbs in the past simple. Check the answers with the class.
ANSWERS
1 d, built
Language 2 a, came
3 b, danced
4 c, made
Core: Lesson 1 theatre words; adjectives and prepositions; have something done (have + object + past participle) Review: talent show, stairs, play, light switch, hear / heard Extra: attic, web, mend, sensation, magician, wand, cloak, explosion, smoke, illusion, confusion, electrician, position, politician, invention
4 Complete the sentences. •
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CB PAGE 94 and AB PAGE 91
The children complete the sentences using the word prompts in brackets. Check the answers with the class.
ANSWERS
In the 1940s, there was a World War. In the 17th century, people didn’t have computers. Many years ago, people hunted animals. Around 2,500 BC, the Ancient Egyptians built the Great Pyramid. 5 In 122 AD, the Ancient Romans finished Hadrian’s Wall. 1 2 3 4
5 Use your notes in the table to write about the dance from your country. •
•
The children use their notes from the table in Activity 1 to write about a dance from their country. They should write full sentences, in their notebooks, in answer to the questions (1–3).
Materials CD4 $ tracks 18-19 Warmer •
Play Twenty twenty (see page 202) to review the theatre words from Lesson 1.
Lead-in •
•
Ask the children what they remember about the playscript in Lesson 1. Who were the characters? What happened? Tell the children that in this lesson, they are going to read part of a playscript that Jilly has written.
Class Book 1 Read the playscript. What kind of play is it? •
•
Ask the children to read the three possible answers to the question. They read the text quickly and decide which kind of play Jilly has written. What do you think? What happens next? Before the children move on to Activity 2, encourage them to read the question on the top-right of the page and quickly scan the text again. The children respond with their own answers.
ANSWER
c
2 Read the text again and answer the questions. •
The children read the playscript again, in more detail, and write their answers to the questions.
ANSWERS
1 William and Betty 2 In Granny’s attic because they are looking for Granny’s instruments. 3 It’s very dark and scary. 4 Betty is ner vous because she’s scared of the dark. 5 Children’s own answers. 6 Jilly spelt musician as musision. Because she confused the sound of the word and the spelling. •
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Now ask the children to look at the annotations on the left of the text. Go through them with the class. Focus on the Punctuation box. Ask them to find examples of sentences that end with exclamation marks.
Unit 9
183
3 Listen and read. $ 4•18 How many jobs can you find? •
•
Ask the children to look at the pictures under the poem and tell you what they can see. Play the poem for the children to listen and follow the words in their books and write down the jobs that they hear.
Lesson 10 REVIEW
Lesson objectives Review the unit vocabulary and grammar Practise integrated skills
ANSWER
five: magician, electrician, musician, writer, politician
Language
4 Listen and read again. $ 4•18 Find and write the words with the /ʃn/ sound. •
•
•
ANSWERS
Activity Book 1 Listen and write the words in the correct column. $ 4•19 •
Play the recording for the children to listen to the words and write them in the correct columns.
Transcript question, television, musician, magician, invitation, confusion, technician, station, fiction, electrician, revision, explosion ANSWERS
-tion: question, invitation, station, fiction -sion: television, confusion, revision, explosion -cian: musician, magician, technician, electrician
2 Read the rest of Jilly’s playscript. Complete the stage directions. •
The children read the rest of Jilly’s play. They complete the stage directions by writing each phrase in the correct place.
ANSWERS
A Suddenly the curtain opens. B William bravely takes a step towards the curtain. C more nervously now D Betty turns to go. E in a scary whisper
3 Read the playscript again. Underline and say three words with the /ʃn/ sound. •
The children read the play again and underline the three words that end with the /ʃn/ sound.
ANSWERS
television, fiction, question
4 Write a short playscript. Use adverbs and stage directions. •
184
Core: Lesson 1 theatre words; Lesson 5 behind the scenes phrases; adjectives and prepositions; have something done (have + object + past participle) Review: worried, play
Write the word sensation on the board. Say the word with the class and underline the part of the word that makes the /ʃn/ sound. Play the recording for the children to listen and read again. Pause where necessary for the children to write down the words ending with the /ʃn/ sound in their notebooks. Play the recording again for the children to check answers.
sensation, directions, invitation, magician, television, explosion, illusion, confusion, conversation, electrician, station, musician, fiction, position, politician, suggestions, questions, inventions, collections
The children write a short play using the one from Activity 2 as a model. Remind them to use stage directions and adverbs to show how people speak or do things.
Unit 9
CB PAGE 95 and AB PAGES 92 and 113
Materials CD4 $ track 20; DVD Song 9/DVD Story 9; Unit 9 Grammar and everyday language poster
Warmer •
•
DVD Song 9 / Story 9
Ask the children to vote on whether they would like to watch the Unit 9 story or the Unit 9 song video again. Play the story or song on the DVD, depending on which choice is the most popular.
Lead-in •
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Tell the children that in this lesson they are going to review all the vocabulary and grammar they have learnt in Unit 9. Ask the children to open their books and look at the school newsletter. Ask What’s in the newsletter this time?
Class Book 1 Finish the sentences with your ideas. Talk in pairs. •
•
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Refer the children to the Grammar 1 section of the Unit 9 Grammar and everyday language poster and review the use of adjectives and prepositions. The children read the beginnings of the sentences and finish them so that they are true about themselves. Ask some of the children to read their sentences to the class.
2 Look and say. •
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Ask the children to look at the picture. Explain that the children are doing different things for the Ace Show. The children work in pairs. They take turns to choose a person and say what he/she is doing.
ANSWERS
Mr Tidy is building the set. Billy and Betty are rehearsing the show. Milly is advertising the show. Miss London is mending the costumes. Mr McMaster is testing the sound. Jilly is writing the script. William is designing the programme.
3 Look and say. •
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Refer the children to the Grammar 2 section of the Unit 9 Grammar and everyday language poster and recap the use of have something done. Focus on the pictures. Tell the children that they show the things that happened on Charity Day.
•
•
The children work in pairs. They take turns to say what each person has had done. Check the answers with the class..
ANSWERS
1 2 3 4 5 6
Mr McMaster had his car washed. Betty had her face painted. Miss London had her hair styled. Mrs Bean had her vase mended. Mr Tidy had his boots cleaned. Billy had his photo taken.
ANSWERS
1 Witches 2 actors 3 director 4 costumes 5 musicians 6 violin 7 sound 8 Wednesday 9 4.30 pm
3 Read and circle the correct answers. •
•
The children read about the School Study Club and circle the correct word to go in each gap. Check the answers with the class.
ANSWERS
1 about
4 Read, write and find the secret word. •
•
•
Focus on the puzzle. Tell the children that they need to read the sentences and write down the letters to find the secret word. Go around the class as the children work. Help where necessary. Check the answers with the class.
ANSWERS
1 cast (c) 2 audience (i) 3 scenery (n) 4 director (d) 5 backstage (e) 6 curtain (r) 7 costumes (e) 8 lighting designer (l) 9 lines (l) 10 stage (a) Secret word Cinderella
2 with
3 better
4 won’t
5 of
6 taking
4 Write sentences about Miss London. •
•
The children put the words in the correct order to write sentences about Miss London. Check the answers with the class.
ANSWERS
1 2 3 4 5
She has her hair cut every month. She doesn’t like romantic films. She writes the script for the school play. She sings very beautifully. She has painted her house every year.
Learning to learn Word puzzles build on the children’s problem-solving skills. In Activity 4, the children use their powers of reasoning and make distinctions between similar words. Ask the children which other word puzzles they enjoy playing and how these puzzles help them to learn. KEY COMPETENCE:
Activity Book 1 Write the opposites of the adjectives and adverbs. •
•
The children read the list of adjectives and adverbs and write the opposites. Check the answers with the class.
ANSWERS
1 late 2 bored 6 sadly
3 friendly
4 quickly
5 well
2 Listen and complete. $ 4•20 •
•
Tell the children that they are going to hear Miss London talking about the school play. Play the recording, pausing where necessary for the children to complete the poster.
Transcript Miss London Hello boys and girls. We’re looking for pupils to help us with the school play this year. It’s the Roald Dahl classic The Witches. We need lots of help. First, we need lots of actors! We also need someone to help me – I’m the director. And we need people to make the costumes. Ah yes – and we need some good musicians, especially people who can play the violin or the flute. And of course we also need people to help with the sound and the lighting. Rehearsals for the actors will be on Wednesdays after school. So if you’re interested in acting, the audition will be at 4.30 pm on 16th February.
Unit 9
185
Lesson 11
CB PAGE 95 and AB PAGE 93
CLASS PRESENTATION AND SELF-EVALUATION Lesson objectives Prepare and act out a play Consolidate learning from Unit 9 Evaluate your own progress
Language Core: vocabulary and structures from Unit 9; advert, play
Materials CD4 $ track 21 Warmer •
Play a memory game. Divide the class into teams. Read out some questions about what happened in the unit for the children to write down their answers, without looking in their books. The teams get one point for each correct answer.
ANSWERS
2 sentence, Always
Discuss with the class what the children have learnt in this unit. Ask individual children What did you enjoy most? Why?
•
Class Book 1 Act out the play in Lesson 2. •
•
•
Tell the children to look at the photo. Ask What are the children doing? Which characters can you see? Tell the children they are going to practise and act out the play from Lesson 2. The children complete the activities in their Activity Books before they act out the play.
Activity Book
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•
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1 Read about how to prepare for the performance of your play. Read and write the headings. •
•
Focus attention on the text. Ask What is the text about? Ask the children to read the list of headings and scan through the information in the boxes. They write the headings in the correct places. Point out that they do not need to read every word.
ANSWERS
1 Casting
2 Learning lines 3 Rehearsing
4 Performing
2 Circle the correct answers in the text below. Listen and check. $ 4•21 •
•
•
Ask the children to read the text more slowly and circle the correct answer from each pair of options. Tell the children that they are going to hear two children talking about how to learn their lines, rehearse the show and perform the show. Play the recording for the children to listen and choose the correct answers from each pair of options.
Transcript Boy Have you read the leaflet on how to prepare a play? Girl Yes, it’s really useful. 186
Unit 9
3 similar, before
4 loudly, audience
3 Prepare your play. Perform in front of the class.
Lead-in •
Boy What does it say about the casting? Girl Well, it says that you need to count the parts. Also, the actors can colour the lines on their script once they have their part. Boy It says here that we should learn our lines one sentence at a time. Girl Yes, that’s better than doing all of it at the same time. Boy And we should always say the lines aloud when we practise. Girl OK, and what about rehearsing? Boy Ah yes. We should rehearse in an area similar to the stage. Girl That’s OK. This room is perfect. Boy And this is useful: try to remember the last words the other actors say before you have to say your lines. Girl Hmm – good idea. I’ll do that. And what about the performance? Boy Well, it says to remember to speak loudly, and also to face the audience so that they can hear you more clearly. Girl OK – I’ll remember that!
Divide the class into two groups. Ask each group to cast the characters in the play, following the instructions in part 1. (There are 19 parts in the play, so some of the children will need to play more than one character. The children may also choose to have fewer than seven dwarfs!) Ask the children to learn their lines, following the advice in part 2. Set a time limit of 10–15 minutes. Ask the children to rehearse the play. Set a time limit. Where practical, the children should follow the advice from part 3 as far as possible. Ask the children to read through the advice in part 4 again and think about the things they can do. Invite the groups, one at a time, to come to the front of the class and perform the play. Artistic and cultural competence Putting on the play is a fun, creative and rewarding way to practise speaking. It builds confidence and gives the children a sense of achievement. Ask the children how they felt about putting on the play. KEY COMPETENCE:
4 Look back at the unit. Read and tick ✓. Complete. •
•
Ask the children to look back at the work they have done in the unit and complete the self- evaluation task in pairs. Go around the class as the children work. If possible, talk to individuals about their work in the unit.
Homework •
Ask the children to look at the board. Ask Is there any homework this time? (No) Why? (Because it’s the end of the school year!) 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 / End of Year Test. Notes and answers on CD-ROM. NOTE:
Revision Story
s h C r y a s t r m r M e
Lesson 1
Milly with their class) Frames 9–11: What do the children do for the people in the care home? (They give them a present, they pull crackers with them and they sing songs from their Christmas Show.) Frame 12: Who is dressed up as Father Christmas? (Mr McMaster) Ask the children if their predictions about the story were correct.
CB PAGES 96 and 97 and AB PAGE 94
STORY AND LANGUAGE REVIEW Lesson objectives Read and understand a story Review vocabulary and language from Units 1–3
•
Optional activity
Language
Divide the class into groups to act out the story. There are 12 characters (Mrs Bean, Mr Bean, Billy, Jilly, Milly, William, Betty, Miss London, Aunt Doris, Wilfred, Nancy and Mr McMaster). The children can work in large groups, with one child playing each role, or smaller groups with each child playing more than one role. Ask some of the groups to come to the front of the class and act out the story.
•
Review: bugs words; in the garden words; TV programmes; money words; materials words; Ancient Rome: house and home words; present simple/ present continuous; zero conditional; comparative and superlative adjectives with two or more syllables; infinitives of purpose/adjectives + infinitive with to; be made of (present and past simple); used to / didn’t use to; ladybird, bird feeder, cartoon, quiz show, soap opera, money box, stone, wood, pillar, fountain, look after Extra: care home, carers, cracker, familiar
•
Optional activity Play a game of Categories (see page 201) using the names of some of the vocabulary sets from Units 1–3 as headings.
•
Materials CD4 $ track 22
Activity Book Warmer •
Play Smiley face (see page 201) with some of the core vocabulary from Units 1–3.
Lead-in •
•
Ask the children if there are any old people in their family, e.g. grandparents, aunts and uncles. Ask Where do they live? What do they enjoy doing? Explain that in the UK, some old people live in their own homes, some live with their families and s ome live in care homes.
1 Remember the story. Match the sentences with the people in the story. •
•
•
Focus on the sentences and the pictures. Ask the children to match the sentences to the correct pictures from memory. Ask the children to read the story on pages 96 and 97 of their Class Books again to check their answers.
ANSWERS
1 c
2 f
3 b
4 e
5 d
6 a
2 Answer the questions. Care homes in the UK Care homes provide 24-hour nursing support for people who are no longer able to look after themselves. One in five of people aged over 85 in the UK live in care homes. (Source: http://netdoctor.privatehealth.co.uk/ healthinsurance/long-term-care-plans/long-term-careguide/facts-and-figures) CULTURE NOTES:
Class Book 1 Listen and read the story. $ 4•22 •
•
•
Ask the children to look at the pictures in the story. Ask What do you think happens in the story? Encourage predictions from different children around the class. Play the recording for the children to follow the words in their books. Ask questions to check comprehension, e.g. Frame 1: What are the children practising for? (the school Christmas show) Frame 2: Where does Aunt Doris live? (in a care home) Frame 4: Do the people in the care home have a lot of visitors? (No, they don’t.) Frame 8: Who visits the care home? (Billy, Jilly and
•
The children read the questions and write their answers in full, using vocabulary from Units 1–3.
ANSWERS
The care home is made of stone. He used to be a gardener. give and to think about other people. Billy made a bird feeder out of wood. Because if they hang it near the fountain, Wilfred will be able to see the birds through the window too. 6 Because she likes jokes. 1 2 3 4 5
3 Find two words from the story for each column. Then think of four more words for each column. •
•
The children look at the story again. They find two words in the story from each category and write them in the table. The children think of four more words from each category to write in the table.
ANSWERS
Materials stone/wood/metal Insects beetles, ladybird TV programmes quiz show/cartoon/soap opera
Revision story 1
187
Lesson 2
CB PAGES 96 and 97 and AB page 95
STORY REINFORCEMENT AND PRACTICE Lesson objectives
•
ANSWERS
Read and understand a story Review vocabulary and language from Units 1–3
1 d
Language
•
Review: bugs words; in the garden words; TV programmes; money words; materials words; Ancient Rome: house and home words; present simple/ present continuous; zero conditional; comparative and superlative adjectives with two or more syllables; infinitives of purpose/adjectives + infinitive with to; be made of (present and past simple); used to / didn’t use to , ladybird, bird feeder, cartoon, quiz show, soap opera, money box, stone, wood, pillar, fountain, look after Extra: care home, carers, cracker, familiar
Materials CD4 $ track 22; Unit 1 Grammar and everyday language
Warmer Describe a character from the story for the children to guess, e.g. He’s the headmaster from the school. He dresses up as Father Christmas. (Mr McMaster!)
Lead-in •
Ask the children to tell you all they can about the story from Lesson 1. Prompt with questions if necessary.
3 b
4 c
5 f
6 h
•
•
•
•
•
•
Ask the children if they have crackers with jokes inside at Christmas. Tell the children that they are going to write some jokes about Christmas. Write the jumbled jokes on the board, with their punch lines in brackets: 1 do / What / school? / elves / at / learn (The elf-abet!) 2 write? / Which / can / bird (A pen-guin!) 3 wife / is / called? / Father Christmas’ / What (Mary Christmas!) Go around the class as the children write the jokes. Check the answers: ask some of the children to read the jokes for the class to say the punch line.
ANSWERS
1 What do elves learn at school? 2 Which bird can write? 3 What is Father Christmas’ wife called?
Listen and read the story. $ 4•22 Answer the teacher’s questions.
4 Look and write sentences.
•
•
ANSWERS
1 It’s big and old and it’s made of stone. It’s got pillars. 2 Because sometimes it’s difficult for people to live at home. Some of the people are ill. 3 He loves plants and birds. 4 She wants her class to visit the care home. 5 A bird feeder. 6 Father Christmas looks very familiar!
1 Match. •
With books closed, write the following list of verbs and phrases on the board: 1 visit; 2 meet; 3 have; 4 go; 5 pull; 6 tell; 7 sing; 8 give
Revision story 2
8 a
3 Write a Christmas joke.
Activity Book
Write the following questions on the board or display them on the interactive whiteboard: 1 What does the care home look like? 2 Why do people live in a care home? 3 What does Wilfred love? 4 What is Milly’s idea? 5 What does Billy give Wilfred? 6 Who looks very familiar? Read through the questions with the class. Ask the children to read the story again and write the answers to the questions. Play the recording again for the children to check.
7 e
Tell the children that they are going to use the phrases from Activity 1 to write the story. Explain that when we write a story, we usually use the past simple. Point to the first verb in the story. Ask What’s the past simple form of ‘practise’? (practised) What sentence can we write? (The children practised for the Christmas Show.) Ask the children to write the rest of the sentences in pairs.
Class Book
•
188
2 g
2 Write the story. Use the past simple.
poster; Unit 2 Grammar and everyday language poster
•
a presents; b an idea; c to the care home; d Aunt Doris; e a song; f a cracker; g Aunt Doris’ friends; h a joke Ask the children to work in pairs to match each verb with its corresponding phrase.
•
The children look at the pairs of pictures and the ticks in order to write sentences comparing the two things. Display the Unit 2 Grammar and everyday language poster if necessary.
ANSWERS
1 Plants and animals are more interesting than documentaries. 2 Christmas presents are more interesting than Christmas crackers. 3 Books are more educational than T V. 4 Cartoons are funnier than jokes.
5 Match and write the correct form of the verb. •
The children match the two halves of the zero conditional sentences. They then fill the gaps with the correct form of the verbs in the box. Display the Unit 1 Grammar and everyday language poster and point to the Grammar 2 section for support while they work, if necessary.
ANSWERS
1 c, makes 5 d, laugh
2 a, become
3 e, fall
4 b, grows
6 Answer the questions about you. •
The children read the questions and answer them about themselves.
Revision Story
T h e
Lesson 1
S p r
n
•
STORY AND LANGUAGE REVIEW Lesson objectives Read and understand a story Review vocabulary and language from Units 4–6
•
Language
Materials CD4 $ track 23; Unit 4 Grammar and everyday language poster
Warmer •
Play The alphabet game (see page 201) to review the vocabulary the children have learnt in Units 4–6.
Discuss fairs with the class. Ask Do you ever go to fairs? What happens there? What can people do or buy there?
Class Book 1 Listen and read the story. $ 4•23 •
•
•
•
Ask the children to look at the pictures in the story. Ask What do you think happens in the story? Encourage predictions from different children around the class. Play the recording for the children to follow the words in their books. Ask questions to check comprehension, e.g. Frame 1: What is the invitation for? (the Ace School Spring Fair)Frame 2: What is Milly going to do? (She’s going to help Miss Sporty to teach skateboarding.) Frame 3: What is Billy going to do? (He’s going to help William make smoothies.) Frame 4: What is Jilly going to do? (She’s hoping to help Miss London on the second hand book stall.) Frame 5: Is Jilly going to dress up? (No, she isn’t.) Frame 7: Why does Bongo start to run? (Because he sees a squirrel.) Frame 10: Was Jilly wearing a wig when she arrived? (No, she wasn’t.) Frame 12: Who wins the fancy dress competition? (Jilly and Bongo) Ask the children if their predictions about the story were correct.
r
Divide the class into groups to act out the story. There are 12 characters (Mrs Bean, Mr Bean, Billy, Jilly, Milly, Mr Tidy, William, Betty, Miss London, a male teacher, the mayor and Mr McMaster). The children can work in large groups, with one child playing each role, or smaller groups with each child playing more than one role. Ask some of the groups to come to the front of the class and act out the story.
Optional activity •
Play a game of Stand up if it’s true (see page 202) with sentences about the story.
Activity Book 1 Read and write True or False. •
•
The children read the sentences and write True or False from memory. Ask the children to read the story on pages 98 and 99 of their Class Books again to check their answers.
ANSWERS
1 True
2 False
3 True
4 True
5 True
6 True
2 Order and write the Wh– questions about the story. Answer the questions. •
•
Lead-in •
F a
Optional activity
CB PAGES 98 and 99 and AB PAGE 96
Review: adjectives to describe people; types of book words; adventure sports words; words for equipment and clothing for adventure sports; everyday objects words; adjectives to describe objects; past simple/past continuous ; past simple with wh– questions; verb + infinitive with to / verb + object + infinitive with to; modal verbs of obligation; present perfect; relative pronouns; study, generous, cheerful, energetic, spy novel, annuals, joke book, karting, skateboarding, goggles, flippers, fridge, vacuum cleaner, toaster, dirty, wet, paint, find / found, run / ran, knee pads, wear, run Extra: No problem, smoothie, second hand, fancy dress, mayor, lead, stall
g
The children write Wh– questions in the past simple using the word prompts. They write the answers to the questions. Display the Unit 4 Grammar and everyday language poster and point to the Grammar 2 section for support while they work, if necessary.
ANSWERS
1 What did Billy decide to make? smoothies 2 What did Miss London ask Jilly to bring? some old books to sell 3 Who did Mr McMaster invite to the fair? the mayor 4 Why did Bongo stop chasing the squirrel? Because it climbed up a tree.
3 Find and write ten adjectives from the story. •
The children find ten adjectives from the story in the grid. They circle the adjectives and write them in their books.
ANSWERS
generous, wet, dirty, skilful, tall, funny, easy, energetic, old, cheerful
Revision story 2
189
Lesson 2
CB PAGES 96 and 97 and AB PAGE 97
•
STORY REINFORCEMENT AND PRACTICE •
Lesson objectives Read and understand a story Review vocabulary and language from Units 4–6
Language
ANSWERS
Review: adjectives to describe people; types of book words; adventure sports words; words for equipment and clothing for adventure sports; everyday objects words; adjectives to describe objects; past simple/past continuous ; past simple with wh– questions; verb + infinitive with to / verb + object + infinitive with to; modal verbs of obligation; present perfect; relative pronouns ; study, generous, cheerful, energetic, spy novel, annuals, joke book, karting, skateboarding, goggles, flippers, fridge, vacuum cleaner, toaster, dirty, wet, paint, find / found, run / ran, knee pads, wear, run Extra: No problem, smoothie, second hand, fancy dress, mayor, lead, stall
Materials CD4 $ track 23; Unit 5 Grammar and everyday language poster; Unit 6 Grammar and everyday language poster
Warmer •
•
With books closed, ask the children Which characters were in the story? Brainstorm a list and write it on the board. Ask the children if they can remember one thing each character said.
Lead-in •
Ask the children to tell you all they can about the story from Lesson 1. Prompt with questions if necessary.
Class Book
•
•
Write the following sentences on the board or display them on the interactive whiteboard: 1 The children have got an invitation for Mr and Mrs Bean. 2 Dad wants to learn to skateboard. 3 Billy is going to make fruit juice. 4 Bongo can run around the fair. 5 Jilly and Bongo look like pirates. Read the sentences with the class. Play the recording again for the children to follow the story in their books. The children write True or False in their notebooks for each sentence.
ANSWERS
1 True
2 True
3 False
4 False
5 False
1 Say invitation or recipe. •
190
Focus on the invitation in Frame 1 of the story. Ask questions, e.g. When is the school fair? What can you do there? What are the prizes in the raffle?
Revision story 3
1 recipe 2 invitation 3 invitation 6 invitation 7 invitation 8 recipe
4 recipe
5 recipe
2 Complete the sentences about the story. •
•
•
Write the following gapped questions on the board or display them on the interactive whiteboard: 1 Jilly was selling books when … (Frame 7) 2 Milly was teaching skateboarding when … (Frame 9) 3 Billy and William were making smoothies when … (Frame 11) 4 The mayor was giving prizes when … (Frame 12) Ask the children to look at the first sentence and Frame 7 of the story. Say How can we finish this sentence? (Bongo saw a squirrel.) Ask the children to work in pairs to complete the rest of the sentences.
POSSIBLE ANSWERS
1 Bongo saw a squirrel. 2 Bongo ran through the skateboarders. 3 Bongo ran past the smoothie stall. 4 the squirrel climbed a tree and Bongo stopped.
Activity Book 4 Look and and write sentences using just and the verbs below. •
The children look at the pictures and write sentences about what the people have just done. Display the Unit 6 Grammar and everyday language poster and point to the Grammar 1 section for support, if necessar y.
ANSWERS
Listen and read the story. $ 4•23 Answer the teacher’s questions. •
Now ask the children to look at the recipe for the blueberry smoothie in Frame 3. Ask What do you need to make the smoothie? How do you make the smoothie? Call out the words, phrases and sentences below one at a time. The children respond by saying invitation or recipe: 1 Ingredients ; 2 The Ace School invites you …; 3 Raffle; 4 1 banana; 5 Method; 6 Fancy dress competition; 7 Saturday 1st May; 8 To serve, pour into tall glasses.
1 He’s just made a smoothie. 2 She’s just painted a picture. 3 She’s just won a competition. 4 He’s just bought a book. 5 He’s just taken a photo. 6 They have just played tennis.
5 Look at the notice from the spring fair. Write sentences using must, mustn’t or don’t have to. •
The children look at the notice and write the rules for each picture using must , mustn’t or don’t have to. Display the Unit 5 Grammar and everyday language poster and point to the Grammar 2 section for support while they work, if necessary.
ANSWERS
1 You must wear a helmet for skateboarding. 2 You mustn’t ride a bike. 3 You don’t have to wear fancy dress. 4 You must put your rubbish in the bin. 5 You don’t have to bring a cake. 6 You must not enter the school.
6 Write an invitation to a fair at your school. •
The children write an invitation for a fair at their school using the model provided.
Revision Story
l o o h c S
Lesson 1
Tr
p
Optional activity
CB PAGES 100 and 101 and AB PAGE 98
•
STORY AND LANGUAGE REVIEW Lesson objectives Read and understand a story Review vocabulary and language from Units 7–9
•
Language Review: adjectives to describe places; phrasal verbs; food words, words for countries and nationalities; theatre words; behind the scenes phrases; present per fect; will / won’t; too much / too many / enough; present simple passive; adjectives and prepositions; have something done (have + object + past participle); crowded, noisy, get on, run out of, look after, oil, garlic, France, French, audience, costumes, cast, pyramid, find / found, wear, run Extra: tunnel, we’re about here, Phew! heights, pyramid, ordinary, never mind
Materials CD4 $ track 24
Optional activity •
•
Play Bingo! (see page 201) with some of the core vocabulary from Units 7–9.
Lead-in •
•
Ask individual children around the class Have you ever been to France? What did you see there? What food did you eat? Tell the class that the story in this lesson is about a school trip to France.
Ask the children to close their books. Play a game of Smiley sentence (see page 202) with some of the sentences from the story.
Activity Book 1 Write the answers to the six Paris Quiz questions on Class Book page 100. •
•
•
Warmer
Divide the class into groups to act out the story. There are 7 characters (Mrs Bean, Billy, Jilly, Milly, William, Betty and Miss London). If the class doesn’t divide exactly, some children can have more than one role. Ask some of the groups to come to the front of the class and act out the story.
Focus on the quiz on page 100 of the Class Book. Ask the children to read through all of the questions. The children read the story again and write their answers to the questions in their books. Check the answers with the class.
ANSWERS
1 The Channel Tunnel 2 fireworks 3 The Eiffel Tower 4 French onion soup 5 The Louvre Museum 6 Edmond Rostand
2 Answer the questions. •
•
The children read the questions and write the answers from memory. Check the answers with the class.
ANSWERS
Class Book 1 Listen and read the story. $ 4•24 •
•
•
•
Ask the children to look at the pictures in the story. Ask What do you think happens in the story? Encourage predictions from different children around the class. Play the recording for the children to follow the words in their books. Ask questions to check comprehension, e.g. Frame 2: What does Miss London give the children? (a quiz about Paris) Frame 4: Where are the children? (in the tunnel) Frame 5: What day is it? (14th July – Bastille Day) Frame 6: Is Betty happy? Why? / Why not? (No, she isn’t. She’s scared of heights.) Frame 8: What do the children have for lunch? (toasted bread and French onion soup)Frame 10: Why are the people in funny clothes? (They’re the cast of a show. They’re wearing costumes.) Frame 11: Have the children finished the quiz? (No, they haven’t.) Frame 12: Do the children find the answer to Question 2? (Yes, they do.) Ask the children if their predictions about the story were correct. Tell the children that they will do the quiz later in the lesson.
1 2 3 4 5 6
They will phone Mrs Bean. They go on the train in the Channel Tunnel. They answer Question 3. Betty is scared of heights. toasted bread and French onion soup It’s made of glass.
3 Look and write the adjectives. •
The children look at the pictures and complete the sentences with the correct adjectives from the story.
ANSWERS
1 scared 2 famous 6 crowded
3 excited
4 good
5 tall
Revision story 3
191
Lesson 2
Ask the children to work in pairs. They take turns to ask each other whether they have done the activities, using questions with Have you ever …? Ask some of the children to report back to the class, e.g. (Manuela) has eaten toasted bread, but she’s never eaten French onion soup.
•
CB PAGES 100 and 101 and AB PAGE 99
STORY REINFORCEMENT AND PRACTICE •
Lesson objectives Read and understand a story Review vocabulary and language from Units 7–9
Optional activity •
Language Review: adjectives to describe places; phrasal verbs; food words, words for countries and nationalities; theatre words; behind the scenes phrases; present per fect; will / won’t; too much / too many / enough; present simple passive; adjectives and prepositions; have something done (have + object + past participle); crowded, noisy, get on, run out of, look after, oil, garlic, France, French, audience, costumes, cast, pyramid, find / found, wear, run Extra: tunnel, we’re about here, Phew! heights, pyramid, ordinary, never mind
2 Write a quiz. •
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•
•
Materials CD4 $ track 24; a watch or timer; Unit 7 Grammar and
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everyday language poster; Unit 8 Grammar and everyday language poster
Play a game of Wrong word (see page 202) with the story from last lesson.
Lead-in •
4 Milly has written in her diary about the new things she has done. Write sentences. •
Ask the children to tell you all they can about the story from Lesson 1. Prompt with questions if necessary.
Class Book Listen and read the story. $ 4•24 Answer the teacher’s questions. •
•
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Write the following sentences on the board or display them on the interactive whiteboard: 1 The children are going on a school trip to . 2 Jilly is excited the trip. 3 It’s noisy and because it’s Bastille Day. 4 The Eiffel Tower has got a lot of . 5 The toasted bread is . 6 The is made of glass. 7 You can see in the sky at night on 14th July. Play the recording again for the children to follow the story in their books. The children write the missing words for each sentence. 4 steps
5 delicious
1 Have you ever done the things in the story? Talk to your partner. •
192
Ask the class What have the children done in Paris? Elicit a list of things and write it on the board, e.g. The children have … travelled through the Channel Tunnel; climbed to the top of the Eiffel Tower; eaten French onion soup.
Revision story 3
The children look at the phrases in the box and write sentences about the new things that Milly has done. Display the Unit 7 Grammar and everyday language poster and point to the Grammar 1 section for support while they work, if necessary.
ANSWERS
1 2 3 4 5 6
I’ve seen the pyramid outside the Louvre Museum. I’ve eaten French onion soup. I’ve climbed to the top of the Eiffel Tower. I’ve been in the Channel Tunnel. I’ve seen fireworks on Bastille Day. I’ve answered the questions in the Paris Quiz.
5 Complete the sentences using too much, too many or enough. •
•
The children look at the pictures and complete the sentences with too many , too much or enough. Display the Unit 8 Grammar and everyday language poster and point to the Grammar 1 section for support while they work, if necessary.
ANSWERS
ANSWERS
1 Paris 2 about 3 crowded 6 pyramid 7 fireworks
Divide the class into two groups. Ask the children to work together to write six questions about the course this year. The questions can be about the story, the topics or any of the language points in their Class Books. Give each of the groups a large piece of paper and set a time limit of about 20 minutes. Use a watch or timer to time 20 minutes. Go around the class as the children work, helping and checking. When the time is up, ask the children to swap papers with the other group. Ask the children complete each other’s quizzes.
Activity Book
Warmer •
Ask the children to write a diary entry for Billy, Jilly or Milly about all the things they’ve seen and done in Paris.
1 too many 5 too many
2 too much 6 too much
3 enough
4 enough
6 Answer the questions about you. •
The children read the questions and answer them about themselves.
k c a r C 9 Lesson 1
n
C h r s t m a s
g
CB PAGE 102 and AB PAGE 100
CULTURE, READING AND WRITING Lesson objectives Become familiar with Christmas in the UK and Australia Identify different text types Read and understand a diary entry or a postcard Compare Christmas in the UK to Christmas in your country
TEXT B ANSWERS
1 Betty wrote the text. She is in Australia. 2 1 3 They finish school for the summer holidays. 4 They celebrate Christmas on 25th December. 5 They go to the beach and have a barbecue. 6 They eat turkey (cooked on the barbecue) and have plum pudding for dessert. 7 The weather is very hot at Christmas. 8 They go to the beach and swim in the sea.
3 Compare your answers in pairs. •
Language Core: decorate, carol singing, turkey, sprout, Christmas pudding, crackers, plum pudding Review: weather, every day, swim, wear
Artistic and cultural competence Food and festivals are an important part of a country’s or culture’s identity. Learning about how and when different festivals are celebrated expands the children’s awareness of other cultures and generates interest in them. Discuss the children’s answers to the activity. Ask if they learnt anything that surprised them. KEY COMPETENCE:
Warmer •
•
Discuss if and how Christmas is celebrated in the children’s own countries. Ask What do you do on Christmas Eve / Christmas Day? What special food do you eat? What other Christmas traditions do you have? Tell the children that in today’s lesson they are going to learn about Christmas in the UK and Australia.
4 Say how Christmas in your country is similar and different to Christmas in these countries. •
Lead-in •
•
Ask the children to look at the pictures at the bottom of the page and describe what they see. •
Class Book 1 Look and find these text types. •
•
Read through the text types with the class and check that the children understand what they mean. Remind the children that they should look at the texts and use visual clues, such as layout, to help them find the text types, rather than reading. The children match them to the text types.
ANSWERS
A a diary entry
B a postcard
2 Work in pairs (A and B). Read your text and answer the questions. •
•
Divide the class into pairs, A and B. Ask child A to read text A (Billy’s diary entry) and child B to read text B (Betty’s postcard). The children read the questions and answer them about the texts they have read.
TEXT A ANSWERS
1 Billy wrote the text. He is in the UK. 2 2 3 They decorate the tree and they go carol singing. 4 They celebrate Christmas on 25th December. 5 They see family, have a big lunch and open presents. 6 They eat turkey, potatoes, carrots, sprouts and gravy. They have Christmas pudding for dessert. 7 The weather is cold (and sometimes snowy) at Christmas. 8 They have another family meal with their auntie, uncle and cousins.
Ask the children to stay in their pairs. They look at the questions together and take turns to read their answers to each other.
Ask a volunteer to read the speech bubble to the class. Ask the children to think about the similarities and differences between Christmas in their country and the countries that they have read about. Ask the children to work in pairs. They take turns to say sentences comparing Christmas in their country with Christmas in the UK or Australia.
Activity Book 1 Read and complete. •
The children read the text and complete it with the words in the box.
ANSWERS
1 different 2 singing 3 early 4 potatoes 5 pull 6 Eve 7 open 8 Day 9 summer 10 beach
2 Write sentences about Christmas in your country. •
The children use the verbs in brackets to write sentences about Christmas in their own country.
3 Complete the Christmas crossword. •
The children read the clues and write their answers in the crossword grid.
ANSWERS
1 Boxing 6 carrots
2 pudding 3 crackers 4 presents 5 trees 7 Eve 8 olives 9 turkey 10 gravy
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Christmas worksheet. Notes and answers on CD-ROM.
Festivals
193
Lesson 2
3 Imagine you are a boy or girl living in another country. Answer the questions from Activity 2 for him or her.
REVIEW AND PRACTICE
Ask the children to think about Christmas in other countries that they know about. They have learnt about Christmas in the UK and Australia, but they may have knowledge of Christmas in other countries too. Ask the children to choose one of the countries. They pretend that they are a child living there and write their answers to the questions from Activity 2. Go around the class as the children write, helping where necessary. Discuss the activity with the class. If any of the children choose countries other than the UK or Australia, ask them to read out their answers.
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Lesson objective Review and practise vocabulary related to Christmas Review Christmas in the UK and Australia •
Language Core: decorate, carol singing, turkey, sprout, Christmas pudding, crackers, plum pudding Review: weather, every day, swim, wear
•
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Materials a piece of paper for each group; a rectangular-shaped piece of paper/card for each pupil
Warmer •
Play Wrong word (see page 202) using the information from the texts on Class Book page 102.
4 Write a diary entry about Christmas in your country or a postcard about Christmas in another country. •
Lead-in •
•
Divide the class into two groups and give each of the groups a piece of paper. Ask one group to write down as much as they can remember about Christmas in the UK and the other to write as much as they can remember about Christmas in Australia. Ask one person in each group to read out what they have written. Then ask the children to look back at the texts on Class Book page 102 to see how much they have remembered.
1 Read texts A and B again. Listen and say Billy or Betty . •
•
Ask the children to read the diary and the postcard on page 102 of their Class Books again. Answer any new questions that the children may have. Read the sentences below, pausing between each one for the children to say Billy or Betty . 1 They decorated a tree on Christmas Eve. 2 They spent Christmas with their uncle and auntie. 3 They had plum pudding after Christmas lunch. 4 They got up early on Christmas morning. 5 They had curry on Boxing Day. 6 They saw Santa Claus.
ANSWER
1 Billy
2 Betty
3 Betty
4 Billy
5 Billy
6 Betty
2 Answer the questions about Christmas in your country. •
•
•
194
Write the following questions on the board or display them on the interactive whiteboard: When do you celebrate Christmas in your country? What do you do before Christmas? Who do you see at Christmas? What special food do you eat? What other traditions do you have? Ask the children to write answers to the questions. Go through the activity with the class.
Festivals
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Ask the children to look at the diary entry on page 102 of the Class Book again. Ask How do you set out a diary entry? (You write the date at the top, and if you wish, write Dear Diary on the next line. You lay out your writing in paragraphs below.) Look at the postcard together. Ask How do you set out a postcard? (The postcard is laid out in two columns. You write the date at the top, on the left. You begin the postcard with Dear , Hi or Hello and then set out your writing in paragraphs. You sign your postcard at the end. If you’ve forgotten something you write P.S. and add another sentence. You write the address of the person you are sending the postcard to on the right). Tell the children that they are going to write a diary entry about Christmas in their country or a postcard about Christmas in another country. Give each pupil a rectangular-shaped piece of paper or card. The children write their diary entries or postcards, using the relevant text from page 102 of their Class Book as a model. Go around helping and check ing where necessary. Ask some of the children to read their diary entries or postcards to the class.
Optional activity •
Collect in the children’s work from Activity 4 and display it on the wall. Ask the children to walk around the room, reading each other’s diary entries and postcards. When they have finished, ask different children which piece of work they found most interesting and why.
t n a d a 9 R Lesson 1
R ed
CB PAGE 103 and AB PAGE 101
CULTURE, READING AND WRITING Lesson objectives Become familiar with Red Nose Day Read and understand a thank you letter and a newspaper article Talk about things you could do for Red Nose Day
y a D Nose
TEXT B ANSWERS
It’s a newspaper report. It’s about Mr McMaster, Miss London and Mr Tidy. They did five activities. Mr McMaster sat in a bath of baked beans. Miss London wore a red wig all day and sang songs at lunch time. Mr Tidy joined in with the singing and collected money in a bucket, dressed as a clown. 5 They raised £85. 1 2 3 4
4 Compare your answers in pairs. Language
•
Core: red nose, funny, charity, raise, sponsored silence, talent show, wear / wore Review: talent show, wear / wore Extra: reports, pyjamas, night clothes, baked beans, mini bus, clown, gate, bucket
5 Say which funny activities your class could do for Red Nose Day.
Materials
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Speak up poster
Ask the children to stay in their pairs. They look at the questions together and take turns to read their answers.
Ask the children to think about funny things they could do to raise money for charity. Ask the children to work in pairs. They take turns to tell each other things they could do to for Red Nose Day. KEY COMPETENCE:
Warmer •
Ask the children to work in pairs. They take turns to ask and answer the questions: What makes you laugh? Why?
Lead-in •
Ask the children if they have ever done anything to raise money for charity. What did they do? How much money did they raise?
Class Book 1 Look at the photos. Describe what you can see. •
Ask the children to work in pairs. They describe what they can see and compare the photos. Refer them to the section on Describing differences and similarities on the Speak up poster.
2 Read the introduction and check your ideas. •
•
Ask the children to read the text about Red Nose Day. Discuss the text with the class. Ask What happens on Red Nose Day? Why do people do funny things? What happens to the money ? Check the children’s predictions.
citizenship Through the activities in this lesson, the children learn about raising money to help those who are l ess fortunate than themselves. Ask the class Why is it important to raise money for charity? Encourage a range of answers.
Activity Book 1 These children all raised money on Red Nose Day. Complete with the verbs in the past simple. Then match. •
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•
•
Divide the class into pairs, A and B. Ask child A to read text A (the thank you letter) and child B to read text B (the newspaper report). The children read the questions and answer them about the texts they have read.
TEXT A ANSWERS
1 It’s a thank you letter. 2 It’s about Class 5A. 3 They did two activities. 4 They wore pyjamas to school and they did a sponsored silence. 5 They raised £31.42
The children complete the sentences with the past simple form of the verbs in the box. They then match the speech bubbles to the correct pictures.
ANSWERS
1 wore 2 sold 3 organized 4 didn’t take 5 washed 6 made a 3 b 1 c 6 d 2 e 4 f 5
2 It’s Red Nose Day today. Write three things you’re going to do to raise money. •
3 Work in pairs (A and B). Read your text and answer the questions.
Competence in social skills and
The children think of three things they could do to raise money for Red Nose Day and write them down.
3 Look and find ten things that can be red. •
The children look at the pictures and circle the words in the grid. The words may appear horizontally, vertically or diagonally.
ANSWERS
raspberry, strawberry, tomato, heart, cherries, ladybird, bus, nose, chilli, T-shirt
Further practice $ Teacher’s Resource CD-ROM, Festivals section, Red Nose Day worksheet. Notes and answers on CD-ROM.
Festivals
195
Lesson 2
3 Compare your answers with your partner. Talk about the activities you would/wouldn’t like to do.
REVIEW AND PRACTICE
Rank the activities in order of your preference on the board. Point to your number 1 activity and say I’d love to (sing pop songs). Point to number 2 and say I’d like to (wear a red nose). Write the phrases on the board. Point to number 4 or 5 and say I wouldn’t like to (do a sponsored silence). Then point to number 6 and say I’d hate to (sit in a bath of baked beans)! Write these phrases on the board. Ask the children to work in pairs. They show each other their lists and take turns to tell each other about the activities they’d love/like/dislike and hate to do using the sentences on the board to help them. Go around the class, helping where necessary. Ask some of the children to share their opinions with the class.
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Lesson objectives Review and practise vocabulary related to Red Nose Day Review Red Nose Day
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Language Core: do a sponsored silence, wear a red nose, put money in a bucket, sit in a bath of baked beans, sing pop songs, put a red nose on your car Review: I’d like / love / hate to …; I wouldn’t like to … Extra: reports, pyjamas, night clothes, baked beans, mini bus, clown, gate, bucket
•
•
•
Materials
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poster paper
4 Work in groups. Plan Red Nose Day at your school.
Warmer •
Play Smiley face (see page 201) with the core vocabulary from Lesson 1.
•
Lead-in •
Ask the children what they can remember about Lesson 1. Ask What happens on Red Nose Day? What did Class 5A do for Red Nose Day? What did Miss London / Mr McMaster / Mr Tidy do?
At the school gates Lesson 1 Break time Lesson 2
1 Look at the Red Nose Day activities. Complete them with the correct verbs. •
•
Write the following gapped Red Nose Day activities on the board, or display them on the interactive whiteboard: 1 a sponsored silence 2 a red nose 3 money in a bucket 4 in a bath of baked beans 5 pop songs 6 a red nose on your car Ask the children to work in pairs. They copy down each phrase in their notebooks and complete it with the missing verbs.
Tell the children to imagine that they are going to organize Red Nose Day at their school. Write the following table (or as appropriate for your school’s typical timetable) on the board and ask the children to copy it into their notebooks.
Lunchtime Lesson 3 After school Ask the children to think about how they might complete the table. Point out that they can include activities for teachers as well as the children. Suggest, or elicit, that lunchtime and break time might be a good idea for doing more active things, such as a sponsored sports match or game, and lesson times would be good for quieter activities. Elicit some suggestions for different times of the day and write them in the table as examples. Divide the class into small groups. Ask the children to decide as a team which activities they are going to do at which times and then write them in the table. Go around the class as the children are working, helping and checking. Give each team a piece of poster paper. Ask the children to copy out their timetables clearly and neatly. Ask each group to present their Red Nose Day plans to the class.
•
•
ANSWERS
1 do
2 wear
3 collect
4 sit
5 sing
6 put
2 Which activity would you like to do most and least? Number the activities. •
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Ask the children to read through the activities and think about which ones they would like to do most and which ones they would least like to do. Ask the children to rank the activities in order of preference, 1 being the one they would most like to do and 6 being the one they would least like to do.
•
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Optional activity •
196
Festivals
Organize a charity event, perhaps your own version of Red Nose Day, using the children’s ideas from Activity 4.
y r r e M 9 Lesson 1
M a y TEXT B ANSWERS
CB PAGE 104 and AB PAGE 102
CULTURE, READING AND WRITING Lesson objectives Become familiar with different May Day traditions Identify different text types Read and understand a poem or an online chat Talk about which May Day tradition you’d like to try
1 Jilly 2 1 3 six 4 girls washed their face with dew; they put flowers in their houses; they danced around the maypole; they decorated the well with flowers; they crowned a young girl the May Queen; young men lifted the May Queen into the air. 5 Jilly enjoyed the activities.
3 Compare your answers in pairs. •
Artistic and cultural competence Learning about special days and traditions is a good way for the children to discover more about the culture of different countries. Ask the children if they have a similar special day in their country.
Core: Morris dancing, May Day, maypole, well Review: gold, music, find / found, village, wear / wore Extra: belt, bell, stick, accordion, dew, decorate, May Queen, crown, lift (v)
4 Say which British May Day tradition you’d like to try and why.
Warmer Ask the children if they have any special spring time traditions in their country. What are they?
•
•
Lead-in •
Ask the children to look at the photos at the top of the page and describe what they see.
•
Class Book May Day In the UK, there is a May Day bank holiday every year on the first Monday in May. Traditions associated with May Day include crowning a May Queen and dancing around a maypole. They hold ribbons attached to the maypole and dance in a circle, weaving in and out of each other to make plaited patterns. Morris dancing also has connections with May Day. The Morris dance is a traditional English folk dance performed by men wearing bells around their lower legs and coloured belts or braces. CULTURE NOTES:
1 Look and find these text types. •
•
Ask the children to stay in their pairs. They look at the questions and take turns to read their answers to each other. KEY COMPETENCE:
Language
•
D a y
Read through the text types with the class and check that the children understand what they mean. Remind the children that they should look at the texts and use visual clues, to help them find the text types, rather than reading. The children match them to the text types.
Ask a volunteer to read the speech bubble to the class. Elicit the different types of May Day traditions mentioned in the texts and write them on the board: Morris dancing, Maypole dancing, crowning a May Queen, well dressing, putting flowers in the house, washing your face with dew. Ask the children to work in pairs. They take turns to tell each other which tradition they would like to tr y and why.
Activity Book 1 Read and write the headings. Then circle the correct answers. •
The children read about each tradition quickly and write the correct title. They then read the texts more carefully and choose the correct word from each pair of options.
ANSWERS
A Well Dressing B The Maypole Dance C The May Queen D Morris Dancing 1 flower 2 decorate 3 which 4 pole 5 at 6 flowers 7 circle 8 knees
2 Write sentences about some traditions that happen in your country in May. Use the words in the box to help you. •
The children use some of the words in the box to write about the traditions that happen in May in their country.
ANSWERS
A online chat
B poem
2 Work in pairs (A and B). Read your text and answer the questions. •
•
Divide the class into pairs, A and B. Ask child A to read text A (the online chat) and child B to read text B (the poem). The children read the questions and answer them.
TEXT A ANSWERS
1 William and Billy wrote the text. 2 two 4 Billy did Morris dancing. 5 Not really.
3 one
3 Complete the maypole crossword. Find the secret word. •
The children read the clues or look at the pictures and write the words in the crossword. They find the secret word.
ANSWERS
1 May 2 chest 3 circle 4 flowers 5 spring 6 dew 7 ribbons 8 pole 9 hundreds Secret word accordion
Further practice $ Teacher’s Resource CD-ROM, Festivals section, May Day worksheet. Notes and answers on CD-ROM.
Festivals
197
Lesson 2
3 Answer the questions about Morris dancing or Maypole dancing.
REVIEW AND PRACTICE
Write the following questions on the board or display them on the interactive whiteboard: 1 Who usually does the dance? 2 What do they wear? 3 What do they hold? 4 How do they dance? Ask the children to choose one of the dances. They write the answers for their dance. Explain that they need to look at the pictures on page 104 as well as the text. Check the answers with the class. Ask individual children Which dance do you like best? Why?
•
Lesson objectives Review and practise vocabulary related to May Day Review May Day traditions
Language
•
Core: Morris dancing, May Day, maypole, well Review: gold, music, find / found, village, wear / wore Extra: belt, bell, stick, accordion, dew, decorate, May Queen, crown, lift (v )
•
ANSWERS
Materials a piece of poster paper, plain paper, colouring pens and glue sticks for each group (optional)
Warmer •
Play The definitions game (see page 202) with some of the May Day vocabulary from Lesson 1.
Lead-in •
Ask what the children can remember about the May Day traditions from the previous lesson.
4 Write a text about Morris dancing or Maypole dancing.
1 Write the May Day traditions. •
•
Morris dancing 1 Men usually do the dance. 2 They wear white shirts, coloured belts and bells around their knees. 3 They hold sticks (or handkerchiefs). 4 They dance in lines or in a circle. Maypole dancing 1 Children usually do the dance. 2 They wear their normal clothes. 3 They hold a ribbon. 4 They dance in a circle.
Write the May Day traditions from Lesson 1 as gapped words on the board or display them on the interactive whiteboard: 1 w ll dr ss ng 2 Th M y Q n 3 M rr s d nc ng 4 M yp l d nc ng Tell the children that the vowels in the words are missing. Ask them to complete the words and write them in their notebooks.
Ask the children to use their answers from Activity 3 to write a short text about their chosen dance. Go around the class as the children write, helping and checking where necessary. Ask some of the children to read their texts to the class.
•
•
•
Optional activity •
ANSWERS
1 well dressing 2 The May Queen 4 Maypole dancing
3 Morris dancing •
2 Read texts A and B again. Listen and say the tradition. •
•
Ask the children to read the online chat and the poem on page 104 of their Class Books again. Answer any new questions that the children may have. Read the sentences below, pausing between each one for the children to say the name of the traditions from Activity 1. 1 The dancers hit sticks together. 2 She wears a crown of flowers. 3 The dancers hold ribbons. 4 This makes the well look good. 5 The dancers wear bells. 6 The young men have to lift her in the air.
ANSWERS
1 Morris dancing 2 The May Queen 3 Maypole dancing 4 well dressing 5 Morris dancing 6 The May Queen
•
•
•
5 Write a text about a traditional dance from your country. •
•
•
•
198
Festivals
Divide the class into small groups. Make sure that each group has children who have written about Maypole dancing and children who have written about Morris dancing. Give each group some plain paper and a sheet of poster paper. Ask them to write a text about each of the dances neatly on the paper. They draw pictures of each dance on separate pieces of paper. Go around the class as the children work, helping and checking, where necessary. The children stick their texts and pictures on to the poster paper and give their work a title. Collect in the work and display it on the wall.
Brainstorm a list of traditional dances from the children’s own countries and write it on the board. Ask the children to choose one of the dances to write about. They use their text from Activity 4 as a model. Go around the class as the children write, helping where necessary. Ask some of the children to read their texts to the class.
uage g n a l m o C lass ro 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, the children will develop a passive understanding of the expressions, and become familiar with sounds and syntax. Here are some useful phrases.
Greetings Hello Good morning Good afternoon How are you? I’m fine, thanks.
Taking the register Where is (David) today? Is (David) away today?
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.
Giving support and praise 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! It’s a draw. (Ana) is the winner. Shuffle the cards. Choose a card. Turn over the card.
No cheating. Look up … on the internet. Find out about … on the internet / in a book. Can you remember (the words / song / story)?
Ending an activity Finish your turn. Stop and look at me, please. It’s time to stop now. Put your things away, please. Tidy up, please. We’ve got five more minutes. Line up by the door. Put down your pencils now, please.
Basic communication Can I have the scissors, please? Here you are. I don’t know. It’s my/your turn. Sorry Thank you. Yes/No Finished 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? I’ve finished.
Everyday language What day is it today? Today is (Monday). What’s the weather like today? It’s (sunny). Now we’re going to … … listen to a story. … do a cross-curricular activity. … sing a song. … do an activity in the Class Book. … play a guessing game. Can you guess what we’re going to do today? What do you think we’re going to do first? What do you think we’re going to do next? Yes! Well done! We’re going to play a game first.
To say goodbye Goodbye, see you next lesson. See you tomorrow. Classroom language
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W ordca rd s Starter Unit Set 1 (Lesson 1) headmaster’s office science lab drama theatre toilets canteen school hall cloakroom music room staffroom reception tennis court bike shed
Unit 1 Set 1 (Lesson 1) worm snail beetle wasp fly ant ladybird spider centipede mosquito moth grasshopper Set 2 (Lesson 5) bird feeder scarecrow greenhouse petal wheelbarrow raspberry pollen watering can stem seeds weeds roots
Unit 2 Set 1 (Lesson 1) cartoon comedy show quiz show documentary soap opera live sports the news the weather adverts talent show
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Wordcards
cookery show music programme Set 2 (Lesson 5) coins notes ten pound note penny twenty pence piece money box purse wallet spend pocket money save piggy bank
worried energetic Set 2 (Lesson 5) spy novel graphic novel science fiction novel play ghost story annual manual atlas joke book poetry book recipe book craft book
plug needle Set 2 (Lesson 5) wide spiky round dirty clean flat shiny dull bumpy dry wet narrow
noodles pepper Set 2 (Lesson 5) France French Poland Polish China Chinese Spain Spanish Italy Italian India Indian
Unit 3
Unit 5
Unit 7
Unit 9
Set 1 (Lesson 1) wool iron bronze stone gold wood leather wax clay linen ivory silver Set 2 (Lesson 5) couch mattress heating tiles first floor balcony stairs pillar fountain courtyard study mosaic
Set 1 (Lesson 1) karting snowboarding mountain biking yachting bungee jumping rafting abseiling scuba diving mountaineering skateboarding canoeing skydiving Set 2 (Lesson 5) parachute harness rope goggles jumpsuit oxygen tank flippers snorkel mask life jacket seat belt paddle
Set 1 (Lesson 1) deserted rural snowy tropical historic cosy crowded urban noisy mountainous dangerous freezing Set 2 (Lesson 5) look forward to get on get off set off get on with run out of fall out with look after put up make up put out do up
Unit 4
Unit 6
Unit 8
Set 1 (Lesson 1) audience director stage costumes scenery props cast backstage lines sound technician curtain lighting designer Set 2 (Lesson 5) build the set rehearse the show test the sound advertise the show tie your shoelaces mend the costumes put on make-up paint your nails design the programmes write the script dye your hair style your hair
Set 1 (Lesson 1) generous poor lonely sociable cheerful hard-working caring mean miserable intelligent
Set 1 (Lesson 1) saw light switch kettle fridge clothes peg iron vacuum cleaner toaster drill thread
Set 1 (Lesson 1) cucumber brown sugar oil peanuts lime spring onions prawns bean sprouts chillies garlic
Ideas ba n k The suggestions below provide useful ideas for starting and finishing lessons. Some of the ideas are 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.
Missing card •
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This game is also known as Kim’s game. Display the wordcards on the board. Give the class a few seconds to look at them. Tell the children to put their heads down so they cannot see. Remove a card. Ask the children What’s missing? The child who identifies the missing card correctly takes your place and the game continues.
Bingo! •
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Put the wordcards on the board. Draw a grid of three by two squares on the board and ask the children to copy it. The children choose six of the vocabulary items and write the words in the six squares. Call out words from the vocabulary set in any order. Keep a record of the words as you say them. The children cross off the words as they hear them. The first child to cross out a line of three shouts Bingo!
Mime! •
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Put the wordcards face down on your table. Invite a child to the front. He/She chooses a wordcard without showing the class. The child mimes the word for the class to guess. The child who guesses correctly comes to the front and the game continues.
What am I doing? •
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This is a variation of Mime! , which can be used to practise the present continuous. Mime an action and ask What am I doing? The children respond using the present continuous, e.g. You’re watering the flowers. Continue the game as above.
Wordlist •
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This game can be played with any vocabulary set. Divide the class into small groups. Tell the children they have two minutes to write as many words from the vocabulary set as they can. Use a watch or timer to time two minutes.. When the time is up, ask the groups to count their words. Ask the group with most words to read their list. Ask the other groups to add any new words from their lists.
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Simon says … •
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Divide the class into two teams. One child from each team comes to the board. Show them a wordcard / whisper the word in their ear, and they draw the item on the board. The first team to guess what their team member is drawing gets a point.
This is a good game for practising action verbs. Say sentences to the class. If the sentence begins Simon says …, e.g. Simon says run in a circle, the children do the action. If the sentence does not begin with Simon says …, e.g. Sit down! the children do not move. Variation: This can be played in groups, dictated by the vocabulary of the lesson, e.g. grasshoppers, ants, worms. The children listen out for the sentences about their groups and do the action only when they begin with Simon says …
Categories •
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This game can be played with or without wordcards. Write several headings on the board (or put up wordcards), e.g. leather, stone, clay, gold, wax. Ask the children to work in pairs. They write as many words as they can think of for each heading. When they have finished, compile a list as a class.
The alphabet game •
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This game can be used to revise vocabulary from past units/ levels and can help the children to see how many words they know. Divide the class into two teams. Write the alphabet on the board. The first team must tell you a word beginning with A, the second team a word beginning with B and so on. Each team has three lives. They lose a life when they cannot think of a word beginning with a particular letter. The team that has the most lives remaining at the end of the game is the winner.
Guess the word •
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Write words from a vocabulary set on the board, showing only the first letter followed by a series of short lines for the remaining letters, e.g.: s _ _ _ _ _ (spider). Divide the class into two teams. A child from team A chooses a word from the board and tries to guess the correct answer. If he/she is correct, complete the word and give the team a point. If he/she is incorrect, give a point to team B. Ask a child from team B to choose a word and continue in the same way. The team with the most points at the end of the game wins.
Smiley face •
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Draw! •
Continue with the rest of the words. The team with the most points at the end of the game wins.
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Think of a word and draw a short line on the board for each letter, then ask the children to take turns to guess a letter from the word. If a child guesses a letter correctly, write the letter in the correct position in the word. If a child guesses incorrectly, write the letter on the board with a cross through it and a large circle to represent a face. With every letter that is guessed incorrectly, add another feature to the face. The game continues until the word or the face is complete. If the word is completed, the children have won. If the face is completed, the teacher has won. This game can also be played in pairs. Ideas bank
201
Smiley sentence •
This is a variation of the game above, using a whole sentence rather than a single word. It is good for reviewing structures that the children have recently learnt.
Spell it! •
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Divide the class into two teams. Put the wordcards face down on the table in front of you. Pick up a card and read the word without showing it to the class. Ask someone from team A to spell out the word for you to write it on the board. If he/she is correct, team A gets a point. If he/she is incorrect, team B has a chance to spell the word and win the point. Read another card for a child from team B to spell. Continue this way until all of the words have been spelt. The team with the most points at the end of the game wins.
True or false? •
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Say a true or false statement about a topic, using a grammar point you want to practise, e.g. The WEEE Man is a statue which is 50 metres high. If the children think you are telling the truth, they call out True! If they don’t, they call out False! Choose a child and then tell him or her if the answer is correct. Ask that child to say a true or false sentence. Continue in this way around the class.
A long sentence •
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The definitions game •
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Stand up if it’s true This is a TPR version of the game above; the children stand if they think the sentence is true and remain sitting if it is false.
Jumble •
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Write the jumbled-up letters of a word on the board, followed by the correct number of lines for the letters. Call individual children to come to the board to write one letter at a time to complete the word.
Time’s up! •
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Divide the class into two teams. Write the anagram of a word from a vocabulary set that the children have recently learnt on the board. Give the children from the first team ten seconds to solve the anagram and say the word. If they don’t guess the word, call Time’s up! and reveal the answer. Write another anagram on the board and allow ten seconds for the other team to say the word. Teams score one point for each word they guess correctly. At the end of the game, add up the scores and declare the winning team.
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Write 6–8 sentences on the board about a story, poem or factual text that the children have just read. One word in each sentence must be incorrect. Ask the children to find the incorrect word in each sentence and then rewrite the sentences so that they are correct.
Missing word •
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Play this game in the same way as Wrong word , but use blank lines instead of incorrect words.
Ideas bank
Choose a topic from the unit or in general and write it on the board. Ask a child to stand up. Tell the child that he/she must talk about the topic for as long as possible without pausing. Keep an eye on your watch or a timer and write down the total amount of time that the child talked for. Ask the class if they think they can talk for longer. Invite a challenger do the next talk and write down his/her time. Repeat with several more children and then ask the class to look at the times on the board to see who is the winner.
Twenty twenty •
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This can be played as an open class activity or as a team game. Choose a word from the vocabulary set or any other word that the children know that you want to elicit or revise. The children take turns to ask yes/no questions. Continue until they have asked all twenty questions. If they haven’t been able to guess the word, give them clues until they guess correctly.
Using the Ace! Wipe-clean posters •
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Wrong word •
Describe a word from a vocabulary set that the children have recently learnt for the class to guess, e.g. You wear these on your eyes to help you see under the water. (goggles) Ask a child to stand up and describe another word in the set. Continue with other words and different children. Variation: To make the game more challenging, give the children slips of paper with words they are banned from mentioning written on them, e.g. for goggles: water, eyes.
Everything I know about …
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Say a sentence that ends with a word or phrase from the vocabulary set that you wish to practise, e.g. I went to the shops and I bought some oil. Choose a child to continue the sentence, adding another item from the same set, e.g. I went to the shops and I bought some oil and a cucumber. Continue the game until you have practised all the words from the vocabulary set or until someone forgets the chain.
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The posters can be displayed in your classroom, and have been designed to be used in an interactive way. The children can write on them with a whiteboard marker. They can then be wiped clean for other children to have a turn. The Routines poster can help the children review daily routines and telling the time at the beginning of the year. The children can draw or write the times on the clocks to show at what times they do each activity. Then ask them to fill in the blanks in the sentences. You can extend the activity by asking them to pretend they are different people, e.g. a teacher, rock star or farmer. The Countries of Europe poster focuses on the names of countries in Europe. It would work particularly well when covering Unit 7, Jolly Geography. Ask the children to fill in the name of one country each on the poster, and see if they can correctly identify them all. You could also ask them to write the capital city of each country or to find out an interesting fact about each country.
W ord l s t Words in bold bold highlight highlight the main vocabulary taught in Lessons 1 and 5, as well as core words introduced 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’ – Festivals; ‘RS’ – Revision Stories). 3D 2 abseiling 5 accordion F active 1 active 6 adaptation 9 add 8 adventurous 2 adventurous 7 advertise the show 9 adverts 2 afterwards 4 agree 1 agree 2 airship 7 alone 1 alone 5 amount 2 ancient 3 angle 6 angrily 9 animated 9 annelid 1 anniversary 2 annual 4 ant 1 apart from 4 arachnid 1 archery 5 army 1 artificial 5 assembly SU astronaut 7 athletics 2 athletics 3 atlas 4 attic 9 audience 9 available 9 awesome 5
backstage 9
care home RS
baked beans F
carers RS
balcony 3
caring 4
banknote 2
carol singing F
banks 8
carry 1
barrier 6
cartoon 2
BC 2
cast 9
bead 6
ceiling 4
bean sprouts 8
celebrate 2
beat 8
centipede 1
beaten 8
ceramics 6
beautiful 6
cereal 2
beautifully 9
chalk 5
beetle 1
chamber 3
bell F
change (n) 2
belt F
charity F
bench 3
check 5
bike shed SU
cheerful 4
biography 4
cheerfully 9
bird seed 1
chemical SU
bird table 1
childhood 4
bird feeder 1
chillies 8
blackberries 1
China 8
blackbirds 1
Chinese 8
blow away 7
chopped 8
board 5
Christmas Eve 4
body 3
Christmas pudding F
bog 5
classical 3
boil 8
clay 3
book (v) 5
clean 6
boss 4
cloak 9
branch 5
cloakroom SU
break down 7
clothes F
brochure 5
clothes line 1
broken 9
clothes peg 6
bronze 3
clove 8
brown sugar 8
clown F
bubblegum 6
coal 4
bucket F
coast 3
buggy 7
coast 7
build the set 9
coat hanger 6
bumpy 6
coconut 1
bunch 8
coins 2
bungee jumping 5
collection 2
Burns Night 8
colony 1
burst 8
colourful 6
business partner 4
column 7 comedy show 2
canoeing 5
communicate 1
canteen SU
competitor 5
canyon 5
confusion 9
cape 4
control 5
Wordlist
203
cooked 8
dry 6
food chain 1
cookery show 2
dull 6
football card 2
corridor 5
durian 1
football kit 4
costumes 9
dye your hair 9
footholds 5
cosy 7
fort 3
couch 3
each 8
fountain 6
countdown 7
electric fire 4
fountain 3
courtyard 3
electrical 6
France 8
cracker RS
electrician 9
free (v) 1
crackers F
electronic 6
freezing 7
craft book 4
elf 4
French 8
crash pad 5
emperor 9
fridge 6
create 6
encyclopedia 4
funny F
crowded 7
energetic 4
crown F
energy 7
garlic 8
cruel 4
engine 7
gas 7
cub 9
enter 3
gate 3
cucumber 8
entrance 3
general 3
curry 8
entrance 7
generous 4
curtain 9
environment 5
get off 7
curved 6
equipment 1
get on 7
escape 4
get on with 7
dandelion 1
excellent 9
ghost 4
dangerous 7
exchange 2
ghost story 4
dare 5
explore SU
giant 7
dead 5
explorer 3
go straight on SU
decide 5
explosion 9
go bad 2
decorate F
extreme 5
goddess 3
denim 3
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goggles 5
deserted 7
factory 4
gold 3
design 6
fair 6
goldsmith 2
design the programmes 9
fall out with 7
goods 2
destroy 3
familiar RS
graphic novel 4
dew F
fancy 6
grasshopper 1
diamond 2
fancy dress RS
grasslands 5
difficult 2
far away 1
grave 4
dip 5
fast 9
greenhouse 1
directly 5
fat 8
grow 8
director 9
feather 2
guest 7
dirty 6
feeling 7
guide 7
discover 4
fiancée 4
discus 3
finally 5
haggis 8
disturb SU
fingernails 4
hairy 1
do up 7
fire ant 1
half-term 5
documentary 2
first floor 3
handholds 5
dome 7
fish pond 1
hang up SU
dragon 6
five pound note 2
Hanukkah 8
dragon fruit 1
flat 6
happily 9
drama production SU
flippers 5
harbour 3
drama theatre SU
float 1
hard 9
dwarf 4
fly 1
hard-working 4
dreadful 6
fold 3
hare 7
drill 6
folding clothes 2
harness 5
drip 7
fond 4
harvest 9
Wordlist
headmaster’s office SU
kumquat 1
method 8
healthy 5
kung fu 5
microscopic 7
heart 6
mile 5
heating 3
ladybird 1
millet 8
heights RS
land (v) 5
mini bus F
helicopter 7
lay the table 3
miserable 4
helmet SU
laying the table 2
miss 5
helmet 5
lead RS
mistletoe 1
hexagonal 7
leather 3
mix 8
hip 9
legend 3
mollusc 1
historic 7
lemon ant 1
money box 2
hive 1
leopard 4
moral 4
hole 1
lifeguard 7
Morris dancing F
Holi 8
life jacket 5
mosaic 3
homeland 9
lifetime 6
mosquito 1
hopefully 9
lift (v) F
moth 1
hornet 4
light switch 6
motor 5
human 1
lighting designer 9
motorway 6
humid 3
lime 8
mountain biking 5
hunt 5
linen 3
mountaineering 5
hut 4
lines 9
mountainous 7
hutch 1
litre 8
muddy 5
lively 6
mushroom 6
illusion 9
live sports 2 sports 2
music programme 2
illustrator 4
local 5
music room SU
incredible 5
lock 3
myriapod 1
India 8
lonely 4
Indian 8
look after 7
narrow 6
indoors 5
look down 6
natural 1
ingredients 8
look forward to 7
nearby 3
inherit 4
loudly 9
necessary 2
injury 5
luck 9
necessary 9
intelligent 4
lyrics 9
needle 6
invention 9
never mind RS
iron (adj) 3
machine 6
night F
iron (n) 6
magician 9
nightdress 9
island 5
magnifying glass 1
No problem RS
Italian 8
mainland 5
nocturnal 1
Italy 8
make up (v) 7
noisy 7
ivory 3
male 1
non-fiction 4
mammal 9
noodles 8
jet boating 5
manage 5
notes 2
joke book 4
manual 4
novel 4
Jubilee 2
mask 5
jumpsuit 5
mattress 3
object 2
junction 6
May Day F
ocean SU
jungle SU
maypole F
office 4
May Queen F
office worker 4
karting 5
mayor RS
oil 8
kayaking 5
mean 4
Olympics 2
kettle 6
medical check 7
omelette 8
kiwi fruit 1
melt 7
on the left SU
knitting 6
mend 9
on the right SU
koala 5
mend the costumes 9
online 2
Wordlist
205
ordinary RS
public (adj) 6
scarecrow 1
original 4
publish 4
scenery 9
outdoors 5
puddle 2
school hall SU
owe 4
purse 2
science fiction novel 4
oxygen tank 5
put on make-up 9
science lab SU
put out 7
scuba diving 5
paddle 5
put up 7
sculpture 6
paint your nails 9
pyjamas F
sea bed 7
palace 9
pyramid RS
seal 7
parachute 5
python 4
seat belt 5
pass 1
second hand RS
passenger 7
queen ant 1
section 1
peacock 2
Quite right! 6
seed dispersal 1
peanuts 8
quiz show 2
seeds 1
pear tree 1
sensation 9
peeled 8
rafting 5
serious 2
penny 2
rainforest 1
serve 8
pepper 8
rainforest 5
services 2
percussion 9
raise F
set off 7
performer 6
ranger 5
set them free 1
perfumed 3
rapids 5
setting 4
petal 1
raspberry 1
shark SU
Phew! RS
rat 4
shell 2
piggy bank 2
receipt 2
shelter 7
pillar 3
reception SU
shiny 6
pilot 7
receptionist SU
shoe polish 4
pirate 6
recipe book 4
shovel 7
plain 6
recycling 6
silent 2
plait (v) 9
red nose F
silver 3
plant pot 1
region 9
sixpence 2
play 4
rehearse the show 9
skateboarding 5
plug 6
relative 4
sketchbook 6
plum pudding F
remembrance 6
skilful 6
pocket money 2
remind 6
skydiving 5
pod 1
reporter 4
Sky-God 4
poetry book 4
reports F
slave 3
Poland 8
rescue 7
sleeping bag 4
pole 5
rest 5
sleepy 5
Polish 8
robot 6
slice 8
politician 9
rock 2
sliced 8
pollen 1
rock 7
slope 7
poor 4
romantic 2
slowly 9
poppy 1
roots 1
smoke 9
porridge 9
rope 5
smoothie RS
port 5
rosewater 8
snail 1
position 9
rot 2
snore 9
pot 1
round 6
snorkel 5
prawns 8
route 5
snowboarding 5
presentation SU
run out of 7
snowy 7
prison 4
rural 7
soap opera 2
promise 7
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sociable 4
props 9
sand 2
soil 1
protect 3
save 2
solar power 7
protection 1
saw 6
sound technician 9
Wordlist
souvenir 3
temple 3
well (n) F
space 1
ten pound note 2
welly 5
spaceport 7
tennis court SU
we’re about here RS
Spain 8
terrifying 2
wet 6
Spanish 8
test the sound 9
wheelbarrow 1
specialize 6
the news 2
whole 8
species 9
the weather 2
wide 6
spectacular 9
thermal 7
wild SU
spectator 3
thief 2
wild animal 3
spend 2
thread 6
wildlife 5
spider 1
tie your shoelaces 9
witchcraft 4
spiky 6
tiles 3
wizardry 4
sponsored silence F
tin 6
wolf 7
spray-proof 5
toaster 6
wood 3
spring onions 8
toilets SU
wooden 3
sprout F
tomb 3
wool 3
spy novel 4
tonne 6
worm 1
squeeze 8
tool 2
worried SU
squeezed 8
tourist 7
worried 4
stadium 3
triplets SU
Wowzers 2
staffroom SU
tropical 7
wrestle 3
stage 9
trowel 1
write the script 9
stained glass 6
trumpet 9
writing board 4
stairs 3
trunk 6
stall RS
tunic 3
statue 3
tunnel 7
stay the night 2
turkey F
stem 1
turn left SU
stick 7
turn right SU
sticky 1
turquoise 6
sting 1
TV guide 2
stone 3
twenty pence piece 2
storm 7
tyre 6
yachting 5 zero gravity 7
strigil 3 strings 9
unfortunately 2
study 3
urban 7
style 5
useful 1
style your hair 9 submarine (adj) 7
vacuum cleaner 6
sum up 7
value 2
summary 4
valuable (n) 2
survey 2
vibration 1
survive 5
Victorian 2
swap 2
volcano SU
sweat 3 sweep 3
wallet 2
sweeping the path 2
wand 9
switch off 7
wasp 1
sycamore 1
waste 6 watering can 1
take off 3
wax 3
takeaway 8
web 1
talent show 2
weeds 1
tell lies 1
well (adv) 9
Wordlist
207
