Quick Minds 3 Techer`s Book by maxim usik

Quick Minds 3 components:

CD 1

Introduction; Units 1-3

CD 2

Units 4-6

CD 3

Pupil’s Book and Activity Book Herbert Puchta Introduction; Unit 1-3 Günter Gerngross

Class Audio CD 2 Pupil’s Book and Activity Book

Units 4-6 ISBN (англ.) 978-110-8728-89-8

TH AL IS M ISBN (укр.) 978-617-7713-15-8 EG ATER ILL G IS IAL IS COP PYIN D CO YRIGHT AND UNAUTHORISE

Class Audio CD 3 Pupil’s Book and Activity Book

Tests & TR Book

Tests & Teacher’s Resource Book © Quick Minds, Cambridge University Press, 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2018

Recommended resources:

for Starters is: • All the language, skills and test preparation you need • Perfect to complement a general English course • Ideal for exam and non-exam students

in class and

at home.

CEFR Cambridge English Scale

120-139

100-119

Cambridge English Exam

Cambridge English: Flyers (YLE Flyers)

Cambridge English: Starters (YLE Starters)

Robinson and Saxby

Starters

STORYFUN 2

STORYFUN 1

Second edition

Starters AUTHENTIC EXAMINATION PAPERS

STUDENT’S BOOK

Karen Saxby w

Anne Robinson Karen Saxby

with Online Activities and Home Fun Booklet 2 Second edition

it h

Au d i

For the revised Cambridge English: Young Learners (YLE)

STUDENT’S BOOK For revised exam from 2018

ISBN 978 1316 635896

ith

Au d

For the revised Cambridge English: Young Learners (YLE)

4thedition

Fun for Starters 4th edition

GARAN HOLCOMBE

Quick Minds 3 free resources: Online interactive app

Class Audio CDs

Сlass Audio CDs

Starters

STUDENT’S BOOK

Karen Saxby

ISBN 978 1316 617021

For the revised Cambridge English: Young Learners (YLE)

Au d i

it h

Karen Saxby

with Online Activities and Home Fun Booklet 1 Second edition

Super Grammar 2

www.publishing.linguist.ua www.facebook.com/Linguist.ukraine

Cambridge English: Movers (YLE Movers)

with Online Activities

STUDENT’S BOOK

Karen Saxby

713158

for

• Complete with digital support and activities • Revised for the 2018 Cambridge English: Starters

ISBN 978 1316 617014

Storyfun 2 2nd edition

786177

Ukrainian edition

Herbert Puchta Günter Gerngross Peter Lewis-Jones

Quick Minds 3

A1-Movers

CAMILLA MAYHEW

Pre-A1 Starters

А1

80-99

ISBN 978-617-7713-15-8

STUDENT’S BOOK

Cambridge English Qualifications

Pre-A1

Fourth edition

CEFR level

Quick Minds 2 © Cambridge University Press 2014

Flashcards

for Starters

Teacher’s Resource Book

Усі права захищені. Жодна частина цього твору не може бути відтворена у будь-якій формі і будь-якими засобами без дозволу правовласника.

Teacher’s Resource Book

Quick Minds

Teacher’s Book

L EGA ILL

CAMBRIDGE

Activity Book

ISBN (англ.) 978-110-8728-89-8 ISBN (укр.) 978-617-7713-15-8

IS ING IN CO OPY ED C PYRIGHT AND UNAUTHORIS

PUCHTA GERNGROSS LEWIS-JONES

ISBN (англ.) 978-110-8728-89-8

Class Audio CD 4

Quick Minds 3

Сlass Audio CDs

Pupil’s Book

Herbert Puchta Günter Gerngross Peter Lewis-Jones

TH AL IS M ISBN (укр.) 978-617-7713-15-8 EG ATER ILL G IS IAL IS COP PYIN D CO YRIGHT AND UNAUTHORISE

ISBN (англ.) 978-110-8728-89-8 ISBN (укр.) 978-617-7713-15-8

Ukrainian Edition

Quick Minds 3 components:

Herbert Puchta Günter Gerngross Peter Lewis-Jones

Units 7-8

TH IS M ATE RIA L IS

Teacher’s Resource Book

Peter Lewis-Jones

ISBN (англ.) 978-110-8728-89-8

TH AL IS M ISBN (укр.) 978-617-7713-15-8 EG ATER ILL G IS IAL IS COP PYIN D CO YRIGHT AND UNAUTHORISE

Units 7-8

CD 4

Herbert Puchta Günter Gerngross Peter Lewis-Jones

Class Audio CD 1 © Quick Minds, Cambridge University Press, 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2018

Ukrainian Edition Quick Minds 1 Class Audio CDs

Ukrainian edition Class Audio CDs

Ukrainian Edition

Teacher’s Book

Ukrainian edition 7

713127 www.publishing.linguist.ua www.facebook.com/Linguist.ukraine

Pupil’s Book

CEFR level

Cambridge English Qualifications

Pre-A1

Pre-A1 Starters

А1

A1-Movers

Teacher’s Resource Book

Flashcards

Recommended resources:

WILLIAMS

Teacher’s Book

Camilla Mayhew Garan Holcombe

SZLACHTA

Quick Minds

Activity Book

CAMBRIDGE

786177

2 3

Teacher’s Book

ISBN 978-617-7713-12-7

Super Grammar 3

Fun for Movers 4th edition

GERNGROSS

Storyfun for Movers Level 3

PUCHTA

LEWIS-JONES

ISBN 978-617-7713-11-0

786177

713110 www.publishing.linguist.ua www.facebook.com/Linguist.ukraine

CAMBRIDGE

Ukrainian edition Emma Szlachta and Melanie Williams with Herbert Puchta, Günter Gerngross and Peter Lewis-Jones

Teacher’s Book

Teacherâ&#x20AC;&#x2122;s Book

Emma Szlachta and Melanie Williams with Herbert Puchta, GĂźnter Gerngross and Peter Lewis-Jones

University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India 79 Anson Road, #06–04/06, Singapore 079906 José Abascal 56, 1º - 28003 Madrid, Spain Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9788483234150 © Cambridge University Press 2014

Thanks and acknowledgements Authors’ thanks We would like to thank a number of people whose contributions proved invaluable at various stages of the planning, writing and production process of Quick Minds.

It is normally necessary for written permission for copying to be obtained in advance from a publisher. The worksheets, role play cards, tests, and tapescripts at the back of this book are designed to be copied and distributed in class. The normal requirements are waived here and it is not necessary to write to Cambridge University Press for permission for an individual teacher to make copies for use within his or her own classroom. Only those pages that carry the wording ‘© Cambridge University Press’ may be copied.

Many thanks go to our editorial team – Flavia Lamborghini, Pablo Fernández de Córdoba, Emma Stubbs and Julieta Hernández – for being such a wonderful team, for their enthusiasm, their dedication to the project, their hard work and their fabulous can-do spirit.

First published 2014

The publishers are grateful to the following contributors: Charlotte Johnson: freelance editor Oliver Design: concept design Pentacorbig and Darío Pérez: book design and page make-up Chefer and Abel Gantoff Sosa: cover design Hilary Fletcher and Helen Bartlett: picture research John Green and Tim Woolf, TEFL tapes; Bendito Sonido: audio recordings Robert Lee and TEFL tapes: song writing Trípode Fotografía and Stephen Bond: commissioned photos

20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 Printed in Spain by Pulmen Legal deposit: M-1755-2014 ISBN 978-84-8323-415-0 Teacher’s Book 3 ISBN 978-84-8323-541-6 Pupil’s Book 3 ISBN 978-84-8323-536-2 Activity Book 3 with online activities ISBN 978-84-8323-381-8 Teacher’s Resource Book 3 ISBN 978-84-8323-507-2 Class Audio CDs 3 ISBN 978-84-8323-430-3 Posters 3 ISBN 978-84-8323-402-0 Flashcards 3 ISBN 978-84-8323-491-4 Wordcards 3 Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

A special thank you goes to Esteban García, our Production Controller. We would like to thank Jeannine Bogaard, Publishing Manager; Angus Oliver, Director, Cambridge University Press Iberia; Frances Lowndes, Global Publishing Director and John Tuttle, Deputy Managing Director, ELT, at Cambridge University Press for making this project possible. Thank you all most warmly for your support and encouragement. Herbert Puchta Günter Gerngross Peter Lewis-Jones

Special thanks to Kay Bentley and Robert Quinn for their contribution in the development of the CLIL sections. Special thanks to Karen Elliot for developing and writing the phonics material. The publishers and authors would like to thank the following consultants: Lucy Frino, Pippa Mayfield, Susannah Reed, Hilary Ratcliff, Melanie Williams The publishers and authors are grateful to the following teachers that took part in class observation and interviews: Florentina Benito, Pilar Blanco, Isabel Caballero, Manuela Cabeza, Maria Dolores Clemente, Almudena Cortés, María Enrile, Luisa Fernanda Fernández, Mary Finbow, Dolores García, Irene García, María Elena García, Alicia Gil, Pablo Giménez, Paz Gómez, Carlota González, Carolina Jiménez, Gema Hernández, Yolanda Ibáñez, Teresa Ivars, Carlos López, Carolina Montes, Rut Pérez, Beatriz Rey, Sergio Rodríguez, Ángela Romero, Virginia Rubio, Eva Ruiz, Francisca Sánchez, Luis Sierra, Pedro Tielve, Javier Toledo, Guiomar Yagüe, Marta Zahira The publishers are grateful to the following illustrators: José Antonio Rubio and Darío Pérez Catalán

Contents Map of the course

Introduction About Quick Minds

Methodology

Skills development

Quick Minds 3 components

Tour of a unit

Teaching with Quick Minds 3

Teaching notes

Meet The Explorers

My week

Birthdays

His hair is curly

Review

The haunted house

By the sea

Our school

110

Review

126

In the hospital

130

The market

146

Our daily tasks

162

Review

178

Culture

182

Unit tests

191

Unit tests tapescripts and answer keys

212

1 2 3

4 5 6

7 8 9

Map of the course Meet The Explorers Vocabulary

Revision of numbers

Grammar

Revision of can / can’t Revision of have got

Story and value The old book Being brave

Basic competences • Language • Social and civic • Mathematical, science and technology • Sense of initiative and entrepreneurship • Cultural awareness and expression

Phonics

Short vowel sounds

1 My week Vocabulary

Days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Grammar

I (go swimming) on Mondays. So do I. / I don’t. Do you (play computer games) at the weekend? Yes, I do. / No, I don’t.

Story and value Getting help Being curious

Phonics

CLIL

Thinking skills

Music: Musical instruments Project: Make some maracas

• • • •

Letter names

• •

Decoding a puzzle Sequencing Classifying Analysing and making inferences (AB) Matching (AB) Logical-mathematical reasoning (AB)

Basic competences

• • • • • •

Language Mathematical, science and technology Sense of initiative and entrepreneurship Social and civic Cultural awareness and expression Learning to learn

2 Birthdays Vocabulary

Months of the year: January, February, March, April, May, June, July, August, September, October, November, December

Grammar

When’s your birthday? It’s in (May). Our / Their birthdays are in (June). The doll’s (happy). The puppy’s (sad).

Story and value Tidying up Tidying up

Phonics

The letter sounds v and b

Skills

• • • • •

Thinking skills

•

Reading Speaking Listening (AB) Reading (AB) Writing (AB)

• • •

Creativity

Analysing and making inferences Logical reasoning Imagining Interpreting pictures (AB)

Basic competences

• • • • • •

My toys are having a party

Language Social and civic Cultural awareness and expression Mathematical, science and technology Sense of initiative and entrepreneurship Learning to learn

3 His hair is curly Vocabulary

Physical appearance

Grammar

Revision of possessive adjectives: my, your, his, her, our, their Possessive apostrophe: (Tom)’s sweater is (blue). (Daniel)’s trousers are (big).

Story and value The knight Problem-solving

Phonics

CLIL

History: Discover museums Project: A collage for a time capsule

Thinking skills

• • •

Matching Interpreting pictures Matching (AB)

The letter sound ow

Basic competences

• • • • •

Linguistic Social and civic Sense of initiative and entrepreneurship Cultural awareness and expression Learning to learn

Review: Meet The Explorers, units 1, 2 and 3 Pupil’s Book Quiz time

Activity Book

Culture: My birthday

Act out a birthday party

Get it right!: Prepositions in and on

4 The haunted house Vocabulary

The home: bathroom, bedroom, cellar, dining room, hall, kitchen, living room, stairs

Map of the course

Grammar

Where’s he/she? He’s/She’s in the (bedroom). Where are they? They’re in the (hall). Is there (a plane)? Yes, there is. Are there (any rats)? No, there aren’t. How many (cars) are there? There are (four) cars.

Story and value Up high Lateral thinking

Phonics

The sounds /aː/ and /r/

Skills

• • • • •

Listening Y LE Reading Speaking Reading (AB) YLE Speaking (AB)

Creativity

My haunted house

Thinking skills

• • • • •

Making associations Matching Imagining Sequencing (AB) Interpreting pictures (AB)

Basic competences

• • • • • •

Language Social and civic Cultural awareness and expression Sense of initiative and entrepreneurship Mathematical, science and technology Learning to learn

5 By the sea Vocabulary

Actions: clean your goggles, dance, fish, listen to the radio, play the guitar, play with the dog, read a book, talk on the phone

Grammar

He/She is / isn’t (fishing). They are / aren’t (dancing). Is he/she (sleeping)? Yes, he/she is. / No, he / she isn’t. Are they (writing)? Yes, they are. / No, they aren’t.

Story and value The trap Asking for help

Phonics

CLIL

Art and Maths: Patterns and symmetry Project: Make a symmetrical fish

The letter sounds s and sh

Thinking skills

• • • •

Matching Interpreting pictures (PB and AB) Applying previous knowledge Making associations (AB)

Basic competences

• • • • •

Language Social and civic Cultural awareness and expression Mathematical Science and technology education

6 Our school Vocabulary

Grammar

School places

I was / wasn’t in (the library) yesterday at 10 o’clock. You were / weren’t in the gym yesterday at 11 o’clock. Were you in (the park) yesterday (afternoon)? Yes, I was. / No, I wasn’t.

Story and value In the music room Having healthy snacks

Phonics

The sounds /3:/ and /:/

Skills

• • • • •

Thinking skills

Reading YLE Speaking Listening (AB) Writing (AB) Speaking (AB)

YLE

• • • •

Matching Logical reasoning Imagining Making inferences (AB)

Basic competences

• • • • •

Creativity

My dream school

Linguistic Social and civic Cultural awareness and expression Sense of initiative and entrepreneurship Learning to learn

Review: Units 4, 5 and 6 Pupil’s Book Quiz time

Activity Book

Culture: Where do you live?

The haunted house game

Get it right!: I get up at 7 o’clock. vs. He/She gets up at 7 o’clock.

7 In the hospital Vocabulary

HEALTH: earache, headache, cold, doctor, toothache, nurse, stomach-ache, cough

Grammar

jump - jumped shout - shouted land - landed look at - looked at wake up - woke up feel - felt have - had go - went give - gave say - said

Story and value At the hospital Helping the elders

Glil

Science: Fever Project: Make a thermometer

Thinking skills

• • •

Basic competences

Drawing conclusions Matching Drawing analogies

Phonics

The sounds /t/ nd /id/

8 The market Vocabulary

Food: beans, bread, eggs, fish, grapes, lemons, mangos, potatoes, tomatoes, watermelons

Grammar

Would you like a (tomato) / some (bread)? Yes, please. / No, thank you. I’d like an (orange), please. Are there any (pears)? Yes, there are. / No, there aren’t any. Is there any (milk)? Yes, there is. / No, there isn’t any.

Story and value The cave Being resourceful

Phonics

Long vowel sounds

Skills

• • • •

Thinking skills

Listening YLE Speaking Reading (AB) Writing (AB)

• • • •

Making associations Matching Imagining Logical-mathematical reasoning (AB)

Creativity

Basic competences

• • • • •

My favourite fruit salad

Language Social and civic Sense of initiative and entrepreneurship Cultural awareness and expression Learning to learn

9 Our daily tasks Vocabulary Daily tasks

Grammar

It’s (eight) o’clock. It’s quarter past / half past / quarter to (eight). I start / finish / He/She starts / finishes (washing up) at (quarter past four). John always / sometimes / never goes to bed before / after (half past eight).

Story and value The Mysterious H Being observant

Glil

Social science: I'm healthy Project: Do a survey

Phonics

The sounds // and //

Thinking skills

• •

Interpreting a table Matching

Basic competences

• • • • • •

Linguistic Social and civic Sense of initiative and entrepreneurship Mathematics Cultural awareness and expression Learning to learn

Review: Units 7, 8 and 9 Pupil’s Book Quiz time

The food game

Culture: Units 1-9 Grammar focus

Activity Book

Culture: Favourite places in town

Get it right!: Would you like ... ? vs. Do you like ... ?

I can do: Units 1-9 Map of the course

Introduction About Quick Minds What is Quick Minds? Quick Minds is a four-level English course for the primary school years. It has been developed following the curriculum for the teaching of English in Ukrainian primary schools. The syllabus covers the official curriculum and the basic competences developed in each unit have been highlighted.

A flexible approach Quick Minds offers maximum flexibility. All four levels of Quick Minds have been specifically developed to cater for schools with up to three or four English sessions per week. There is flexibility to cater for all language learning environments and needs (mixed ability, regional differences and different types of schools). The course offers core lessons, plus additional lessons (skills, creativity and CLIL). Clear signposting is provided in the Pupil’s Book footers (indicating the lesson number and lesson objective). The assessment and review features also offer flexibility:

• Unit reviews and self-assessment in the Activity Book • Review sections every three units • Unit Tests at the end of the Teacher’s Book • Term Tests at two levels of difficulty (Standard and High) in the Teacher’s Resource Book

• Culture section • I can do section.

Expanding young minds Quick Minds begins from the premise that the pupils are not just language learners but explorers in every aspect of their educational development. The course provides a perfect framework for children to develop their creativity and imagination in three ways:

• Think! The development of thinking skills underpins

the course methodology and is clearly signposted in purposeful activities. These thinking skills are the building blocks of learning and the activities keep in step with the pupils’ increasing maturity through the course. • Wider thinking through the application of knowledge is encouraged by content and language integrated learning (CLIL), with topic-based material clearly linked with subjects across the curriculum. • Games and other activities in pairs, groups or as a whole class are designed to improve pupils’ memory and concentration skills. In Quick Minds 3, specific activities develop a range of skills from observation to thinking skills such as memory, sequencing, categorising and deciphering codes. This whole child approach motivates pupils and helps to foster positive values. Children learn to become smart and competent. Multiple intelligences and thinking and learning skills are the essence of the basic competences approach to learning.

Kindling the imagination

Quick Minds 3 has been designed specifically for Ukrainian primary schools, and with the Ukrainian educational curriculum in mind so that linguistic competence develops in line with pupils’ age and cognitive development. This is a syllabus that guarantees solid and progressive language acquisition, while maintaining skills balance.

From the beginning, Quick Minds fuels the imagination, not just through the adventures of The Explorers characters but also through specific activities. Rounding up the language and contexts of the unit, guided visualisation activities invite the pupils to relax and listen before creating the picture that they saw in their mind, and TPR (total physical response) action sequences enable them to act out a story using simple language.

The syllabus has also been developed in line with Cambridge English: Young Learners language requirements.

Fostering positive values

Building solid foundations

Stories are a highly valuable teaching tool and in addition to the rich linguistic input that they offer, Quick Minds also uses stories as a vehicle for the illustration and discussion of values. The pupils are encouraged through discussion and specific Activity Book activities to think about the deeper meaning of the stories, such as the importance of perseverance, asking for help, being resourceful and showing interest in other cultures.

Introduction

Methodology Themes and cross-curricular content Each unit in Quick Minds is organised around a theme connected to the pupils’ world. Topic-related language and concepts are presented in an integrated way, enabling pupils to learn and practise language in a unified context. Each odd unit includes one cross-curricular topic (CLIL) in two lessons in which the pupils learn about the world around them. These lessons further develop the unit themes from a different angle and provide conceptually appropriate information from a variety of subject areas, such as Art and Science. In this way Quick Minds helps pupils to link their English learning to their learning in other subjects.

Working with stories Quick Minds 3 begins in a castle, where the pupils meet Ben and Lucy, The Explorers, and Ben’s dog, Buster. The pupils join them in their exciting treasure hunt as they follow the clues and try to keep one step ahead of the baddies, Horax and Zelda. The scene-setting on the opening page of each unit in Quick Minds creates anticipation, which encourages the pupils to listen and follow the main story when they reach Lesson 5. The teaching notes suggest ways of referring back to the initial scene, offering an ideal opportunity to revise the core vocabulary before the story.

Creativity and personalisation The Create that! pages in the Pupil’s Book and the Do that! pages in the Activity Book (in each even unit) allow the pupils to personalise what they have learnt, thus making the learning more memorable. These lessons bring together the topic and language of the unit in creative ways to encourage the pupils to use their imagination. Guided visualisation is followed up in the Activity Book by TPR (total physical response). Create that!

Skills development Listening Quick Minds 3 includes a variety of oral comprehension tasks. Pupils listen to short dialogues in familiar situations, and longer stories help develop pupils’ oral comprehension. Songs, chants and phonics rhymes allow pupils to hear the new language in an enjoyable context and to become aware of different features of English pronunciation such as rhythm, stress and intonation.

Speaking Oral skills are developed in a systematic way in Quick Minds 3 with equal emphasis on spoken production and interaction. Spoken production is practised through activities such as playing games with the new words, reciting the chants and singing songs. In addition, pupils interact with each other to complete game-based activities.

Teachers and pupils also have an opportunity to reflect on the value portrayed by the story.

Reading and writing

Songs and chants

Quick Minds 3 caters for reading and writing at a sentence level, but also enhances pupils’ skills with more extensive reading and writing tasks.

As well as providing a welcome change in the class dynamic, songs are an extremely valuable part of the languagelearning process at this stage for three reasons:

• The pupils will produce far more language in a song than

in any other form of practice activity. • Through songs, the pupils are producing a series of connected sentences when their spoken work may still only be at the short phrase or sentence stage. Songs and chants provide a motivating and social way for children to learn and practise language. They help to fix new language in the child’s memory and nurture musical skills associated with rhythm, melody and tone.

The Activity Book exercises in each unit help pupils build up their writing by focusing on individual words as well as sentences. In the Create that! pages of the Pupil’s Book, pupils draw a picture and then write a short description guided by questions and a model paragraph. In the Review and culture pages of the Activity Book, pupils are introduced to authentic-type texts and are encouraged to use them as models in order to produce their own personalised writings.

Introduction

Pupil’s components

Activity Book This reinforces the core vocabulary and grammar and consolidates the pupils’ skills development by offering:

Pupil’s Book The Pupil’s Book contains:

• An introductory Meet The

Explorers unit (6 pages) which introduces the characters Ben, Lucy, Buster the dog and Horax and Zelda and revises numbers 1–20, can for ability and have got • Nine core units (8 pages) with an easy-to-use single page lesson format rounding off with Review sections after every three units • Three festival pages • Grammar focus section (pages 106–110) to review core grammar Each unit offers:

• Reading, matching and

colouring puzzles, written practice at sentence level, listening input and opportunities for oral work

•

Do that! an action sequence telling a story in simple language

• A double-page Review section every three units

matching the Pupil’s Book content. This includes a focus on culture, providing further reading and listening comprehension practice, and Get it right! to reinforce problematic linguistic areas for Ukrainian speakers.

• An opening scene in contemporary and attractive 3D

artwork which establishes the setting of the unit story and also provides a vehicle for the presentation of core vocabulary • Two grammar lessons with varied presentation and practice activities, including targeted oral production of the new language in a Grammar focus feature • An engaging song for further language practice • A story featuring The Explorers characters, illustrating a different value in each unit for class discussion and leading into a phonics focus on specific sounds relevant to Ukrainian speakers • Think! Activities to develop a range of thinking skills Flexible content includes:

•

In every odd unit, cross-curricular English for school lessons, broadening the unit topic in the context of other school subjects, encouraging the pupils to learn and then apply knowledge, and offering an accessible follow-up project In every even unit, Skills pages focusing on • Skills listening and reading skills based on the topic of the unit Create that! A Creativity lesson featuring a guided • visualisation activity Review pages featuring a topic-based game, project or • quiz

Learn and think

Introduction

• A unit-by-unit Reading time with extra reading tasks. Its focus is on the certain phonics and target vocabulary of the lesson.

Teacher’s components

The 62 picture flashcards cover all the core vocabulary.

Teacher’s Book Each page of teaching notes features the Pupil’s Book and Activity Book pages and in addition:

• Detailed lesson objectives,

Listen and tick (3).

CD 4

/5 24

Listen and match.

May

July

November

January

March

/10 PHOTOCOPIABLE

Is there a plane?

Yes, there is.

Are there any rats?

No, there aren’t.

How many cars are there?

There are four cars.

Present continuous, 3rd person Peter is eating an ice cream. Emma and Bob are dancing.

He isn’t reading a book. They aren’t fishing.

Questions with present continuous Is Ana having lunch?

Yes, she is.

Is Tim swimming?

No, he isn’t.

Are Chris and Luc reading?

Yes, they are.

Are Maria and Jane sleeping?

No, they aren’t.

Posters The three A1 posters review grammar and are designed to be used at the end of every three units for speaking practice.

was / were I was in the music room yesterday at 10 o’clock. I wasn’t in the library. You were in the gym yesterday at 11 o’clock. You weren’t in the classroom. Were you ...? Yes, I was. / No, I wasn’t. Were you in the park yesterday at 6 o’clock? noon? Yes, I was. Were you at the cinema yesterday after-

No, I wasn’t.

Quick Minds 3 © Cambridge University Press

English for Spanish Speakers

Class Audio CDs

The four Class CDs contain all the recorded material for the Pupil’s Book and Activity Book, including the chants, Class Audio CDs songs, karaoke versions and stories. They also include the recordings for the Listening sections of the Unit Tests provided in the Teacher’s Book, and the Term Tests provided in the Teacher’s Resource Book. 3

English for Spanish Speakers

She’s in the bedroom. They’re in the living room.

Activities using the Flashcards appear in the opening lessons of the units.

Quick Minds

CD 4

He’s in the kitchen.

Where’s Linda? Where are Harry and Freddie? Is / Are there ...? How many ...?

Class Audio CDs

STANDARD

Term 1 test: Listening Name:

Units 4, 5 and 6

Where’s / Where are ...? Where are ...? Where’s Mike?

Quick Minds

new and recycled language, any necessary or optional materials and the basic competences that the pupils will achieve • Clear guidance on the basic competences and how they relate to the activities in the Pupil’s Book and Activity Book • Concise and clear instructions, tapescripts and answers for all the Pupil’s Book and Activity Book activities • Additional lesson stages: Warm-up: ideas for beginning the lesson, recycling language from the previous lesson or presenting new language. Optional activities: reinforcement and extension activities, for which any additional materials are listed as optional in the Materials box. • Unit Tests: after each unit, pupils’ knowledge can be tested with a listening and a reading and writing test. The tests cover the vocabulary and language from the unit and are presented in a familiar format with illustrations and simple activities. There is one test per unit, testing all skills.

Flashcards and wordcards

Herbert Puchta Günter Gerngross Peter Lewis-Jones

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04/02/14 11:19

Teacher’s Resource Book This contains the following flexible photocopiable resources for each unit:

•

Three

Reinforcement worksheets for extra practice of every unit’s core vocabulary and grammar • One cross-curricular or skills Extension worksheet • Teaching notes with suggestions for exploitation and optional follow-up activities • Term Tests at two levels of difficulty, one Standard level and the other High level. These tests assess the course content and have been prepared with the linguistic competence and the basic competences in mind.

Introduction

Tour of a unit

Quick Minds 3 begins with an introductory six-page Meet The Explorers unit in both the Pupil’s Book and the Activity Book. This introduces The Explorers characters and consolidates numbers 1–20, can for ability and have got. There are then nine main units, each with eight lessons. There is a corresponding Activity Book page for each page of the Pupil’s Book. The material is structured in a flexible way to make it suitable for different teaching situations:

• Core lessons 1–6 present and practise new core

language, including a song and a story with its follow-up activities. • Extension Lessons 7–8 either focus on skills work together with creativity, or introduce and develop a CLIL topic. Quick Minds offers three core hours (or three 45-minute lessons) of English a week over 35 weeks in a year. Lessons 1–6 in each unit provide the core material, while the skills, creativity and CLIL pages offer flexibility.

Lesson 1 Vocabulary presentation The core vocabulary of the unit is presented and contextualised in a colourful illustration which also acts as an introductory scene-setting frame for the story later in the unit.

• The pupils first hear a short dialogue from the opening of the story. • The pupils listen and look at the picture and then listen again, this time repeating the words. • The new words are then practised in the form of a simple game. • The Activity Book offers a wide variety of practice activities, most of which are suitable for homework if necessary.

Lesson 2 Grammar 1 The first of two core grammar points in the unit is presented and practised in Lesson 2, in the topic-based context of the unit.

• In most cases, the pupils first hear or read the language and give a response such as saying the correct number, letter or answer. There is then a specific oral • focus on the new language which can be used for presentation and discussion. • This is followed by an opportunity to use the language, usually in a game. 10

Introduction

• The practice activities in the Activity Book cover both

receptive tasks and active production at sentence/text level. They also sometimes include listening.

Lesson 3 Song The vocabulary and usually the first grammar point of the unit are combined in a song for pupils to join in and sing.

• The pupils first listen to the song,

following the words in their Pupil’s Books, before joining in. • There is then a follow-up comprehension activity. • The next track on the CD after the song is always a karaoke version which you can use once the pupils are familiar with the song. • The practice activities in the Activity Book are varied and sometimes require pupils to read the song in the Pupil’s Book again.

Lesson 4 Grammar 2 Lesson 4 introduces the second grammar point for the unit. The range of presentation and practice activities is similar to Lesson 2, including Grammar focus.

Lessons 5 and 6 These lessons feature the main story of the unit which was introduced in Lesson 1, bringing the unit context, vocabulary and structures together. The clear and expressive illustrations invite the pupils to follow as they listen, and inspire them to act out the story with real emotion later in the lesson.

• The teacher’s notes first suggest ways of reviewing the characters and the story.

• The story is brought off the page with clear character

voices and sound effects to help pupils to follow the action. • The Reinforcement activity in Lesson 5 is usually a role play in groups to practise the story. • The optional Extension activity in Lesson 5 is usually a discussion of the value in the story, relating it to examples in pupils’ own lives.

• Lesson 6 exploits the story in more depth and features a

Phonics focus which gradually introduces basic sounds, many of which are particularly relevant to Ukrainian speakers. • Think! A follow-up comprehension or Think! activity encourages pupils to think about the story in more detail or check their understanding. • The teaching notes then guide a discussion in English and L1 (the pupils’ own language) of the value illustrated in the story. The pupils are encouraged to think about what the characters say and do and to reflect on what is right (or wrong) about the characters’ behaviour. • The Activity Book contains follow-up activities to help pupils remember the story or check comprehension. Pupils also focus on key functional language from the story. • The Phonics focus in both the Pupil’s Book and the Activity Book works on specific sounds. A memorable cartoon helps the pupils visually associate the sentence with its meaning. The Teacher’s Book provides additional notes on specific L1 errors to watch out for.

Lesson 7 (even units) Skills

Skills work

This lesson offers topic-based skills work consolidating the language of the unit while developing all four language skills. The particular skills focus is clearly identified at the foot of each page. The varied activities include:

• Speaking activities for work in pairs, groups or as a whole class

• Tasks in the style of the Cambridge English: Young

Learners tests as a gentle introduction to the exam

• An opportunity to personalise the language of each unit through a speaking activity in the Pupil’s Book and a writing activity in the Activity Book.

Lesson 8 (even units) Creativity

This lesson brings together the topic and language of the unit in creative ways to encourage the pupils to use their imagination. Guided visualisation is followed up in the Activity Book by TPR (total physical response). Create that!

Guided visualisation

• The pupils are first encouraged to put their heads on the desks, close their eyes and relax.

• They then hear a voice with soft music in the background, asking questions to fire the pupils’ imagination and to encourage them to visualise in their mind. • After the listening, the pupils draw (or make) the picture that they imagined. This activity is to encourage self-expression, so the pupils are encouraged to draw freely, with no sense of ‘a right answer’. • The pupils are then encouraged to write about their picture, with the guidance of questions and a model description, and finally they show and describe their picture to the class.

Do that! TPR action sequences

• The corresponding Lesson 8 in the Activity Book involves TPR action sequences. • The pupils look at illustrations and hear a sequence of sentences telling a simple story. They order the pictures and match the sentences to them. • They consolidate their learning by giving and acting out individual instructions with a friend.

Lessons 7 and 8 (odd units) Learn and think

CLIL

This double-page lesson introduces a topic from another area of the primary school curriculum which is related to the overall unit topic. This is designed to encourage the pupils to learn about other subjects through English and then to demonstrate and apply that knowledge in follow-up tasks including a project.

Introduction

• The lesson usually introduces the topic and presents

words which the pupils use actively but which are not core vocabulary. • The pupils then have an opportunity to apply the knowledge, developing their thinking skills. • A creative project to be done as a whole class, in groups or individually rounds off the work on the topic. • The corresponding pages in the Activity Book consolidate the work on the topic through a wide variety of activities.

Revision

• The Pupil’s Book

Review pages appear after every three units. The units feature different activity types: board games to be played in small groups encourage oral production of the language and quizzes provide revision in a fun format.

• The Activity

Book Review and culture and Get it right! pages offer an opportunity for the pupils to review both grammar and vocabulary from the previous three units through a variety of activities. These doublepage spreads gently introduce the pupils to the concept of learning about other cultures through the audio presentation of an aspect of everyday life in an Englishspeaking country. The Get it right! section focuses on a Ukrainian specific language point in a fun chant, as well as offering pupils the opportunity to reflect on their learning through a task revewing key vocabulary from the previous three units. • The Grammar focus section at the back of the Pupil’s Book can be completed after each grammar page.

Introduction

Reading time The Reading time section at the back of the Activity Book (pages 88–96) gives pupils the chance to review core language from the unit and practise reading skills. This can be used at the end of each unit. Pupils complete a variety of exercises to help them practice reading skills and learn some phonics.

Culture

•

The Culture section at the back of the Pupil’s Book (pages 88–96) gives opportunity to focus on the culture of Ukraine as well as other countries, providing further practice of core vocabulary or introducing new words regarding the topic of the lesson. Culture lessons are developed for each unit. They include different festivals, holidays, customs, traditions and other topics which will help students to gain a deeper understanding of national culture and the importance of national identity. Lesson plans are also designed for each Culture lesson.

I can do!

•

I can do! is a self-assessment section which gives pupils the chance to check their knowledge of the material they have learnt in each Unit. It is a great tool to get students to reflect upon their learning. This section is at the back of the Pupil’s Book (pages 97–105). Teachers may include this section in the last lesson of each unit or dedicate the whole lesson for extra revision and consolidation of learnt vocabulary and grammar.

Teaching with Quick Minds 3

Working with mixed abilities

Quick Minds provides resources to cater for all abilities. The Teacher’s Resource Book includes Reinforcement and Extension worksheets, as well as Term Tests in two levels: Standard and High.

Assessment Quick Minds provides assessment tools for teachers to evaluate pupils and for pupils to self-evaluate. For teachers there are three Review sections in the Pupil’s Book, which include quizzes, games and projects. The corresponding Activity Book pages include a Review and culture page and Get it right! UNIT

In addition, the Teacher’s Book provides Unit Tests (pages 196–215) which evaluate the core vocabulary and structures with listening, reading and simple writing activities such as sentence completion. The audio for these is on CD4, tracks 02 to 21.

Test: Listening Name:

CD 4 08

Listen and write the number.

CD 4 09

Listen and write t (true) or f (false).

1 The photo is of Jess’s family. 2 Her mum’s eyes are brown. 3 Her dad’s hair is curly. 4 Olivia’s hair is straight. 5 Her brother’s hair is long. 6 Luke’s T-shirt is blue. 7 Their cat is thin. 8 The cat’s legs are short.

202

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2019

STANDARD

Term 2 test: Reading Name:

Look and read. Write yes or no.

1 The boys are talking on the phone. 2 The girl in the sea is playing with her dogs. 3 The grandpa is fishing. 4 The girl with long hair is getting dressed. 5 The cat’s eating an ice cream.

Look at the picture again. Read and circle.

This is a picture of my family 1 at home / on the beach. It’s a hot day in July. It’s 2 o’clock and my grandma is having 2 breakfast / lunch. She’s eating chips! My dad isn’t eating. He’s 3 dancing / swimming. My brothers are listening to my mum. 4 She’s playing the guitar / talking on the phone. There 5 is / isn’t a radio under Mum’s chair.

/5 © Cambridge University Press, 2014

Quick Minds Teacher’s Resource Book Level 3

72 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2019

In class, you can use less demanding texts and tasks and vary the focus of the skill practised with the corresponding section of the Pupil’s Book and the Activity Book. For more able pupils, you can extend the topic or personalise tasks so that pupils can read, write or speak about what they like or their personal experience. For other pupils, think about including more open-ended activities or tasks with less focus on academic achievement, such as colouring, drawing or games. Relying on cooperative pairwork activities is also a good way of encouraging pupils of differing abilities to work together.

Term Tests are provided at the back of the Teacher’s Resource Book (pages 63–86). For more detailed information about these tests see Teacher’s Resource Book page 56. The audio for these is on CD4, tracks 22 to 34.

PHOTOCOPIABLE

For pupils, a I can do section at the back of the Student's Book (pages 99–105) offers unit language revision.

Every lesson in the Teacher’s Book closes with an Optional activities box, offering both a Reinforcement activity and an Extension activity.

Effective use of L1 With young learners, it is helpful to establish an Englishspeaking environment as far as is possible. However, there are times when the use of L1 is an effective tool, for example when you need to clarify instructions, when pupils need emotional support, or when more abstract concepts are being discussed, like the values in the stories.

Introduction

Meet The Explorers

Lesson 1

Objectives • to revise the numbers • to present the characters Language New language: castle Recycled language: revision of numbers Receptive language: secret

Materials CD, Flashcards 1–3, Teacher’s Resource Book (optional)

Meet The Explorers

•

to practise the core vocabulary through a communicative game

•

to practise writing the core vocabulary

Basic competences Language competence: Pupils revise numbers 1–20.

Social and civic competences: Pupils work

together to ask and answer about each other.

Mathematical competence: Pupils practise numbers by working out number patterns.

Lesson 1

Pupil’s Book, page 4 Warm-up • Write some numbers on the board, e.g. 19, 13, 7. Pupils call out the numbers.

• Invite a pupil to the front. Draw a number between 1 and 20 on his/her back with your finger. The pupil has three tries to say the number. • Pupils repeat the activity in pairs.

Presentation • Pupils look at the pictures and the text at the top of page 4 of the Pupil’s Book. • Read the text aloud. Pupils follow. • Check they understand secret.

CD 1 02

Listen and look. Then listen and say the words.

• Pupils look at the picture in their Pupil’s Books. • Play the recording. Pupils listen and point to the

characters when they hear their names. • Play the recording again. Pupils repeat the words. • Ask Where are the children? (In a castle.) CD1 Track 02

Ben: The book’s in this castle. Let’s find it! Buster, come on! Lucy:: OK. Let’s go! Lucy

Activity Book, page 4 • • •

CD 1 03

Listen and write the numbers.

Play the recording. Pupils write the numbers for each line. Pupils check in pairs. Play the recording again. Check answers with the class. CD1 Track 03

Two, five, eight, eleven. Twenty, eighteen, sixteen, fourteen.

Key: 5, 8, 11;

20, 18, 16, 14

Look at Activity 1. What are the missing numbers? Think!

Thinking skill: logical-mathematical thinking • Pupils work in pairs to work out the missing numbers. Key: 14; 12 3

Write the words.

Read and complete the answers.

• Pupils look at the numbers and write the words. Key: 2 twenty, 3 ten, 4 sixteen, 5 twelve, 6 eleven • Pupils read the questions and complete the answers. Key: Pupils’ own answers.

Now say the words. 1 castle, 2 one to ten, 3 eleven to twenty

Say the missing numbers.

• Give pupils a minute to look at the sequence. • Pupils say the numbers. • Pupils work in pairs. One pupil points to one of the

missing number and another pupil names this number. Then they swap the roles.

Talk to your friend.

• Demonstrate the example in the Pupil’s Book first with

one or two pupils. • Pupils work in pairs. They take turns to ask and answer about their name and age.

OPTIONAL ACTIVITIES Reinforcement • Write 15 numbers between 1 and 20 on the board. • Pupils draw a 2 x 2 grid in their notebooks and write a number from the board in each square.

• Call out numbers from the board. Pupils cross out the ones they hear. • The first pupil to cross out all four is the winner.

See also Teacher’s Resource Book Worksheet 1, p7

Extension • Prepare the cards with the personal information

(name, age) of Pupils’ favourite heroes e.g. cartoon characters. • Distribute there cards to pupils. • Pupils work in pairs. One pupil asks What’s your name? How old are you? Another pupil answers. Then they awap the roles.

Meet The Explorers

Lesson 2

Objectives • to revise the first core grammar • to practise the core grammar through a speaking activity

Language Recycled language: revision of can / can’t, actions

Materials CD, Teacher’s Resource Book (optional)

Meet The Explorers

• •

to review language for actions to practise the core grammar through a matching and writing activity and a personalised writing task

Basic competences Language competence: Pupils use can and can’t to talk about abilities.

Sense of initiative and entrepreneurship:

Pupils write sentences about what they can and can’t do.

Lesson 2

Pupil’s Book, page 5 Warm-up • Mime actions for pupils to guess, e.g. ride (a bike), fly (a

kite), play (football), jump, bounce a ball. • Pupils can guess by saying You’re jumping or simply Jump. • Pupils can play the game in pairs or groups.

Presentation • Draw a tick and a cross on the board. • Draw a bike, a kite and a football. • Pointing to the tick (and the appropriate picture) say I

can ride a bike, I can fly a kite. Point to the cross and the football as you say I can’t play football. • Point to the pictures and elicit can/can’t sentences from the pupils. • Repeat your sentences as necessary to encourage pupils.

point to the bike, sandcastle and kite in the pictures as they hear the words. • In pairs, they take it in turns to read a sentence and say Ben or Lucy. • Elicit the answers in class.

Key: 1 Ben, 2 Lucy, 3 Lucy, 4 Ben CD 1 04

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • They practise saying the sentences in pairs. 3

Look and make sentences.

• Point to the first tick for Lucy and read the example. • Point to the cross and elicit Lucy can’t play football. • In pairs, pupils take turns to point to a tick/cross and say a sentence with can/can’t.

• Elicit sentences from the class. Note: Pupils can also revise questions and short answers with can on Pupil’s Book page 106.

Key: Lucy can paint. Lucy can’t play football. Lucy can swim. Ben can’t paint. Ben can play football. Ben can swim.

Activity Book, page 5 •

Look and match.

Pupils look at the pictures and match them to the can/can’t sentences.

Key: 2 He can play football. 3 He can’t swim. 4 She can’t bounce a ball.

•

play basketball. 5 He can swim. 6 She can swim.

•

What can they do? Write sentences with can and can’t.

Pupils look at the activities and ticks/crosses in the table, and write sentences about the children.

Write about yourself.

Pupils write sentences about actions and activities they can and can’t do.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement • Pupils look at PB page 5. • Say sentences about the characters, e.g. Ben can ride

a bike. If • your sentence is true, pupils clap. If it is false, pupils shake their heads. • Pupils continue the activity in small groups taking turns to say a sentence.

Look, read and say Ben or Lucy.

• Pupils look at the pictures. Read the sentences once. They

Key: 2 She can’t jump. 3 He can’t play basketball. 4 She can

See also Teacher’s Resource Book Worksheet 2, p8

Extension • Pupils draw a simple 6 x 4 table in their notebooks to do a class survey. • Down the side they write six activities, e.g. swim, fly a kite, etc. Along the top they write Me and the names of three pupils. • They fill the Me column with a tick or a cross. • Then they work with the pupils they’ve written down in turn. They tell each other what they can do and add ticks/crosses in the table as appropriate. • Pupils write sentences in their notebooks about their partners, e.g. Mario can jump. Gabriela can’t swim. Note: If desired, revise the question and short answers with can (see Grammar focus, PB page 106) before this task. Pupils do the survey asking and answering questions.

Grammar focus [PB p106] 1

Say the complete sentences. Use can or can’t. • Point to the tick in 1 and say I can bounce a ball. Point to the cross in 2 and elicit He can’t ride a bike. • In pairs, pupils say sentences. Monitor and check.

Key: 1 can, 2 can’t, 3 can’t, 4 can, 5 can 1

Say the complete sentences. Pupils revise questions and short answers with can. • • Do an example with the class. Pupils work in pairs asking a question for their partner to answer referring to the question/answer prompts. • Invite pairs to ask and answer a question for the whole class.

Key: 1 Can, can, 2 Can, can, 3 Can, can’t, 4 Can, can’t, 5 Can, can

Meet The Explorers

Lesson 3

Objectives • to consolidate the core vocabulary and grammar through a song

•

to sing a song for pleasure

Language Recycled language: actions, activities, can / can’t Receptive language: Here they come. Here they are. Action star, In the sea, Just like

Materials CD, coloured pens/pencils, paper (optional)

Meet The Explorers

• •

to encourage pupil creativity to check comprehension of the song and extend the lyrics

Basic competences Language competence: Pupils join in with a song.

Cultural awareness and expression: Pupils

sing together as a class. They write a new verse for the song and read it out.

Lesson 3

Pupil’s Book, page 6 Warm-up • Elicit activities from the previous lesson and write them

on the board. • Mime an example for the class, e.g. play football badly. Elicit You can’t play football. Mime a different activity well to elicit, e.g. You can swim. • Pupils play the game in groups of four using the activities on the board or their own ideas.

CD 1 05 06

Listen and sing.

• Pupils look at the picture. Elicit who they can see (Ben and

Activity Book, page 6 1

•

Number the lines in each verse 1 to 4. Then write Ben or Lucy.

Pupils order the verses of the song and match them to the correct person.

Key: 4, 2, 3, (1) – Lucy; 2, (1), 4, 3 – Ben 2

•

Read Louis and Emily’s new verses. Write the words.

Pupils look at the pictures and complete new verses for the song.

Key: 2 play, 3 swim, 4 sing

Lucy) and where they are (at the sea). Pre-teach action star and just like you and me. • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD1, track 06) for pupils to sing in groups.

Choose words and read out your verse.

• Give an example, e.g. I can fly a kite and run. • Pupils complete their verse in their notebooks with their own ideas. Monitor and help. • Invite pupils to read out or sing their verse.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement • Play the karaoke version of the song (CD1, track 06). Pupils take turns to sing their own verses from PB Activity 2.

Extension • Pupils draw a picture to illustrate their verse. • They show their work in small groups and take turns to sing or read their verse.

Meet The Explorers

Lesson 4

Objectives • to revise the second core grammar • to practise the core grammar through listening for specific information

Language Recycled language: revision of have got, ball, bike, cat, computer, dog, football, go-kart, kite, skateboard

•

to give further practice in free time activities with the core grammar through a game

•

to give further practice in the core grammar through writing

Basic competences Language competence: Pupils describe what people in a picture have got.

Social and civic competences: Pupils work together to talk about a picture.

Materials CD, pieces of paper with words written on (optional), classroom objects, Teacher’s Resource Book (optional)

Meet The Explorers

Lesson 4

Pupil’s Book, page 7

Activity Book, page 7

Warm-up • Write words from the lesson on pieces of paper, e.g. dog,

•

• Put pupils in two teams. Ask a volunteer from each team to

Key: 2 has got, 3 have got a computer, 4 has got a ball,

bike, kite, skateboard, go-kart, cat, parrot.

come to the board. • Show the pupils at the front a word and ask them to draw it on the board. • The first team to call out the word wins a point. • Repeat with different pupils at the front.

Presentation • Draw a picture of a cat on the board. Point to it and say

I’ve got a cat. Point to yourself to emphasise I’ve. Encourage pupils to repeat the full sentence. • Give a classroom item, e.g. a pencil to a pupil and say She’s got a (pencil). Do the same with a boy to elicit He’s got a (pencil). Pupils chorally repeat the full sentences. • Ask a pair of pupils to stand up and hold a book. Elicit from the two pupils We’ve got a book. Go around the class to different pairs asking them to say what they’ve got. • Point to another pair and elicit from the class They’ve got a (book).

CD 1 07

What pet have they got? Listen and say the letter.

• Pupils look at the pictures and say the animals they can

see. • Play the recording. Pupils check answers in pairs by saying the name and the letter. • Play the recording again. • Check answers in open class encouraging pupils to give full sentences, e.g. David has got a hamster. CD1 Track 07

1 Emma: This is David. He’s got a hamster. 2 Daniel: This is Sandra. She’s got two cats. 3 Emma: These are Tom and Kim. They’ve got a parrot. 4 Daniel and Emma: We’re Daniel and Emma, and we’ve got a dog. His name is Bob!

Key: 1 b, 2 d, 3 a, 4 c 2

CD 1 08

Listen and say.

• Play the recording. Pupils listen and repeat. • Pupils practise saying the sentences in pairs. 3

Look at the picture. Say and guess.

• Pupils say what objects they can see in the picture, e.g. kite, book, camera, bike. • Say the names on the picture for pupils to repeat. • Do the example as a class. Elicit the other name (Frank). • In pairs, pupils take turns to say He/She’s got ... or They’ve got ... and call out the names. • Monitor and help. Check pupils are using he/she’s got and they’ve got correctly.

Look, read and write sentences.

Pupils refer to the pictures to complete and write sentences. 5 has got a go-kart, 6 has got a pencil case

Look at the pictures in Activity 1. Answer the questions.

• Pupils refer to the same pictures to answer questions. Key: 2 No, he hasn’t. 3 No, they haven’t. 4 Yes, he has. 5 Yes, they have. 6 No, she hasn’t.

OPTIONAL ACTIVITIES Reinforcement • Pupils work in groups of five or six. • Each pupil chooses a classroom object and keeps it

secret. • Pupils quickly flash their item to their group. • Pupils take turns to remember what item one of their classmates has, e.g. Juan has got a blue pencil. The rest agree or disagree by saying Yes, he has. / No, he hasn’t.

See also Teacher’s Resource Book Worksheet 3, p9

Extension • Pupils draw a picture of a friend or family member

with an object, e.g. their bicycle, car, pet, etc. • Pupils write a sentence about the person, e.g. My mum has got a computer. • Then they swap pictures with a partner. They ask a question about the person in their partner’s picture, e.g. Has (Lucia) got a cat? The pupil who drew the picture answers Yes, he/she has or No, he/she hasn’t.

Grammar focus [PB p106] 2

Say the complete sentences. Use ’s got or ’ve got. • Pupils complete the sentences in their notebooks. • They compare in pairs before checking with the class.

Key: 1 ’s got, 2 ’ve got, 3 ’ve got, 4 ’s got, 5 ’ve got 2

Put the words in order. Then answer.

• Pupils order the questions in their notebooks and write short answers referring to the ticks and crosses. Check with the class.

Key: 1 Has Clara got a computer? Yes, she has. 2 Have

they got a notebook? No, they haven’t. 3 Has Daniel got a rubber? No, he hasn’t. 4 Have you got a pencil case? Yes, I have. 5 Has she got a desk? No, she hasn’t.

Meet The Explorers

Lesson 5

Objectives • to read a picture story for pleasure

Language

• •

to review language from the unit to check comprehension of the story

Basic competences

Recycled language: character names

Language competence: Pupils listen to a story.

Receptive language: wait here, They’ve got, Let’s

Cultural awareness and expression: Pupils act

get them! get (the book) back, go away, silly, We’ve got, Well done

out the story.

Social and civic competences: Pupils learn the value of being brave.

Materials CD

Meet The Explorers

Lesson 5

Pupil’s Book, page 8 Warm-up • Write Ben, Lucy and Buster (the dog) on the board. • Elicit what pupils remember about the characters giving prompts if necessary, e.g. explorers, treasure, castle. • Elicit where Lucy goes at the beginning of the story (downstairs) and to which room (the basement).

CD 1 09

Activity Book, page 8 1

Remember the story. Who says these things? Circle.

• Pupils remember who said what in the story. Key: 2 Horax, 3 Lucy, 4 Ben, 5 Zelda, 6 Lucy

The old book

• Elicit which characters pupils can see in the pictures (Ben, Lucy, Buster, Horax and Zelda).

• Play the recording. Pupils listen to find out who else wants the book (Horax and Zelda) and how Ben and Lucy get the book back. (They swing from the tree.) • Pupils compare their ideas in pairs. Elicit answers. • Play the recording again. Pause after each frame to check understanding. Pupils can use L1 to talk about some of the events.

OPTIONAL ACTIVITIES Reinforcement • Put pupils in groups of four to take a role of one of

the characters in the story. • Play the recording. Pupils repeat in roles. • Then they practise the story in their groups without the recording. • Invite groups to act out the story for the class.

Extension • Ask questions about the story and encourage pupils

to use have got. For example, Who has got the book at the beginning? (Ben and Lucy have got the book.) Who helps the children? (Buster.) Who has got the book at the end? (Horax and Zelda have got the book.) Who has got an idea? (Lucy has got an idea.)

Meet The Explorers

Lesson 6

Objectives • to check comprehension of the story • to practise short vowel sounds (/æ/, /e/, /Ι/, /

• to practise conversation sequences /, /^/)

Language New language: pat Recycled language: language from the story Receptive language: policewoman

Materials CD

Meet The Explorers

Basic competences Language competence: Pupils label statements about the story true or false and interpret the message behind the story.

Lesson 6

Pupil’s Book, page 9 Warm-up • Ask questions about the story, e.g. Where are the friends? (In the castle.) What do they find? (A secret door and an old book.)

Read and say true or false.

• Refer pupils back to the story. • In pairs, pupils read the sentences and decide together if

they are true or false. • Elicit the answers in open class. Ask pupils to point to the correct picture frame as they do.

Key: 1 true, 2 false, 3 true, 4 false, 5 true 3

Find who says ...

• Write Let’s get them on the board. • Ask pupils to tell you what short vowel sound is in each

word. • Remind pupils of the five short vowel sounds: /æ/, /e/, /Ι/, / / and /^/. • Pupils repeat Let’s get them after you. • Then they find the text in the story (frame 2) and say who said it.

Activity Book, page 9 1

•

CD 1 11

Write the words. Listen and check. Then say with a friend.

Pupils complete the sentences with the phrases and listen to check their answers. Then they practise the dialogues in pairs.

Key: 1 get them, 2 Well done •

•

Look and write a, e, i, o or u.

Pupils look at the pictures and complete words with the correct vowel.

CD 1

Listen, say and check your answers.

Pupils listen to the recording to check their answers in Activity 2. Then they work in pairs pointing to pictures for their partner to say the word.

Key: 2 a bin, b Ben, 3 a cat, b cut, 4 a bed, b bad, 5 a man, b men, 6 a cup, b cap

Key: Zelda 4

CD 1 10

Listen and say.

• Pre-teach pat by pointing to the picture or miming the action.

• Play the recording. Pupils look at the picture, read and repeat.

Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• Repeat the sentence as a class without the recording. Then pupils repeat in pairs.

OPTIONAL ACTIVITIES Reinforcement • Pupils close their books. Dictate the Phonics sentence for pupils to write in their notebooks. • They compare with a partner before checking in their Pupil’s Book.

Extension • Ask When are Ben and Lucy brave in the story? (When they are tied up and when they get the book back.) • Elicit why it’s important to be brave and encourage pupils to say when they have been brave or when they have seen other people be brave. Note: This discussion may need to take place in L1. Note: You could now do the end-of-unit test on Teacher’s Book pages 192–193.

Meet The Explorers

1 My week

Lesson 1

Objectives • to present the core vocabulary (days of the week) • to practise the core vocabulary through a communicative game

Language New language: days of the week: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday

Recycled language: activities, the alphabet, numbers, favourite, What’s your favourite ...?

Receptive language: arts festival, library, puzzle

Materials CD, Teacher’s Resource Book (optional)

Unit 1 My week

• •

to practise writing the core vocabulary to practise the core vocabulary through a personalised speaking activity

Basic competences Language competence: Pupils identify and

name days of the week. Pupils work in pairs to talk about the days of the week.

Mathematical competence: Pupils group the

days of the week according to how many letters they have.

Sense of initiative and entrepreneurship:

Pupils ask and answer about their favourite day of the week and complete a table.

Lesson 1

Pupil’s Book, page 10 Warm-up • Point to the top of the board where you write the day and the date. • Elicit what day it is today, e.g. It’s Monday. Elicit the other days of the week. • Elicit which day is the pupils’ favourite and why.

Presentation • Were all the days of the week in turn and in sequence.

Say the word for the pupils to repeat in chorus. Repeat if necessary. • Write Days of the week in the middle of the board and invite pupils to write the words around it to make a word map.

CD 1 13

Listen and look. Then listen and say the words.

• Pupils look at the picture in their Pupil’s Books. • Elicit who they can see (Ben and Lucy) and where they are

Activity Book, page 10 1

Think!

Look, think and write the days of the week.

Thinking skill: sequencing • Pupils look at numbers and write the days of the week. Key: b Sunday, c Wednesday, d Saturday, e Tuesday, f Thursday, g Monday

•

Answer the questions.

Pupils answer questions about the days of the week related to spelling.

Key: 1 Friday, Sunday, 2 Tuesday, 3 Thursday, Saturday, 4 Wednesday

•

Complete the table for you. Then ask three friends.

Pupils write their favourite day in the table. They ask three more pupils to complete the table. Strong pupils explain why it’s their favourite day.

Key: Pupils’ own answers

(at school).

• Elicit what there is on Sunday (the school Arts Festival). Check understanding of vocabulary. • Play the recording. Pupils point to the days when they hear them. CD1 Track 13

Lucy: Look, Ben! It’s the Arts Festival this week! Ben:: Great! I’ve got Music today and Drawing on Ben Tuesday and … Lucy:: I’ve got Painting on Wednesday and Friday. And Lucy the festival’s on Sunday! Ben:: Yes! Oh … but what about the puzzle in the Ben book? Lucy:: We’ve got time for that. Come on. Let’s go to Lucy the library. Ben:: Good idea. Mr Williams the librarian can help us. Ben

OPTIONAL ACTIVITIES

Now say the words. 1 Monday, 2 Tuesday, 3 Wednesday, 4 Thursday, 5 Friday, 6 Saturday, 7 Sunday

Reinforcement • Hold a wordcard so that pupils cannot see it. They try

• Play the recording again. Pupils repeat the words. • In pairs, pupils practise pointing to and naming the days. Note: Focus pupils’ attention on the coded message at the bottom of the picture. Ask them what they think it could be and what it might say. Tell pupils that they will find out later in the unit (in lesson 6).

Say the day before and after.

• Do the example as a class. Check which day is before Thursday (Wednesday) and which is after (Friday). • Pupils do the activity in pairs. • Monitor and check.

to guess the day, e.g. Is it Monday? • The pupil who guesses correctly comes and chooses a wordcard for the class to guess.

 See also Teacher’s Resource Book Worksheet 1, p11

Extension • Stick the wordcards around the classroom. • Pupils stand under their favourite day, according to

AB Activity 3. • There groups exchange information about why they chose that day. • Draw a bar chart on the board to show how many pupils like each day.

Unit 1 My week

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a personalised speaking activity

Language

to practise the core grammar through listening for specific information

•

to practise word order in affirmative sentences in the present simple

Basic competences

New language: Free time; So do I / I don’t, days of

Language competence: Pupils talk about what

Recycled language: free time activities

Social and civic competences: Pupils interact

the week

Receptive language: busy week, Great! Cool! What do you do on (Saturdays)? What about you?

Materials CD, Teacher’s Resource Book (optional)

•

Unit 1 My week

they do in their free time during the week. with each other, talking about their week.

Lesson 2

Pupil’s Book, page 11 Warm-up • Clap twice and say a day of the week, e.g. Tuesday. • The class claps three times and says Wednesday. • Pupils continue until they get to Monday. • A pupil starts the clapping game again by saying another

Activity Book, page 11 •

CD 1 14

Read and listen. Then say the correct answer.

• Look at the photos with the class. Ask what activities the

children can see (play tennis, play football). Then elicit the children’s names (Rosie, Sam). • Ask the pupils to read silently through the dialogue and think about the correct answer. Elicit ideas from the class. • Play the recording. Pupils check answers in class. • Pupils read the dialogue in pairs.

Key: 1 Mondays, 2 Mondays, 3 Fridays, 4 Saturdays 2

CD 1 15

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • Explain that we use So do I to agree with someone and I don’t to disagree. • They practise saying the sentences and responding in pairs.

Talk about your week. Write on the board I play football on _____ . Brainstorm a • list of free time activities on the board. • Demonstrate the example in the Pupil’s Book first with one or two pupils. • Pupils take turns to say what activities they do and other pupils respond accordingly.

Listen and tick (3) the box.

Y LE

Pupils listen to a recording and tick the correct picture. Interviewer: Sue, what do you do on Saturdays? Sue: On Saturdays I ride my bike. It’s fun! Interviewer:: Really? So do I! Bob, what about you? Interviewer Bob:: On Saturdays I play computer games. Bob Interviewer:: Right. And what about you, Kate? Interviewer Kate:: I don’t. I ride my horse on Saturdays. Kate Interviewer:: And you, Tim? Interviewer Tim:: I go swimming. Tim

Presentation • Stick the wordcards on the board. • Under each day write an activity, e.g. go swimming, and

CD 1

CD1 Track 16

day.

mime it. • Point to each day and say, e.g. Monday. I go swimming. • Pupils repeat.

Key: 2 Bob: play computer games (2nd picture), 3 Kate: ride my horse (1st picture), 4 Tim: go swimming (3rd picture)

•

Put the words in order.

Pupils reorder words to make sentences with the present simple and days of the week.

Key: 2 I play football on Fridays. 3 I fly my kite on Sundays. 4 I ride my horse on Tuesdays. 5 I ride my bike on Wednesdays.

OPTIONAL ACTIVITIES Reinforcement • Mime one of the actions for pupils to guess. • Pupils take turns to mime and guess in pairs. +

See also Teacher’s Resource Book Worksheet 2, p12

Extension • Pupils draw a 2 x 2 grid. They write two days of the

week and draw two pictures of a free time activity in each square. • Play Bingo. Say a day, e.g. Monday followed by an activity, e.g. play tennis. If pupils have the day or activity in their grid, they cross it out. • The first pupil to cross out all of their days and activities is the winner.

Grammar focus [PB p107] 1

Say and answer So do I or I don’t. • Elicit the full example for the girl in the table, I play tennis on Mondays. • Tell pupils to look at the picture of the boy and elicit the answer for Monday, So do I. • Do another example for I don’t. • Pupils work in pairs as the children in the table. They say sentences about what they do and respond.

Key: (possible answers) I play tennis on Mondays; So do I.

I play football on Tuesdays; I don’t. I go swimming on Fridays; I don’t. I play basketball on Tuesday; I don’t. I play computer games on Friday; I don’t.

Unit 1 My week

Lesson 3

Objectives • to consolidate the core vocabulary and grammar (days • of the week, free time; So do I / I don’t) through a song • • to sing a song for pleasure Language

to encourage pupil creativity

Basic competences

New language: days of the week, free time; So do

Language competence: Pupils join in with a

Recycled language: free time activities

Cultural awareness and expression: Pupils

I / I don’t

Receptive language: play hide-and-seek, what a busy week!

Materials CD, classroom objects (optional)

to check comprehension of the song

Unit 1 My week

song.

sing together as a class.

Sense of initiative and entrepreneurship:

Pupils write a new verse for the song and illustrate it with a picture.

Lesson 3

Pupil’s Book, page 12 Warm-up • Mime six activities and ask pupils to write each one in

Activity Book, page 12 1

Read the song in the Pupil’s Book and tick (3) the box. Then complete the sentences.

their notebooks.

•

spelling.

Key: 2 play computer games (2nd picture), 3 play football

• They compare with a partner and check each other’s • Check with the class. 1

CD 1 17 18

they can see (lots of children) and that they are doing lots of different activities. Pre-teach busy. • Play the recording. Pupils follow the song in their books. • Play the recording again, pausing after each verse for pupils to repeat. • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD1 track 18) for pupils to sing in groups.

(1st picture), 4 play hide-and-seek (2nd picture)

Listen and sing.

• Pupils look at the picture in the Pupil’s Book. Elicit who

Pupils read verses from the song and tick the correct picture.

•

Write a new verse about you. Draw a picture.

Pupils write a new verse about themselves. They draw a picture to illustrate their verse.

Key: Pupils’ own answers

Point to the pictures and say.

• Play the recording again (CD1, track 17). Pupils listen, read and point to the pictures and the corresponding activity and day of the week. • In pairs, they point to the pictures and say the days of the week. • Elicit from the pupils what the children are doing that day, e.g. On Saturdays they sing.

OPTIONAL ACTIVITIES Reinforcement • Play the karaoke version of the song (CD1, track 18) so pupils can sing the verse that they wrote in AB Activity 2.

Extension • Play ‘Hide-and-seek’ using a ruler or a pen. • A pupil faces the wall and closes his/her eyes. • Hide the ruler in the classroom. • The pupil walks around the class. When he/she gets

near the ruler, the class says You’re warm. When he/ she goes away from it, they say You’re cold. • Hide other objects for pupils to take turns playing the game. • Pupils can play the game in groups.

Unit 1 My week

Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through listening for specific information

Language New language: Do you … ? Yes, I do / No, I don’t, days of the week, free time

Materials CD, Teacher’s Resource Book (optional)

Unit 1 My week

•

to give further practice in free time activities with the core grammar through a communicative game

•

to give further practice in the core grammar through a personalised writing activity

Basic competences Language competence: Pupils ask and answer about free time activities using the present simple.

Social and civic competences: Pupils work

together to play a game practising questions and short answers with the present simple.

Lesson 4

Pupil’s Book, page 13 Warm-up • Divide the class into days of the week. • Each group sings the line(s) from the song in the previous lesson with or without the recording. Everyone sings the chorus.

Presentation • Say I go swimming at the weekend. Ask a pupil Do you

go swimming at the weekend? Prompt a short answer: Yes, I do / No, I don’t. • Pupils ask and answer the same question around the class in open pairs. • Say another sentence, e.g. I play the piano on Tuesdays and continue.

CD 1 19

Listen and say the correct answer.

• Pupils look at the pictures. Elicit what they can see to

check understanding of listen to music and play computer games. • Play the recording. Pupils listen and point. CD1 Track 19

Boy: Do you listen to music at the weekend? Girl:: No, I don’t. Girl Boy:: Do you play computer games at the weekend? Boy Girl:: Yes, I do. Girl

• Play the recording again. Pupils read the questions and say the correct answer in pairs. • Check with the class.

Key: No, I don’t; Yes, I do. 2

CD 1 20

Listen and say.

• Play the recording. Pupils read and repeat. • They practise saying the question and answers in pairs. 3

Play the question game.

• Pupils work in groups of four to six. Ask a group to stand in a circle at the front of the class. • Stand in the circle and ask a Do you …? question to the pupil on your left. If he/she answers Yes, I do, he/she asks another question to the pupil on the left. If he/she answers No, I don’t, the game changes direction and he/ she asks the pupil on the right.

Activity Book, page 13 1

•

Follow the lines and find the answers. Then write.

Pupils read questions and trace the line that matches each question to a picture. They write Yes, I do or No, I don’t to answer the questions referring to the pictures.

Key: 2 No, I don’t. 3 Yes, I do. 4 Yes, I do. 5 No, I don’t. 6 No, I dont.

•

Write the words and tick (3) the box.

Pupils complete the questions with the verbs. Then they tick the correct box for themselves. If there’s time, they can ask and answer questions in pairs.

Key: 2 ride, 3 play, 4 play, 5 listen, 6 take

OPTIONAL ACTIVITIES Reinforcement • Write Do you ... at the weekends? on the board. Mime

an action from the lesson, e.g. riding a bike. • Ask the pupils to think of the question you are miming, e.g. Do you ride your bike at the weekends? • Invite individual pupils to mime a different question. Encourage the class to say the question referring to the prompt on the board.

See also Teacher’s Resource Book Worksheet 3, p13

Extension • Draw a simple 5 x 5 grid on the board and add the

title At weekends. • Down the left side write four activities, e.g. play football. • Pupils copy it in their notebooks, adding the names of four friends to the top of each column. • They ask and answer in groups of four and record answers with a tick or cross.

Grammar focus [PB p107] 2

Put the words in order. Then ask and answer. • Pupils reorder the words to write questions in their notebooks. • Check as a class. • Then they practise asking and answering the questions in pairs.

Key: 1 Do you play football on Fridays? 2 Do you listen

to music at the weekend? 3 Do you go swimming on Mondays? 4 Do you ride your bike on Sundays? 5 Do you play tennis at the weekend?

Unit 1 My week

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: characters and language from the story

Receptive language: in code, clue, like + -ing,

puzzle, keep, secret, sure, tell, That’s fine, want, No way, understand, follow

Materials CD

Unit 1 My week

• •

to check comprehension of the story to practise problem-solving

Basic competences Language competence: Pupils listen to a story. Social and civic competences: Pupils learn the value of being curious.

Mathematical competence: Pupils decode a puzzle by referring to a code.

Cultural awareness and expression: Pupils act out a story.

Lesson 5

Pupil’s Book, page 14 Warm-up • Write The Explorers on the board and elicit their names

(Ben, Lucy and Buster). • Elicit what pupils remember about the story from the first episode, e.g. They find a book. Zelda and Horax take the book and tie them up. Buster helps them get the book back.

CD 1 21

Getting help

• Ask where the friends are in frame 1 (the library) and who they are with (the librarian). • Play the recording. Pupils listen and follow in their Pupil’s Book. • Ask Why can’t they read the book? (It’s in code.) Does the librarian help them? (No.) What does Lucy find? (The secret to the code.) • Play the recording again for pupils to read.

• Play the recording again pausing for pupils to repeat the story.

Activity Book, page 14 1

emember the story. Match the questions R with the answers. Think!

Thinking skill: matching • Pupils read questions from the story and match them to the correct answers.

Key: 2 d, 3 a, 4 e, 5 c 2

What’s the message from the book? Use the code to write it. Think!

Thinking skill: decoding a puzzle • Pupils use a code to decode a message. Key: Find the seven letters to open the door to the treasure.

Note: Focus pupils on the ‘The Explorers’ stamp in frame 7 of the story. Explain to pupils that in each story Ben and Lucy will find a letter. In order to find the treasure, pupils will need to record the letters on this page as they work through the book. It will help them to solve the puzzle at the end!

OPTIONAL ACTIVITIES Reinforcement • Put pupils into groups of five to take a role of one

of the characters from the story (Ben, Lucy, Mr Williams, Horax, Zelda). • Play the recording. Pupils repeat in roles. • Then they practise the story in their groups without the recording. • Invite groups to act out the story for the class.

Extension • Pupils choose a sentence from the story and write it in their notebooks using the code in AB Activity 2.

• They exchange notebooks with a partner and solve each other’s puzzles.

Unit 1 My week

Lesson 6

Objectives • to check comprehension of the story • to practise conversation sequences Language

to present the letter names in English and practise saying them

Basic competences

New language: Can you help us? Come on, Good

Language competence: Pupils interpret the

Recycled language: language from the story,

Mathematical competence: Pupils decode a

Receptive language: lunchtime, ask, problem

Social and civic competences: Pupils practise

idea, Excuse me Let’s ...

Materials CD

•

Unit 1 My week

message behind a story.

puzzle by referring to a code.

making suggestions and asking for help.

Lesson 6

Pupil’s Book, page 15 Warm-up • Ask questions about the story, e.g. Can Ben and Lucy read the book? Why?/Why not? (No, because it’s in code.) Does the librarian help them? Why?/Why not? (No, because he can’t keep the book.) What happens next? (There are no lights. They can’t see.)

What’s the message from the book? Use the code to find out. Think!

Thinking skill: decoding a puzzle

Activity Book, page 15 1

•

Key: Find the seven letters to open the door to the treasure.

Find who says ...

Write the words. Listen and check. Then say with a friend.

Pupils look at the pictures and complete the sentences. They check answers by listening to the recording. Then they practise the dialogues in pairs.

Key: 1 Come on, Let’s go, 2 Can you help us •

• Play the recording of the story again. Pupils follow in their Pupil’s Books. • Point to the code and explain that each symbol represents a letter. Point to the coded message and ask pupils to decode it in their notebooks. • They work individually and write the message. Then they compare their answers in pairs. • Check with the class. • Pupils then go to page 14 of the Activity Book and record the code there.

CD 1

•

CD 1

Listen and write. Pupils listen to the alphabet and complete the table according to the sound of the letters. 24

Listen, say and check your answers. 25 Pupils listen to the recording again and repeat the letters.

say

see

Ben

five

you

car

U W

• Read the sentence and explain that we say the letters when we see capitals put together like in OK.

• Ask pupils to say the sentence and find who says it in the story (frame 4). • Check with the class.

Key: Lucy 4

CD 1 22

Listen and say.

• Pupils look at the picture and say what they can see (aliens dancing). • Write DJ, K, CD, ET and QB3 on the board. • Play the recording and ask the pupils to notice how the words/letters are pronounced. Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• Invite the class to say the words/letters on the board. • Play the recording again. Pupils repeat chorally.

OPTIONAL ACTIVITIES Reinforcement • Have an alphabet race. Divide the class into two

teams. • Draw the chart from AB Activity 2 on the board. Copy the seven columns with the words written at the top, but leave the columns blank. • Call out letters randomly. For each letter, a pupil from each team races to write the letter in the correct column. The player who does this first wins a point for his/her team.

Extension • Write the short dialogues from AB Activity 1 on the

board. • Underline key words (names, lunchtime, man). • Pupils work in pairs and make up their own dialogues by replacing the underlined words. • Pupils practise and then role play their dialogues for the class.

Unit 1 My week

Lesson 7

Objectives • to integrate other areas of the curriculum through English: Music

•

to practise identifying, counting and classifying musical instruments

to extend pupils’ understanding of musical instruments and instrument families

Language

Basic competences

New language: recorder, guitar, triangle, flute,

Language competence: Pupils use known

Recycled language: numbers, There’s / There are

Cultural awareness and expression: Pupils

piano, drum, musical, wind / stringed / percussion, instrument

Receptive language: blow, sound, rhythm

Materials CD, a musical instrument or a picture of one (optional), paper, coloured pens/pencils (optional), Teacher’s Resource Book (optional)

•

Unit 1 My week

language to talk about musical instruments in English. learn about three types of musical instruments.

Mathematical competence: Pupils identify and count instruments in a picture puzzle.

Lesson 7

Pupil’s Book, page 16 Warm-up • Show a picture of a musical instrument or bring a real one to class. You could also draw the musical instrument on the board. • Tell pupils that this is a musical instrument and name it, e.g. flute. • Ask pupils if they play any instruments and which ones. Pupils might use L1. Supply the English words they need.

CD 1 26

Listen and say the letter.

• Ask Do you listen to music? and elicit the types of music

pupils like. Ask pupils if they play any of the instruments in the pictures. • Play the recording. Pupils check answers in pairs. • Play the recording again checking answers in open class.

Activity Book, page 16 1

Count and complete the sentences. Think!

Thinking skill: classifying • Ask pupils to point out where the flute is. Ask How many flutes are there? (One).

Key: 2 pianos, 3 triangles, 4 recorders, 5 guitars, 6 drums •

Look at Activity 1. Correct the sentences.

Pupils read sentences and correct them by referring to the picture in Activity 1.

Key: 1 There are seven wind instruments. 2 There are ten stringed instruments. 3 There are 16 percussion instruments.

Key: 1 b, 2 c, 3 a 2

Read about the different families of musical instruments.

• Read the information about the different families of instruments as a class.

• Check pupils understand blow, sound and rhythm. • Demonstrate the action used to play each set of the

instruments. Say the instruments for the pupils to do the action.

Which family are the instruments in Activity 1 from?

• Ask Is the piano a wind instrument? Elicit No. It’s stringed. • Pupils talk about the instruments in Activity 1. Refer them back to the text if they need to check. • Check answers in open class.

Key: a recorder – wind; b guitar – stringed; c triangle – percussion

OPTIONAL ACTIVITIES Reinforcement • Elicit the following instruments to the board –

recorder, guitar, triangle, flute, piano, and drum.

• In pairs, pupils draw their own picture as in AB Activity 1 and include as many instruments as they like. For example, ten recorders, seven drums etc. They then swap pictures with another pair and try to find all the examples of each musical instrument. • In class feedback elicit full sentences. For example, In Sara and Martin’s picture, there are five drums, two pianos etc.

See also Teacher’s Resource Book Worksheet 4, p14

Extension • Invite a pupil to the front. • The pupil mimes playing an instrument. The first pupil to guess the instrument correctly and say its family comes to the front and mimes another instrument.

Unit 1 My week

Lesson 8

Objectives • to categorise more musical instruments by applying knowledge and experience

• to personalise the topic Language

to do a craft project (make some maracas) to practise writing words for musical instruments by labelling pictures

Basic competences

New language: trombone, harp, cymbals, cello,

Language competence: Pupils talk about musical

Recycled language: What’s your favourite ...?

Social and civic competences: Pupils work

castanets, saxophone

Receptive language: empty plastic bottles, fill, shake

Materials plastic bottles, rice, paper, paint

• •

Unit 1 My week

instruments in English.

together to complete a project.

Sense of initiative and entrepreneurship:

Pupils follow instructions to make some maracas. Then they play them.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

Lesson 8

Pupil’s Book, page 17 Warm-up • Elicit the three families of instruments (wind, stringed, percussion) and write the words on the board.

• In pairs, pupils write as many instruments as they can

•

(castanets), drum, triangle; stringed: cello, guitar, piano

OPTIONAL ACTIVITIES Reinforcement

• Write the following prompt on the board: My favourite

Look at the instruments. Which family are they from?

lesson is …

• Give pupils 5 minutes to choose their favourite page

• Read out the names of the instruments. Pupils repeat. • In pairs, they say which family each instrument belongs

from unit 1 in the Pupil’s Book. • Elicit from pupils their favourite lessons, e.g. My favourite lesson is singing the song about a busy week. My favourite lesson is talking about my favourite day of the week with my friends. • Write some examples on the board. Pupils write a sentence about their favourite lesson into their notebooks.

to. Do an example with the class, e.g. Trombones are wind instruments. • Check answers with the class and write the categories on the board.

Key: trombone – wind, harp – stringed, cymbals –

percussion, cello – stringed, castanets – percussion, saxophone – wind

Extension

Answer the questions. • Discuss question 1 as a class. • Supply the English words for the instruments pupils talk about and add them to the groups on the board. • Pupils discuss question 2 in groups, then as a class. • Add any new instruments to the categories on the board. • Pupils copy the new instrument words in their notebooks in the three groups (wind, stringed, percussion).

Make some maracas. Project • Point to the pictures of the children making the maracas. Ask the question Which musical instrument family are your maracas from? and elicit Percussion. • Invite individual pupils to read out an instruction under the pictures. Explain any unknown words. • Hand out the materials and help pupils create their maracas. Encourage fast finishers to help other pupils. • When they finish, conduct small groups in turn to play their maracas to the class.

Activity Book, page 17 •

Look and write the words.

Pupils look at the pictures of musical instruments and use words from the box to label the instruments.

Key: 2 cello, 3 drum, 4 flute, 5 guitar, 6 piano, 7 recorder, 8 triangle, 9 trombone

Pupils categorise the musical instruments in Activity 1 according to the family they are from.

Key: wind: flute, recorder, trombone; percussion:

remember in each group on a piece of paper. • Pairs swap papers and check each other’s work. • Elicit the instruments and write them on the board in the three groups.

Look at Activity 1. Write the instruments in the families.

• Ask pupils to describe their maracas to their friends. They can do this in pairs. Elicit some examples, e.g. My maracas are green and pink, etc. • Pupils then each write a description of their maracas.

Note: You could now do the end-of-unit test on Teacher’s Book pages 194–195. You could also use the Lesson Culture for unit 1 on page 88 (PB).

Reading time •

Read the words and match. Then write.

Pupils read the words and match them to the corresponding phonics.

Key: ur: Thursday, purple, nurse ir: birthday, shirt, girl, thirty, dirty, skirt, thirty

•

Read the text. Circle the ‘ur’ words and underline the ‘ir’ words.

Pupils read the text and circle all the words with ur and underline all the words with ir.

Key: ur: Saturday ir: birthday

•

Read the text again. Tick  or cross . Pupils read the text again and decide whether sentences are true or false.

Key: , , 

Unit 1 My week

2 Birthdays

Lesson 1

Objectives • to present the core vocabulary (months of the year) • to practise the core vocabulary through a communicative game

Language New language: months of the year: January,

February, March, April, May, June, July, August, September, October, November, December

Recycled language: favourite, cold, hot, windy, snowy, rainy

Receptive language: Happy birthday, Christmas, Let’s have some cake

Materials CD, Teacher’s Resource Book (optional)

Unit 2 Birthdays

•

to give further practice of the core vocabulary by looking at pictures related to different months of the year

•

to reinforce spelling of the core vocabulary

Basic competences Language competence: Pupils identify and spell months of the year.

Social and civic competences: Pupils play a guessing game with the months of the year.

Basic competences in science and technology: Pupils associate activities to

different times of the year and type of weather.

Lesson 1

Pupil’s Book, page 18 Warm-up • Elicit from pupils who has a birthday soon. • Ask do they have a party and what they like to do,

e.g. invite friends for tea. • Elicit if any of the pupils know in what month their birthday is, in English.

Presentation • Hold up each wordcard in turn or write each month on

the board and in sequence. Say the word for pupils to repeat in chorus. • Hold up the cards and ask the pupils to repeat the words loudly, quietly, quickly, slowly etc.

CD 1 27

Listen and look. Then listen and say the words.

• Pupils look at the picture in their Pupil’s Books. • Elicit who they can see (the Explorers with other friends)

and where they are (at Lucy’s birthday party). • Elicit what items pupils can see which show them it’s a birthday party (a cake, candles, balloons). Ask When is Lucy’s birthday? (September – there is a star on the calendar). • Play the recording. Pupils point to the months in their books when they hear them. • Play the recording again pausing after each month. Focus on pronunciation and where the stress comes on the words. CD1 Track 27

Tom: Happy birthday, Lucy! Lucy:: Thanks, Tom! September’s my favourite month. Lucy Ben:: I like May. It’s my birthday in May! Ben Penny:: My favourite month is December – it’s Christmas. Penny Lucy:: OK. Let’s have some cake! Oh, Buster! Lucy All:: Happy birthday to you, Happy birthday to you! All Now say the words. 1 January, 2 February, 3 March, 4 April, 5 May, 6 June, 7 July, 8 August, 9 September, 10 October, 11 November, 12 December

• Play the recording again. Pupils repeat the months. • In pairs, pupils practise pointing to and naming the months in their books.

Guess the month.

• Do the example as a class. Say J and elicit the answer

January. Do another example with the whole class. For example, say This month starts with M and elicit the month you are thinking of (March, May).

• Pupils play the game in pairs. • Monitor and check the correct pronunciation of the letters.

Activity Book, page 18 • •

Look and circle the month.

Pupils look at pictures of activities and circle the correct month. They think about when we do these activities.

Key: 2 February, 3 December, 4 June, 5 May, 6 July, 7 November, 8 September, 9 January, 10 April, 11 August, 12 October

Note: Explain to pupils that in the United Kingdom it is tradition to celebrate Bonfire Night on the 5th November. There is a big bonfire and fireworks. You may have to use L1 for this explanation.

•

Look at the pictures in Activity 1. Write the words.

Pupils look at the pictures in Activity 1 again. They reorder letters to write months and complete sentences.

Key: 2 January, 3 July, 4 April, 5 March

OPTIONAL ACTIVITIES Reinforcement

• Pupils look at the pictures in AB Activity 1. • Say Ride my bike. Pupils look for the correct picture

and tell you the month (June). Do the same for more pictures and months. Pupils play the game in small groups. •

See also Teacher’s Resource Book Worksheet 1, p16

Extension

• Write on the board What is your favourite month? My favourite month is … .

• Pupils draw a simple table with six columns for six

names. • They walk around the classroom and ask six classmates what their favourite month is. Pupils write the names and answers in their table. • Monitor and help. Encourage pupils to say why they like the month they have chosen. • Invite pupils to talk about a classmate, e.g. (Ana)’s favourite month is July. It’s hot and sunny in July.

Unit 2 Birthdays

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a personalised

•

to practise the core grammar through listening for specific information

speaking activity

Language New language: When’s your birthday? It’s in (April),

Language competence: Pupils say when their

Recycled language: birthday, possessive

Social and civic competences: Pupils work

our, their, months of the year

adjectives (my, your, his, her)

Receptive language: This is (my friend), This is (me and my sister), These are (my cousins)

Materials CD, classroom objects (optional), Teacher’s Resource Book (optional)

Basic competences

Unit 2 Birthdays

and other people’s birthdays are.

together to ask and answer about their birthdays.

Lesson 2

Pupil’s Book, page 19 Warm-up • Use classroom objects to review my, your, his, her. Write

them on the board for pupils’ reference if necessary. • Hold up your pen and say This is my pen. Point to Pupil A’s pen and say This is your pen. Hold up the pen and prompt Pupil B to say This is his (or her) pen. • Practise with other objects and other pupils.

Presentation • Draw a picture of a birthday cake on the board and write

the month your birthday is in on the cake. Say My birthday is in (March). • Go around the class and ask When’s your birthday? Encourage a few pupils to answer simply with the month and not a full sentence at this stage.

CD 1

Look at Laura’s friends and family. Listen and say the month. • Look at the photos with the class. Ask pupils what the children are doing (celebrating their birthdays). • Ask pupils to read the months in the word box. • Play the recording. Pupils listen and then in pairs say when the children’s birthdays are. 28

CD1 Track 28

Laura: When’s your birthday, Tom? Tom:: My birthday’s in May. In two weeks! Tom Laura:: Great! OK, your photo goes here, in ‘May’. Tina, Laura when’s your birthday? Tina:: It’s in June. So, we’ve got a party in May and a Tina party in June. Yippee! Laura, who are the boys in this photo? Laura:: They’re Tim and Nick, my cousins. Their Laura birthdays are in August. And this is me and my sister, Sara. Our birthdays are in April.

• Check answers in open class eliciting full sentences. Key: 1 May, 2 June, 3 August, 4 April 2

CD 1

Listen and say. • Play the recording. Pupils listen and repeat in chorus. • They practise saying the question and sentences in pairs. • Ask pupils which preposition is used when talking about months (in).

Activity Book, page 19 •

class and get into birthday month groups. Some groups may be only one pupil. • Each group then presents their birthdays in turn as a memory/chain game, e.g. Group A: Our birthdays are in May. Group B: Their birthdays are in May. My birthday’s in July. Group C: Their birthdays are in May. Her birthday’s in July. Our birthdays are in January.

Listen and write the letter.

Pupils listen to the recording and match the children to their birthday months by writing a letter in the boxes. CD1 Track 30 1 Woman: Hi, Rachel. When’s your birthday? Rachel: It’s in January. 2 Woman:: Hi, Daniel. Is your Woman birthday in September? Daniel:: No, it isn’t. It’s in Daniel July. 3 Woman:: Emma, when’s your Woman birthday? Emma:: My birthday’s in Emma March. 4 Woman:: When’s your Woman birthday, Polly?

Polly: The same month as my Polly: sister. Our birthdays are in September. 5 Woman:: Hi, Mary. Are Matt Woman and Mitch your brothers? Mary:: Yes, they are. Mary Woman:: When’s their Woman birthday? Mary:: Their birthday’s in Mary June. 6 Ben:: Hi, Sarah. Please come Ben to my birthday party. Woman:: Thanks, Ben! When’s Woman your birthday? Ben:: It’s in February. Ben

Key: September P, February B, June M, July D, (January R), March E

Look, think and match the pictures with the sentences. Think!

Thinking skill: logical reasoning • Pupils read the sentences and match them to the pictures. Key: (1 e), 2 b, 3 f, 4 c, 5 d, 6 a

OPTIONAL ACTIVITIES Reinforcement

• Repeat the same activity as in the Warm-up, but

include groups of pupils to use their as well as plural objects. • Elicit the sentence from the class each time.

See also Teacher’s Resource Book Worksheet 2, p17

Extension

• Give pairs or groups of three pupils a wordcard each.

Read out a sentence to match one of the months, e.g. It’s hot / It’s windy. The pupils with the correct month on their card stand up.

Find out when your friends’ birthdays are. Then play the birthday game.

• Pupils ask and answer When’s your birthday? around the

CD 1

Grammar focus [PB p107]

Put the words in order. Pupils order sentences and questions in their notebooks. • They compare in pairs and then check as a class.

Key: 1 Our birthdays are in December. 2 When’s your

birthday? 3 My birthday’s in July. 4 Their birthdays are in August. 5 When are their birthdays?

Unit 2 Birthdays

Lesson 3

Objectives • to consolidate the core vocabulary and grammar

(months of the year, When’s your birthday? It’s in ...) through a song

Language

to sing a song for pleasure to encourage pupil creativity to consolidate the song by putting words in order

Basic competences

New language: months of the year, When’s your

Language competence: Pupils join in with a

Recycled language: It isn’t in (month) or (month);

Cultural awareness and expression: Pupils

Receptive language: Hello everyone, listen carefully,

Sense of initiative and entrepreneurship:

birthday? It’s in ... Happy birthday

This is the story of Sally, Please remember

Materials CD, a big piece of white paper/card, coloured pens/ pencils (optional)

• • •

Unit 2 Birthdays

song.

sing together as a class.

Pupils write a new verse for the song to personalise it.

Lesson 3

Pupil’s Book, page 20 Warm-up • Tell pupils that you are going to spell a month of the year with one mistake.

• Dictate a few months for pupils to write, e.g. Marct,

Febuary, Aprel, etc. • Pupils work in pairs to find the mistake. • The pair that is first to work out the correct spelling comes to the board to write it correctly. • Hold up the wordcards for pupils to check the spelling is correct.

CD 1 31 32

Listen and sing. Pupils look at the picture and say who they can see (a girl • at her birthday party, mum, dad, a cake, candles on the cake). • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. • Ask questions about the song: What is the girl’s name? (Sally.) Is her birthday in July? (No, it isn’t.) When is her birthday? (December.) • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD1, track 32) for pupils to sing in groups.

Choose words and read out your verse.

• Do an example for pupils with your own birthday. • Pupils complete their own verse in their notebooks. Monitor and help. • Pupils read their verse out in groups. • Ask for volunteers to read to the class.

Key: Pupils’ own answers

Activity Book, page 20 1

Find the months and match.

• Pupils match the numbers to the months. Key: 2 February, 3 March, 4 April, 5 May, 6 June, 7 July, 8 August, 9 September, 10 October, 11 November, 12 December

Remember the song. Put the words in order.

• Pupils reorder words to write lines from the song. Key: Her birthday’s not in October; Her birthday’s not in November; But, please, please remember; It’s in December; Happy birthday, Sally!

OPTIONAL ACTIVITIES Reinforcement

• Pupils sing the song from PB Activity 1 again. Put the

pupils into two groups or divide the class into boys and girls. • Play the karaoke version of the song (CD1, track 32). The groups sing a verse each and the chorus together.

Extension

• Pupils make a class birthday chart. • Using a large piece of paper or card, draw a grid with

space for the months of the year. Write at the top Our birthdays. • Elicit things that pupils see at birthday parties (balloons, cake, presents, food). Pupils draw and colour a birthday item of their choice. • While pupils are drawing, ask individuals to come up and write a month on the chart. • When all of the months are completed, pupils stick their pictures around the chart to decorate it. Pupils also write their name next to the month of when their birthday is.

Unit 2 Birthdays

Lesson 4

Objectives • • to present the second core grammar • to practise the core grammar through a guessing game • Language New language: adjectives: happy, sad, dirty,

clean, funny, serious, old, young, contracting is, months of the year

Recycled language: doll, monster, robot, bear, teddy, puppy, colours

Receptive language: family members, baby, This is (my family / brother)

Materials CD, coloured pens/pencils (optional), Teacher’s Resource Book (optional)

Unit 2 Birthdays

to give further practice in the core grammar through listening for specific information to practise writing sentences with adjectives

Basic competences Language competence: Pupils describe people, animals and objects using adjectives.

Social and civic competences: Pupils work together to write, mime and guess sentences using the core grammar.

Lesson 4

Pupil’s Book, page 21 Warm-up • Divide the class into two groups and invite a pupil from

each group to the front. • Write a toy or animal from the lesson on a piece of paper, e.g. doll, robot, monster, teddy, monkey, puppy. Show the word to the pupils at the front and ask them to draw the word on the board. • The first team to guess correctly gets a point.

Activity Book, page 21 •

Look, read and say the letter.

• Pupils look at the picture in their Pupil’s Book. Elicit what

toys they can see (doll, teddy bear, monkey, monsters, puppy, robots). • Pupils read the sentences and say the letters in pairs. • Check answers with the whole class. Encourage pupils to read the full sentence.

Key: 1 a, 2 c, 3 h, 4 d, 5 g, 6 b, 7 f, 8 e 2

CD 1

Listen and say. • Play the recording. Pupils listen and repeat in chorus. • Play the recording again for the pupils to repeat. • In pairs, pupils take turns saying the full sentence for their partner to say the contracted sentence.

Write a sentence and mime. Guess.

• Look at the example with the pupils. Elicit what the boy

has written (The cat’s happy). Encourage pupils to mime the example sentence. • Pupils write their own sentences and keep them secret. • In pairs, they mime and guess. Monitor. • Invite volunteers to mime their sentence to the class.

CD 1 34

Listen and number.

Pupils listen to the recording and number pictures in order. CD1 Track 34

1 Hi! I’m Alex and this is my family. Look. This is me. I’m happy! 2 This is my brother, Jonathan. He’s sad in this photo. 3 This is my mum, Ana. My mum’s funny! Look! 4 My baby sister’s young. Her name is Lucy. 5 This man is my dad, Tony. He’s very serious. 6 This is my grandpa, Bill. My grandpa’s old!

Presentation • Draw a happy and sad face on the board. Point and elicit happy and sad. • Present the other adjectives using mime, e.g. laugh for funny, put on a serious face for serious, etc. • Point to the pictures on the board and do the mimes in rotation eliciting the adjective. Repeat until pupils can remember them.

Key: a 4, (bb 1), c 2, d 3, e 6, f 5 •

Look and write the sentences.

Pupils look at pictures of animals and complete/write sentences using adjectives.

Key: 2 sad, 3 The zebra’s clean. 4 The hippo’s dirty. 5 The monkey’s funny. 6 The parrot’s serious.

OPTIONAL ACTIVITIES Reinforcement

• Refer pupils to AB Activities 1 and 2. • Say, e.g. The tiger’s sad. • Pupils look at the pictures. Encourage them to say, e.g. No. The tiger’s happy.

• Pupils continue in pairs. +

See also Teacher’s Resource Book Worksheet 3, p18

Extension

• Pupils draw a picture of their family including their

pets. • Write prompts on the board, e.g. This is my … . • They write sentences to describe their family using the adjectives, e.g. This is my brother. He’s happy. • In groups, pupils describe their pictures reading out their sentences.

Grammar focus [PB p107]

What’s the word? Say. • Do an example with the class. Encourage pupils to spell the adjective in item 1. • Pupils write the sentences in their notebooks and compare their answers in pairs. • Check with the class.

Key: 1 happy, 2 clean, 3 funny, 4 sad, 5 young

Unit 2 Birthdays

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: characters and language from the story

Receptive language: There’s ... , dark, I don’t like ... , village, What a mess, Let’s tidy up.

• •

to check comprehension of the story to describe people’s expressions and places

Basic competences Language competence: Pupils listen to a story. Social and civic competences: Pupils learn the value of being clean and respectful.

Cultural awareness and expression: Pupils act out the story.

Materials CD

Unit 2 Birthdays

Lesson 5

Pupil’s Book, page 22

Activity Book, page 22

Warm-up • Write The Explorers on the board. • Elicit what pupils remember about the story from the last

• Pupils read statements about the story and write t or f. Key: 2 f, 3 t, 4 f, 5 f, 6 t

episode, e.g. The children ask the librarian for help. He says he can’t help. Lucy finds the code. Horax and Zelda want the book.

CD 1 35

Tidying up

• Elicit where the friends are in the first picture (at Lucy’s birthday party) and who is hiding behind the bush (Horax). • Play the recording. Pupils listen and follow in their books. • Ask Where is the next clue? (In the village.) Why do Ben and Lucy tidy up? (Because the village is a mess.) Who finds the letter? (Lucy.)

•

Remember the story. Write t (true) or f (false).

Look at the pictures. Read and tick (3) the answer.

Pupils look at pictures from the story and identify the feelings and states by ticking the correct box.

Key: 1 b, 2 b, 3 a

• Play the recording again pausing for the pupils to repeat. • Invite different pupils to read out what the characters say in each frame.

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four to take a role of one of the characters.

• Play the recording. Pupils repeat in roles. • Pupils practise the story in their groups with or without the recording. • Invite groups to act out the story for the class.

Extension

• Focus on what happens in the episode of the story. • Elicit when Lucy and Ben are helpful (they help tidy up the village) and why being helpful is important. • Elicit examples of when the pupils are helpful in class and at home and when people have helped them.

Note: Some of this discussion may need to take place in L1.

Unit 2 Birthdays

Lesson 6

Objectives • to check comprehension of the story

Language New language: vegetables, heavy Recycled language: language from the story Receptive language: Come here, Come and look, What’s the problem?

Materials CD

Unit 2 Birthdays

• •

to differentiate and practise the letter sounds v and b to practise conversation sequences

Basic competences Language competence: Pupils interpret the message behind a story.

Social and civic competences: Pupils learn the message that being tidy is a good thing.

Lesson 6

Pupil’s Book, page 23 Warm-up • Ask questions about the story, e.g. Is it day or night at the

beginning/end of the story? (Day and then night.) Who finds the letter? (Lucy.) What is it? (F.)

Read and say Ben, Lucy, Horax or Zelda. • Play the recording of the story again. Pupils follow in their Pupil’s Books. • In pairs, they read the sentences and say Ben, Lucy, Horax or Zelda. • Check with the class.

Key: 1 Lucy, 2 Horax, 3 Zelda, 4 Ben, 5 Lucy

Note: Remind pupils that in order to solve the puzzle and find the treasure they need to record the letters they find on page 14 of their Activity Book.

Activity Book, page 23 1

•

CD 1 37

rite the words. Listen and check. Then say W with a friend.

Pupils complete the dialogues and listen to the recording to check their answers. Then they practise the dialogues in pairs.

Key: 1 Come and look, 2 What a mess 2

Look and write v or b.

• Pupils complete words by writing v or b. Key: 2 b, 3 v, 4 v, 5 b, 6 v, b •

CD 1 38

Listen and say.

Pupils listen to the recording and repeat. In pairs, they take turns pointing to the pictures and saying the words.

Find who says ...

• Write big and we’ve on the board, underlining the b and

’ve. • Ask pupils to put their fingers to their lips as they say the two words. Make sure their lips are together as they say b. Their teeth should touch the inside of their bottom lip for ’ve. • Pupils repeat the sentence after you. • Pupils find the sentence in the story (frame 8).

Key: Lucy 4

CD 1 36

Listen and say.

• Play the recording. Pupils read and repeat. Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• They practise saying the sentence in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Pupils draw a table with two columns in their

notebooks, with headings b and v. Dictate the words below. Pupils write them in the • correct columns: vegetable, birthday, bear, blow, Ben, festival, have, book, village, very.

Extension

• Write the dialogues in AB Activity 1 on the board.

Underline key words (name, room, puppy). • Pupils work in pairs and make up their own dialogues by replacing the underlined words. • Invite pairs to role play their dialogues for the class.

Unit 2 Birthdays

Lesson 7

Skills

Read the birthday invitation. Then answer the questions.

Bir thday

Dear Nathan, Please come to my party on Friday at 3.00. It’s in our garden. Can you bring your football? See you then, Claire

1 Who is it for? 2 What day is it on? 3 Where is it?

Read and think. Say what’s missing in each birthday invitation.

Think!

a Come to my birthday party on Sunday. You can come with your sister. Can you bring your football? The birthday party is in our garden, at 4.00. See you on Sunday, Tim

Dear Linda, Please come to my birthday party. Can you bring some music? You can come with your brother, too. The party is at my house, at 3. . See you there! Emma 3 24

Write an email. Invite your friend to your birthday party.

Reading and speaking

Lesson 7

Objectives • to integrate other skills through English: reading and writing birthday party invitations

•

to give further practice of the target language through listening for specific information

to practise reading for specific information (scanning)

Language

Basic competences

New language: invitation, garden, bring, running

Language competence: Pupils learn expressions

Recycled language: birthday, sister, brother,

Cultural awareness and expression: Pupils

shoes, race, See you there / on Saturday cousin, days of the week

Receptive language: Don’t be late

Materials CD, Teacher’s Resource Book (optional)

•

Unit 2 Birthdays

used in invitations.

write a party invitation.

Lesson 7

Pupil’s Book, page 24 Warm-up • Ask pupils what makes a good birthday party (music, food, activities).

• Ask if they give invitations to parties. What do they write on the invitation? (place, date, time).

Activity Book, page 24 1

1 Matt: Hi, James! My birthday party’s on Sunday. Can you come? James:: Sure. Thanks, Matt. Where is it? James Matt:: It’s in my garden. Oh, and you can bring your Matt new bike! James:: OK. Great! James 2 Emily:: Hi, Isabelle! Can you come to my party? Emily Isabelle:: Sure, Emily. Thanks. Can I bring my cousin? Isabelle Emily:: Yes, of course. He can play with my brother! Emily

they want to invite, the place, the day.

• Pupils read again and answer the questions in pairs. • Check with the class. Key: 1 Nathan, 2 Friday, 3 In Claire’s garden.

Read and think. Say what’s missing in each birthday invitation. Think! analysing and making inferences

• Pupils look at the invitations and say who wrote each one

(a Tim, b Tara, c Emma). • They read the invitations silently and find what information is missing. They check in pairs referring to the invitations again. • Check with the class. • Invite pupils to read an invitation for the whole class.

isten and circle the words in the birthday L invitations.

CD1 Track 39

Read the birthday invitation. Then answer the questions.

Thinking skill:

• Pupils listen to the recording and circle the correct words. Key: 2 in my garden, 3 bike, 4 cousin, 5 brother

• Invite a pupil to read Claire’s invitation. • Elicit what information is included in the invitation: who

CD 1

•

Write an invitation to your party.

Pupils write the invitations. Monitor and help as necessary.

Key: Pupils’ own answers.

Key: a the name of the person invited, b place of the party, c day of the party

rite an email. Invite your friend to your W birthday party.

• Ask pupils to use the examples in Activities 1 and 2 to

write their own invitation to a friend. • Ask pupils to include who is it for, what day it is on and where it is.

OPTIONAL ACTIVITIES Reinforcement

• Write one of the dialogues from AB Activity 1 on the

board. • Pupils read the dialogue in pairs. • Underline key words (names, day, in my garden). • Pupils work in pairs and make up their own dialogues by replacing the underlined words. • Pupils role play their dialogues for the class.

See also Teacher’s Resource Book Worksheet 4, p19

Extension

• Elicit from pupils which party from AB Activity 1 they would like to go to and why.

Unit 2 Birthdays

Lesson 8

Objectives • to draw out the pupils’ creativity and imagination • to personalise the topic Language New language: adjectives Recycled language: toys, adjectives, present simple, there is / there are

Receptive language: night time, alive, move, hop, present continuous

Materials CD, coloured pens/pencils (optional), paper, coloured card (optional)

• •

to do a craft project (draw a picture of a toy party) to interpret a sentence by acting it out

Basic competences Language competence: Pupils listen to ideas and respond creatively.

Sense of initiative and entrepreneurship:

Pupils draw and colour a picture based on what they hear.

Cultural awareness and expression: Pupils

participate in actions based on what they hear.

Social and civic competences: Pupils work together to give and respond to instructions.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

Unit 2 Birthdays

Lesson 8

Pupil’s Book, page 25 Warm-up • Write on the board What is your favourite toy? My favourite

Activity Book, page 25 1

CD 1 41

isten and act out with your teacher. Then L listen again and number the pictures.

toy is my … .

•

to write the names of ten friends.

Key: a 3, b 8, c 4, (d 1), e 7, f 2, g 6, h 5

• Pupils draw a grid in their notebooks with enough spaces • Pupils walk around the class asking and answering about their toys. They write the answers in their notebooks. • Monitor and help with spelling. • Elicit information about the toys from the whole class. • Write the toys on the board. They will be useful for later on in this lesson when pupils write descriptions.

CD 1 40

Listen and imagine. Then draw your picture.

• Tell pupils to put their heads on their desks, close their

•

eyes and listen.

tables or on the walls.

• Tell pupils to walk around and see how many different toys they can find. • Ask pupils which pictures are similar.

Extension

• In pairs, pupils swap the invitations that they wrote in

the previous lesson. They write a response on a piece of paper and swap again. • Elicit possible responses, e.g. Yes, please – See you there. / Thank you for your invitation. I would like to come. / I’m sorry, but I can’t come.

• Play the recording again. • Pupils draw their own pictures of what they imagined. • Go around the class and encourage pupils. • If you wish, pupils can stick their pictures onto coloured

Note: You could now do the end-of-unit test on Teacher’s Book pages 196–197. You could also use the Lesson Culture for unit 2 on page 89 (PB).

Reading time •

Now tell the class.

• Invite pupils to read their descriptions to the class. • Check understanding of the children listening by asking, e.g. What toys are at the party? Where is it?

Write the words in the table. Pupils pay attention to the last sound in the words (/i/ or /j/) and write the words with the target sounds in the table.

Key: family: January, February, family, baby play: May, birthday, Friday, Sunday

Key: Pupils’ own answers 3

Listen to your friend and act out. In pairs, pupils take turns giving instructions and acting them out.

• Display pupils’ pictures from PB Activity 1 on the

Close your eyes and listen. Imagine it’s nighttime. You’re sleeping, but your toys come alive in your bedroom … Your toys can move! They can run and jump and hop and talk. They’re having a party! What’s that? Ah, it’s your robot. He’s very happy. And what’s that? ‘Oh! No!’ What can you see? Are the toys happy or sad? Are they dirty or clean? Are they funny or serious? Now draw your picture.

Write about your picture. Use these questions. • Read the example description with the class. Elicit the answers to the questions. • Pupils write their own descriptions in their notebooks. • Monitor and help with vocabulary.

Reinforcement

CD1 Track 40

Read and number the sentences from the story. Pupils read the sentences from the story and number them in order.

OPTIONAL ACTIVITIES

quietly and tell pupils to listen again and imagine. • Tell them they are going to draw the picture from their imaginations.

card.

Key: 7, 5, (1), 4, 8, 6, 3, 2

• Play the recording. At the end of the recording, speak

Key: Pupils’ own answers

Pupils act out the situations as they listen. They listen again and number the pictures in order.

•

Read the text. Circle the family words and underline the play words. Pupils read the text and underline all the words with the last letter y which gives sound /i/ and circle all the words with the last letter y which gives sound /j/.

Key: baby, birthday, January, birthdays, February, birthdays, May, birthday, birthday, birthday

Read the text again and write the months.

• Pupils read sentences and write the correct months. Key: 1 August, 2 February, 3 October, 4 May

Unit 2 Birthdays

3 His hair is curly

Lesson 1

Objectives • to present the core vocabulary

• to practise the core vocabulary through

• to practise the core vocabulary through speaking

• to practise writing the core vocabulary

(physical appearance)

Language New language: physical appearance: blonde, curly, moustache, teeth, straight, beard, fat, thin

Recycled language: hair, map, old, young, man Receptive language: shield, museum, the right place, funny, son, the same, Egypt, Egyptian, line, maybe, Come on!, queen, princess, prince, king

Materials CD, Flashcards (physical appearance): 4–11, Teacher’s Resource Book (optional)

Unit 3 His hair is curly

a reading activity

Basic competences Competence in linguistic communication:

Pupils identify and use words to describe physical appearance.

Social and civic competences: Pupils work together to play a guessing game.

Sense of initiative and entrepreneurship: Pupils write about play a guessing game.

Lesson 1

Pupil’s Book, page 26 Warm-up • Write Has he/she got … ? on the board. • Tell pupils that you are thinking about a pupil in

the class and they should guess who it is by asking questions about their hair, eyes, etc. • As pupils guess, give the relevant short answer Yes, he/she has or No, he/she hasn’t and write appearance words that they already know on the board, e.g. brown hair, blue eyes, glasses, short hair. • Once they guess the correct pupil, they can play the game in pairs.

Presentation • Use the flashcards to present the new words for physical appearance. • Say the word for pupils to repeat. Do this a few times. • Hold up each flashcard for pupils to say the word. • Stick the flashcards on the board and elicit the words at random.

Say and guess. • Demonstrate the activity by reading the example. Ask pupils to point to the moustache to check understanding. • Pupils play the game in pairs.

Activity Book, page 26 1

Look, read and circle.

• Pupils look at the pictures, read the texts and choose the correct words to complete them.

Key: 1 curly, fat, 2 young, straight, thin 2

Look, read and match.

Describe yourself. What do you look like?

• Pupils read and match the descriptions with the pictures. Key: a 2, b 5, (c 1), d 4, e 3 • Tell pupils to use the Pupil’s Book and Activity Book to

help them write their descriptions. Remind them to use I’ve got.

Key: Pupils’ own answers

CD 2

Listen and look. Then listen and say the words. • Look at the picture in the Pupil’s Book with the class. Discuss where Ben and Lucy are in this unit. • Draw pupils’ attention to the unit title and the shield symbol circled on the map at the bottom of the picture. • Pupils look at the numbered words and the labels on the two paintings in the picture. • Play the recording. Pupils hear an introductory dialogue. They then listen to the numbered words and repeat. 02

CD2 Track 02

Ben: The map shows a shield, so we’re in the right place – you find shields in a museum. Lucy:: Hmm. I can’t see any shields, only pictures. Look Lucy at this old man – his hair is very blonde and curly; and he’s got a funny moustache! Is he a king? Ben:: I don’t know, but I think this young man with a Ben beard is his son. They’ve got the same eyes. Lucy:: You’re right … Hey, I’d like to see things from Lucy Egypt. Let’s go to the Egyptian room. Ben:: But what about the line of the rhyme? What Ben about the shield? Lucy:: Maybe the shield is there. Come on! Lucy Now say the words. 1 blonde, 2 curly, 3 moustache, 4 teeth, 5 straight, 6 beard, 7 fat, 8 thin • Play the recording again. Pupils repeat in chorus. • In pairs, pupils practise pointing to the picture and saying the words.

OPTIONAL ACTIVITIES Reinforcement

• Pupils write a description of one of the men in the paintings from the Pupil’s Book.

See also Teacher’s Resource Book Worksheet 1, p21

Extension

• Pupils draw their own pictures of a king, queen,

prince or princess. They invent a name and colour their pictures. • Pupils write a description of their character under the picture. • Display their work around the classroom. • In a small class, pupils could write the descriptions on another piece of paper, to be displayed separately. The pupils then walk round matching the texts with the pictures.

Unit 3 His hair is curly

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a reading

Language New language: physical appearance Recycled language: possessive adjectives: my, your, his, her, our, their, adjectives (size, colours), family, clothes, spiral, spots

Receptive language: on the right, house, garden

Materials CD, Teacher’s Resource Book (optional)

Unit 3 His hair is curly

• to practise the core grammar through speaking • to practise the core grammar through listening for specific information

Basic competences Competence in linguistic communication: Pupils describe people using possessive adjectives.

Social and civic competences:

Pupils work together to play a guessing game.

Lesson 2

Activity Book, page 27

Pupil’s Book, page 27 Warm-up • Pupils stand in a circle (or two circles if you have a bigger class).

• Each pupil says a word, but each word should relate

to the previous word, e.g. opposites (curly/straight, thin/fat) or associations moustache/face (a moustache is on your face). • If pupils agree that a word is not related, the person who said it stands back from the circle and the next person in the circle begins a new chain.

Presentation • Write Ben and Lucy on the board. Elicit the colour of their

hair (brown and blonde). • Write a gapped sentence under their names: ___ hair is brown. ___ hair is blonde. Elicit what words are missing (his/her). • Read the sentences for pupils to repeat. • Point to a pupil and say Your eyes are (brown). Chain drill your by getting each pupil to say something about another pupil, e.g. Your hair is brown. (If this becomes too repetitive, they can talk about clothes or items such as pencils.) • Use groups of pupils to present our and their in a similar way.

Look, read and say the letter.

Think!

Thinking skills: matching

• Demonstrate the activity by discussing the first picture. • Elicit what the pupils can see and ask what the wolf is saying. • Pupils look at the pictures and say the sentences in pairs. • Do class feedback by eliciting the full sentences.

Key: 1 f, 2 d, 3 a, 4 c, 5 e, 6 b 2

CD 2 03

Listen and say.

• Play the recording. Pupils read and repeat. • They practise saying the sentences in pairs. Make sure that they pronounce the h in His and Her.

Describe a classmate. Your friend guesses.

• Ask two volunteers to read the example to demonstrate the activity. • Do another example by describing a pupil in your class. • Pupils play the game in pairs. • Monitor and help with vocabulary as necessary.

CD 2

Listen and match. • Pupils listen and draw lines to match the names with the people in the picture. 04

CD2 Track 04

Girl: Hi. This is a photo of my family. I’m Mary and I’m standing on the right. My hair is long and curly and I’m wearing a hat. This is my dad. He’s got a beard. His name’s Paul. He’s wearing a T-shirt with a big spiral on it. It’s ugly! Now, these are my twin brothers. They’re very funny. They’re jumping in this photo. Their names are Jim and Tim. Oh, this is my mum, Sophie. She’s wearing her new dress with spots. Her hair is long and straight. I love it. And this man is my grandpa. He’s got a moustache. He’s helping in the garden. His name is Fred.

Key: Jim and Tim b, Fred a, Sophie c, Paul d

Read and complete Matt’s description of his family.

• Pupils read the description and write the correct possessive adjective.

Key: 2 Their, 3 Our, 4 Her, 5 His

OPTIONAL ACTIVITIES Reinforcement

• Pupils use the pictures in PB Activity 1 to practise

the language. One pupil describes a character and the other pupil guesses who it is.

See also Teacher’s Resource Book Worksheet 2, p22

Extension

• Pupils draw a picture of their family and write a description of them.

• Refer pupils to AB Activity 2 to help them. Grammar focus [PB p108]

Say the correct answer.

• Pupils individually read and decide on the answer silently. • Elicit full sentences when doing class feedback. Key: 1 My, 2 Her, 3 Their, 4 Our, 5 your

Unit 3 His hair is curly

Lesson 3

Objectives • to consolidate the core vocabulary and grammar (physical appearance and possessive adjectives) through a song

Language

• to sing a song for pleasure • to sing a song for pleasure • to encourage pupil creativity Basic competences

New language: physical appearance, possessive

Competence in linguistic communication:

Receptive language: great, boy, a lot of fun, sport,

Cultural awareness and expression:

adjectives girl

Pupils join in with a song.

Pupils sing together as a class.

Sense of initiative and entrepreneurship:

Materials CD

Unit 3 His hair is curly

Pupils write their own verse of a song.

Lesson 3

Pupil’s Book, page 28 Warm-up • Refer pupils to the picture in the Pupil’s Book. • In pairs, pupils take it in turns to describe and point to a person in the picture.

• Monitor and help with vocabulary as necessary. 1

CD 2 05 06

Listen and sing.

• Play the recording. Pupils follow the song in their Pupil’s Books.

• Play the recording again, pausing after each verse

for pupils to repeat. Do this slowly at first and then encourage them to copy the speed and rhythm of the song until they are ready to sing with the track.

• When pupils have learnt the song, practise it with the

Activity Book, page 28 1

Read the song in the Pupil’s Book and answer the questions. Write Roy or Isabelle.

• Read the example and refer pupils to the Pupil’s Book. • Do class feedback asking pairs of pupils to ask and answer.

Key: 2 Roy, 3 Isabelle, 4 Isabelle, 5 Roy, 6 Isabelle, 7 Roy 2

hoose one of the other children from C the song. Describe him or her.

• Pupils use the song to write a description of one of

the other children in the PB picture. They invent a name for him/her.

Key: Pupils’ own answers

whole class.

• Use the karaoke version of the song (CD2 Track 06) for pupils to sing in groups.

Choose words and read out your verse.

• Give an example, e.g. His hair is long. • Pupils complete their verse in their notebooks with their own ideas. Monitor and help. • Invite pupils to read out or sing their verse.

Key: Pupils’ own answers.

OPTIONAL ACTIVITIES Reinforcement

• Use the karaoke version (CD2 Track 06) for pupils to practise singing the song.

• Play the karaoke version again. Pupils take it in turns to sing their own verses from PB Activity 2.

Extension

• Pupils work in pairs. One pupil has their book closed. • They take it in turns to ask Who’s got … ? for their partner to answer Roy or Isabelle.

Unit 3 His hair is curly

Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through listening for specific information

Language New language: possessive apostrophe, physical appearance

Recycled language: clothes, adjectives (size,

colours), furniture, computer game, guitar, radio, robot, pen

Materials CD, Teacher’s Resource Book (optional)

Unit 3 His hair is curly

• to give further practice in the core grammar through a speaking activity

• to give further practice of the core grammar through writing

Basic competences Competence in linguistic communication:

Pupils describe people and their belongings using the possessive apostrophe.

Social and civic competences:

Pupils work together to play a guessing game.

Lesson 4

Pupil’s Book, page 29 Warm-up • Revise clothes by playing a guessing game.

Write He/She is wearing … and He/She isn’t wearing … on the board. • Demonstrate the activity by describing a pupil for the class to guess. Write the items of clothing on the board as the pupils guess. • Pupils play the game in pairs.

Presentation • Describe two pupils using simple sentences with

the possessive apostrophe. e.g. Ana’s hair is long. Juan’s eyes are brown. • Say the sentences again, encouraging the class to repeat chorally. • Write the examples on the board and underline the possessive ’s. • Using the models on the board, elicit other examples from the class.

CD 2

Look, listen and say the letter for each name. • Look at the pictures with the class. Elicit the clothes that the people are wearing and what colour they are, e.g. He is wearing a red T-shirt. • Play number 1 as an example and pause the recording to elicit which boy is Pablo. • Play the rest of the recording. Pupils say the correct letter. • Pupils check their answers in pairs. • Elicit full sentences when doing class feedback. 07

CD2 Track 07

1 Girl: This is Pablo. Pablo’s T-shirt is green. 2 Girl:: This is David. David’s T-shirt is yellow. 2 Girl 3 Girl:: This is Harry. Harry’s T-shirt is red. 3 Girl 4 Boy:: This is Kim. Kim’s trousers are orange. 4 Boy 5 Boy:: This is Sandra. Sandra’s trousers are purple. 5 Boy 6 Boy:: This is Emily. Emily’s trousers are brown. 6 Boy

Key: Pablo c, David b, Harry a, Kim e, Sandra f, Emily d 2

CD 2 08

Listen and say.

• Play the recording. Pupils read and repeat. • They practise saying the sentences in pairs. 3

Look at Activity 1 and play the memory game. Describe the children.

• Pupils work in pairs. One pupil has their book closed. • Monitor and check that pupils are using the possessive apostrophe correctly.

Activity Book, page 29 1

ook at pictures A and B. Then write about L picture B.

• Pupils look first at picture A to see who has each item and then at picture B to see where the items are. Check that pupils know what all the items are by eliciting the spellings to the board.

Key: 2 Ben’s computer game, 3 Mark’s guitar, 4 Lucy’s radio, 5 Lilly’s robot, 6 Adam’s pen

Write sentences. Then look and match.

• Pupils write the sentences first before matching them with the correct pictures.

Key: 2 Clare’s skirt is long. 3 Mary’s hats are new. 4 Peter’s house is big. 5 Pat’s flowers are beautiful. 6 Melissa’s radio is old. a 6, b 4, c 5, d 3, e 2

OPTIONAL ACTIVITIES Reinforcement

• Say a mixture of true and false sentences about

pupils in class, e.g. Maria’s sweater is red. (true) Ramon’s trousers are brown. (false) You could use hair colour and style if your pupils wear a uniform.

Note: If any of your pupils have names ending in -s, demonstrate to the class that e.g. Carlos’s and Luis’s are pronounced with three syllables. • Pupils tap the desk when the sentence is false and clap when the sentence is true. • Pupils can play the game in small groups.

See also Teacher’s Resource Book Worksheet 3, p23

Extension

• Pupils write six sentences about what they can see in the classroom, e.g. Carmen’s book is on the desk. Two of the sentences should be false. • Pupils swap sentences with a partner and work out which two sentences are false.

Grammar focus [PB p108]

Say the correct sentences. Use ’s.

• Elicit the answer to number 1 as an example. Note: Remind the pupils if necessary that ’s also means is (as in the song: He’s a great boy).

• Pupils individually read and decide on the answer silently. They then compare in pairs.

Key: 1 That’s Vicky’s cat. 2 Greg’s eyes are blue.

3 Do you like John’s kite? 4 Laura’s computer isn’t in her bedroom. 5 Is Jane’s T-shirt pink?

Unit 3 His hair is curly

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: arrow, hurt, Look out!, knight, come after, hide, I’ve got an idea, lucky, keep quiet, lead

Recycled language: characters and language from the story

•

to check comprehension of the story

Basic competences Competence in linguistic communication: Pupils listen to a story.

Social and civic competences:

Pupils learn the value of problem-solving.

Cultural awareness and expression: Pupils act out a story.

Materials CD

Unit 3 His hair is curly

Lesson 5

Pupil’s Book, page 30 Warm-up • Write Ben, Lucy and Buster on the board. • Elicit what pupils remember about them from the previous story.

CD 2

The knight • Use the pictures in the story to support meaning whenever possible. • Ask where the friends are in frame 1 (in the Egyptian room of the museum). • Pre-teach knight and hide. • Play the recording. Pupils listen and read. • Check understanding of the story. Use prompt questions, e.g. Who comes after them? (A knight.) What do they find on the knight’s shield? (A line of the rhyme.) • Ask Who is the knight? (Horax.) • Play the recording again, pausing for pupils to repeat. • Invite different pupils to read out what the characters say in each frame. 09

Activity Book, page 30 1

Remember the story. Write t (true) or f (false).

• Pupils read the sentences and remember what happened.

Key: 2 t, 3 t, 4 f, 5 t, 6 f 2

Read and complete.

• Pupils complete the story summary with words in the box.

Key: 2 knight, 3 place, 4 idea, 5 shield

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four to take a role of

one of the characters from the story (Ben, Lucy, Horax and Zelda). • Play the recording. Pupils repeat in role. • Pupils practise the story in their groups. • Invite groups to act out the story for the class.

Extension

• Write ’s on the board. Tell pupils to read the story

again and find all the examples of ’s. • Pupils then work in pairs to decide which examples are possessive ’s and which are not.

Key: possessive apostrophes Buster’s lead,

The knight’s shield other uses of ’s Let’s look/go/ try/write (Let us), It’s here / an arrow / a knight (It is), What’s that? (What is that?), Someone’s trying (Someone is trying), He’s coming (He is coming), That’s it (That is it), And there’s the line (And there is the line)

Unit 3 His hair is curly

Lesson 6

Objectives • to check comprehension of the story • to present and practise the two sounds of the letters ow in English

Language New language: crown, crowd, show Recycled language: characters and language

from the story, watch, clown, window, know, how, town, now, flower, snow

Materials CD, yellow and brown pencils

Unit 3 His hair is curly

• to practise conversation sequences • to understand the value of problem-solving Basic competences Competence in linguistic communication:

Pupils identify the relationship between sound and spelling in English.

Social and civic competences: Pupils practise short conversations to put language in context.

Lesson 6

Pupil’s Book, page 31 Warm-up • Ask questions about the story, e.g. Where are Ben and Lucy? (At the museum in the Egyptian room.) Who is in the museum with them? (A knight.) What does he do? (He comes after them.) What do Ben and Lucy do? (They hide.) What do they find? (The letter I.)

Answer the questions.

• Pupils read the story again. • They work in pairs to give the correct names. • Elicit the names in open class. Key: 1 Lucy, 2 The knight, 3 Ben, 4 Lucy, 5 Ben, 6 Horax 3

Find the crown and arrow in the story. • Read out the two pronunciations of the letters ow: crown (rhymes with down) and arrow (rhymes with no). Check the meaning of crown. • Pupils find the crown and the arrow in the story.

Activity Book, page 31 • 1

CD 2 11

Write the words. Listen and check. Then say with a friend.

• Pupils look at the pictures and complete the sentences. They check answers by listening to the recording. Then they practise the dialogues in pairs.

Key: 1 Look out, 2 an idea

Colour the squares yellow or brown.

• Pupils say the words to themselves and colour the words with the correct colour.

CD 2 12

Listen, say and check your answers.

• Pupils listen to the recording again to repeat and check their answers.

Key: yellow arrow, know, window, show, snow brown crown, how, town, now, flower

Key: crown frame 8, arrow frame 2 and 3 4

CD 2 10

Listen and say.

• Focus pupils on the picture and elicit what they can see. • Play the recording. Pupils silently read the sentence. Note: Before hearing the sentence, pupils will hear the key sounds, with pauses for them to repeat. • Play the recording again. Pupils listen and repeat. • Elicit the pairs of rhyming words (crowd/clown, show/window). • Point out to pupils that the spelling is the same and emphasise that this is why it is important to learn to spell English words correctly. • Play the recording again. Pupils repeat chorally and then in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Write yellow on one piece of paper and brown on

another (or use coloured paper or card if you can). Stick the pieces of paper at opposite ends of your classroom. • Read the ow words from the Pupil’s Book and Activity Book. Pupils go and stand next to the colour that has the same sound (yellow or brown). If you prefer, they can return to the middle of the class to wait for the next word.

Extension

• Ask how Ben and Lucy used their problem-solving

skills in the story. (They found a place to hide.) Pupils who worked with Quick Minds 3 may remember other examples. • Ask pupils if they can remember a time when they had to solve a problem. Note: This discussion may need to take place in L1.

Unit 3 His hair is curly

Lesson 7

Objectives • to integrate other areas of the curriculum through English: History

Language New language: rock, clay, jug, coin, painting, object, dinosaur, owl, motorbike, plane

Receptive language: skeleton, cave

Materials CD, Teacher’s Resource Book (optional)

Unit 3 His hair is curly

• to extend pupils’ understanding of museums • to practise reading for specific information Basic competences Competence in linguistic communication:

Pupils use known language to talk about History in English.

Lesson 7

Pupil’s Book, page 32 Warm-up • Write Museum on the board. Ask pupils what museums

there are in their town/city, whether they visit them often and which is their favourite museum.

Read the texts and match them to the pictures.

• Tell pupils to look quickly at the texts to find the names of the two museums and where they are (The National Museum of Natural History of Urkaine in Kyiv, and the museum of the History of Ukraine in Kyiv). • Ask if any of the pupils know about these museums. • Pupils read the texts quickly and match them to the pictures. • They check in pairs. Check with the class.

Key: 1 b, 2 a 2

Activity Book, page 32 1

Read and write the words.

• Pupils look back at the text in the Pupil’s Book to find the answers.

Key: 2 coin, 3 jug, 4 painting 2

M atch the objects with the museums. Then complete the sentences. Think!

Thinking skill: matching • Pupils complete the sentences about the other objects following the model in the example.

Key: 2 is from the Nature Museum, 3 is from the Transport Museum, 4 is from the History Museum, 5 is from the Transport Museum, 6 is from the History Museum

Read about the museums again. Say what these photos show. Think!

Thinking skill: interpreting pictures

• Look at the first photo with the class as an example. Elicit what it shows. • Pupils re-read the texts quietly and match the words in bold with the pictures. • Check with the class. • Ask pupils which museum they would like to go to.

Key: 1 coin, 2 painting, 3 rock

OPTIONAL ACTIVITIES Reinforcement

• Write on the board Today’s lesson. • Elicit key points from today’s lesson to the board, e.g. two museums, history. • Pupils copy the heading and notes into their notebooks.

Extension

• Elicit information about a museum that the pupils

know in your area. • Write key information on the board, e.g. It’s in (Lviv). It’s got beautiful (paintings) and old (statues). • Tell pupils to use the texts in PB Activity 1 as a model to help them write a few sentences about the museum that you have discussed as a class or another museum if they prefer.

See also Teacher’s Resource Book Worksheet 4, p24

Unit 3 His hair is curly

Lesson 8

Objectives • talk about museums using conjunctions and, but, or • to personalise the topic Language New language: time capsule Recycled language: feet, garden, fruit, shoe, banana, sausage

Receptive language: rocket, space, digital camera, giant, USA, lawnmower, UK

Materials Magazines/newspapers for pupils to cut out photos, scissors, glue, coloured pens/pencils

Unit 3 His hair is curly

• to do a craft project (a collage for a time capsule)

Basic competences Competence in linguistic communication: Pupils talk about museums in English.

Sense of initiative and entrepreneurship: Pupils follow instructions to make a collage for a time capsule.

Social and civic competences: Pupils work together to complete a project.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

Lesson 8

Pupil’s Book, page 33 Warm-up • Make statements about the two museums from Lesson

7. Pupils call out, The National Museum of Natural History of Ukraine, The Museum of History.

Read and match.

• Write and, but, or on a board. • Elicit the meaning of these words and the difference between them.

• Pupils read the sentences and say the letters in pairs. • Check answers with the whole class. Key: 1 b, 2 c, 3 a 4

Read and fill in the gaps with and, but, or. • Make sure pupils know what to do. • Pupils read the sentences in pairs and use the conjunctions and, but, or. • Check answers with the whole class.

Choose one of the museums on page 32 and say. Use and, but, or.

• Demonstrate the example in the Pupil’s Book. • Pupils take turns to tell about one of the museums from page 32.

Make a collage for a time capsule. Project • Read the instructions with the class. To check that they have understood, elicit ideas for other objects that they could put in a time capsule. • Pupils write their lists for the time capsule first. • Go around checking what pupils have written. • Supply each pupil with the materials that they need. • Monitor and help pupils as they make their collage.

Activity Book, page 33 3

Look, read and match. Then fill in the gaps with and, but, or.

• Pupils read the sentences and match them to the pictures.

• Pupils read the sentences and fill in the gaps using and, but, or.

Key: 1 b, 2 d, 3 c, 4 a,

2 or, 3 but, 4 and

OPTIONAL ACTIVITIES Reinforcement

• Write My favourite lesson is … on the board. • Give pupils five minutes to choose their favourite

page from unit 3 in the Pupil’s Book. • Elicit from pupils their favourite lessons, e.g. My favourite lesson is singing the song about Roy and Isabelle. My favourite lesson is talking about museums with my friends. • Write some examples on the board. Pupils write a sentence about their favourite lesson in their notebooks.

Extension

• Pupils write about their time capsules. • To help them, first elicit key phrases to the board

that might be useful, e.g. My time capsule is from the year 20XX. There’s a (computer, a TV, …). We play games on a computer and we watch ...

Note: You could now do the end-of-unit test on Teacher’s Book pages 198–199. You could also use the Lesson Culture for unit 3 on page 90 (PB).

Reading time

Read and join in the words.

• Pupils look at the phonics and join in the words with the same sound.

Key:

ea: clean, beard, read, teacher ee: teeth, feet, green, bee

Read the text. Circle the ‘ea’ words and underline the ‘ee’ words.

• Pupils read the text and circle all the words with ea and underline all the words with ee.

Key: ea: teacher, beard ee: green, teath

Read the text again and match.

• Pupils match parts of the sentences. Key: She’s thin. Mr Oleh has got a beard. He can run very fast.

Unit 3 His hair is curly

Review: Meet The Explorers, units 1, 2 and 3

Review

Objectives • to review core language from the previous the units Meet The Explorers, 1, 2 and 3

Language

play

Basic competences

New language: tug of war, three-legged race,

Language competence: Pupils use known

Recycled language: vocabulary and language

Social and civic competences: Pupils work

present

from the previous units

Materials Poster-size paper (optional), coloured pencils/pens (optional), Poster 1 (optional)

• to consolidate useful language doing a quiz and a role

Review: Meet The Explorers, units 1, 2 and 3

language to complete a quiz.

together in groups to play a game and do a role-play.

Learning to learn: Pupils reflect on what they’ve learnt so far and are capable of doing.

Review

Pupil’s Book, page 34 Warm-up • Write on the board Do you …? • Elicit activities that pupils might do during the week and

write them on board, e.g. listen to music, play computer games, go swimming, play football. • Write for the days of the week on 7 pieces of paper. • All the class stands up and walks around but as soon as you hold up a wordcard (with a day on it) the children stop and ask the person nearest to them a question, e.g. Do you play football on (Mondays)? • When you can see both pupils have asked a question say, Go! and pupils walk around again until you hold up the next wordcard.

Ask and answer.

• Pupils do the quiz in pairs. The first time they do it

without looking back through the units. • In groups of four, pupils compare their answers with another pair. • Pupils then refer to their Pupil’s Books to check questions they did not know. • Check answers as a class.

Pupil’s Book, page 35 1

Look, read and plan.

• Read the text and the party plan with the class. Invite children to make dialogues using the language in the Useful language box. • Tell pupils that they have to plan their party. Remind them to look back at the unit story if they need ideas. • In pairs, pupils practise and rehearse their role plays. Monitor and help as necessary. 2

Act out your play. Invite pairs to come to the front of the class and act out • their plays. • In large classes, pairs can act out their plays in groups. • Give pupils a listening task to make sure they pay attention. For example, they write one present from each dialogue.

Key: 1 a, 2 c, 3 b, 4 b, 5 c, 6 b, 7 c, 8 a

OPTIONAL ACTIVITIES Reinforcement

• Each pupil chooses five words from Meet The Explorers and units 1, 2 and 3.

• In pairs, pupils test each other’s spelling taking turns to say their words for their partner to write. • Invite pupils to say a word for the rest of the class to spell.

Extension

• Pupils work in pairs or groups. They make a poster

for a party at school. • They work together to decide on the time and day, and what they will do at the party. • They decorate their posters and display them around the class. • Pupils walk around and say which party they would like to go to and why. Note: You could use Poster 1 now. The target grammar for these units appears in the speech bubbles. Pupils can say the dialogues in pairs.

Review: Meet The Explorers, units 1, 2 and 3

Review

Objectives • to review core language from the previous units • to read for specific information

Language New language: sausage roll, orange juice, butterfly, I love it!, barbecue, fairy bread

Recycled language: vocabulary and language from the units

Receptive language: York, Sydney, Australia, everyone

Materials CD, small pieces of paper (optional)

Review: Meet The Explorers, units 1, 2 and 3

•

to personalise the language from the previous three units

•

to sing a chant for pleasure

Basic competences Learning to learn: Pupils do a reading

comprehension with words learnt from the previous units.

Cultural awareness and expression: Pupils

chant together as a class. They learn about how children celebrate birthdays in other cultures.

Sense of initiative and entrepreneurship: Pupils write about their own birthdays.

Review

Activity Book, page 34 Warm-up

• Write the months of the year on the board. • Elicit the weather for that month, e.g. December – It’s cold in December. Pupils repeat as a class. • Encourage pupils to repeat each sentence chorally.

CD 2

Read, listen and look. Answer: who is Amy? Who is Sophie? • Pupils look at the pictures. Point to the names and say them. Invite the pupils to repeat. • Pupils listen to the recording and follow. They match the pictures to the texts. • Check with the class. 13

Key: 1 Sophie, 2 Amy 2

Read about Amy and Sophie again. Look and write A (Amy) or S (Sophie).

• Pupils read the texts in Activity 1 again. They look at the

pictures and write A (Amy) if the picture refers to the text for Amy or S (Sophie) if it refers to the text for Sophie. • They compare answers in pairs. • Check answers as a class.

Activity Book, page 35 1

CD 2 14

Look and read. Then listen and chant.

• Pupils look at the pictures and say when the children’s birthdays are.

• Ask Do we say in Monday or on Monday? (On Monday.)

Do we say in December or on December? (In December.) Explain that we use on with days and in with months. • Play the recording. The pupils listen and follow in their books. • Play the recording again, pausing after each line for the pupils to repeat.

Now write in or on.

• Read the example sentence. Check by asking, What

preposition do we use with months of the year? (In.) • Pupils complete the sentences individually and check in pairs. • Check with the class.

Key: 2 in, 3 on, 4 in, 5 on, 6 On

Key: 2 A, 3 A, 4 S, 5 S, 6 A 3

Complete for you.

• Read the text completing it with information about you. • Pupils complete the text for themselves. • Monitor and help. • They read their text in small groups. Key: (Sample answer) Hi! I’m Fran and I’m from Barcelona

in Spain. My birthday is in March. It’s sunny in March. For my birthday party we have ’paella’, a cake and ice cream. I love it!

OPTIONAL ACTIVITIES Reinforcement

• Give pupils two pieces of paper each. On one

piece they write on and the other they write in. • Read sentences with in and on saying ‘beep’ for the preposition. Pupils hold up the correct preposition for each sentence. • Sentences from the chant and from Activity 2 can be used to read out as well as sentences from page 19 and 20 of the PB.

Extension

• Put pupils into groups of four. • Each pupil opens their AB at page 34. • Pupils take turns to read aloud what they have written in Activity 3.

• Encourage pupils to discuss and compare what they have written.

Review: Meet The Explorers, units 1, 2 and 3

4 The haunted house

Lesson 1

Objectives • to present the core vocabulary (the home) • to practise the core vocabulary through a communicative game

Language New language: the home: bathroom, bedroom, living room, hall, dining room, kitchen, stairs, cellar

Recycled language: furniture, My favourite ..., There is / There are, I love ...

Receptive language: funfair, haunted, ghost, rat, high, tower

Materials CD, Flashcards (the home): 12–19 (optional), Teacher’s Resource Book (optional)

Unit 4 The haunted house

• to give further practice of the core vocabulary and spelling with pictures and a wordsearch puzzle

• to personalise the language through a drawing and writing task

Basic competences Language competence: Pupils identify and spell parts of a home.

Social and civic competences: Pupils work together in groups to play a game.

Cultural awareness and expression: Pupils

draw a picture of their favourite room and write about it.

Lesson 1

Pupil’s Book, page 36

The haunted house 4 • Refer pupils to the list of vocabulary on the board that was elicited in the warm-up activity. • Pupils play the game in pairs.

Find the rooms in the house and write. Look  ,  and .

Warm-up • Write furniture on the board. • Dictate furniture words to the pupils with the letters in

the wrong order. • Pupils write the letters and try to work out the words in pairs. • The first pair to put their hand up with the correct word comes to write it on the board under the heading. • Words to dictate: chair, cupboard, bookcase, window, lamp, armchair, mat, sofa, bed, table. • Elicit any other furniture words that pupils know, e.g. shelf, desk and add them to the list.

hall

Activity Book, page 36 1

•

Find the rooms in the house and write. Look è, ê and î.

Pupils find the words for rooms in the wordsearch and 3 4 2 use them to label pictures.

Key:

Presentation 5 • Hold up each flashcard in turn. Say the word for pupils to

repeat in chorus. • Do this three or four times. • Hold up flashcards and elicit which furniture on the board goes in each room.

h m w

w w

d l p o h k o j o o Listen and look. Then listen and say the words. e i s t a i r s m m • Pupils look at the picture in their Pupil’s Books.7 8 Note: Focus pupils’ attention on the message at the Key: 2 bedroom, 3 bathroom, 4 kitchen, 5 living room, bottom of the picture. Ask them where they think the 6 cellar, 7 dining room, 8 stairs 2 out Draw your favourite room at home. Then write. letter might be. Remind pupils that they will find Draw your favourite room at home. Then later in the unit in the story in lessons 5 and 6. 2 write. • Elicit who they can see in the picture and where they are My favourite room is (Lucy and Ben are at a haunted house at a funfair). Ask • Pupils draw and write about their favourite room. They What can you do at a funfair? (go on rides, buy sweets). talk about it in pairs. There is Why is the house haunted? (It’s full of ghosts.) Key: Pupils’ own answers and • Play the recording. Pupils point to the rooms when they hear them. There are and CD2 Track 15

CD 2 15

Lucy: This funfair’s fun! Look! A haunted house! Ben: Wow! Look! There’s a ghost in the bedroom!! Lucy: And a ghost in the living room – ahhh!! The home Ben: And rats in the cellar – great!! 36 Lucy: Urghh. No, not great, Ben. Ben: Hahaha! Now, the book says go to a high

place in the town. This house is not high …

Lucy: Hmm. What about the tower? Ben: Good idea. Let’s go! Now say the words. 1 bathroom, 2 bedroom, 3 living room, 4 hall, 5 dining room, 6 kitchen, 7 stairs, 8 cellar

• Play the recording. Pupils repeat the words. • In pairs, pupils practise pointing to the picture and saying the words.

Play the object and room game. • Do the example as a class. Say wardrobe and ask Which room is the wardrobe in? (Bedroom.)

OPTIONAL ACTIVITIES Reinforcement

I love my

• Hold a flashcard so pupils cannot see it. • Pupils try to guess, e.g. Is it the cellar? • The pupil who guesses correctly comes and chooses

Lesson

a flashcard for the class to guess.

See also Teacher’s Resource Book Worksheet 1, p26

Extension

• Write on the board In my house/flat I’ve got … .

I haven’t got … . • Tell pupils about your own house, e.g. I’ve got two bedrooms, I haven’t got a cellar. • Pupils use the structure on the board to talk in groups about their houses. • Do feedback by asking a few pupils about their houses/flats.

Unit 4 The haunted house

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a listening and

• to consolidate the core grammar through a listening and writing activity

speaking activity

Language New language: Where’s / Where are …? She’s/He’s/

Language competence: Pupils ask and answer

Recycled language: family members, furniture

Social and civic competences: Pupils work

They’re in the …, the home

Materials CD, two monsters on separate pieces of paper (optional), Teacher’s Resource Book (optional), Flashcards 12-19 (optional)

Basic competences

Unit 4 The haunted house

questions about where people are.

together to ask and answer about pictures.

Lesson 2 4 Where’s the brother? He’s in the bedroom. 5 Where’s the grandpa? He’s in the dining room. 6 Where’s the grandma? She’s in the garden.

Pupil’s Book, page 37 Warm-up • Write the headings family and rooms/furniture on the

board. Put pupils into two teams. • Do an example with the class, say grandma and elicit the opposite person (grandpa). Do an example with furniture, say wardrobe and elicit bedroom. • Say different members of the family and each team in turn must shout out the correct opposite person. Continue with furniture and rooms.

Activity Book, page 37 •

Write the names of the rooms in each section.

CD 2 16

Where are the monsters? Listen and say the letter.

• Pupils look at the monsters in their Pupil’s Books. Elicit

Listen and tick (3) the box. Then write.

Pupils listen to short dialogues. They complete the sentences and tick the correct picture. They then write the correct word to complete the sentence. 1 Boy: Where’s Mary? Girl:: She’s in the bathroom. Girl 2 Girl:: Where’s Ed? Girl Boy:: He’s on the stairs. Boy 3 Boy:: I can’t find Ed and Boy Sue. Where are they?

• Draw two simple monsters on pieces of paper and write

CD 2

CD2 Track 18

Presentation • Draw a simple outline floor plan of a house on the board. names under them. • Hold up one of the monsters and say His name is (Bob). Stick (Bob) on the board in one of the rooms. Ask Where’s (Bob)? and elicit He’s in the (kitchen). • Do the same with the girl monster. Ask Where’s (Alice)? and elicit She’s in the (bedroom). Repeat with other rooms. • Finally, put (Bob) and (Alice) together and ask Where are (Bob) and (Alice)? and elicit They’re in the (living room).

Girl: Look – they’re in the Girl: living room. 4 Girl:: Are Sue and Mary in Girl the cellar? Boy:: No, they aren’t. Boy Girl:: Where are they? Girl Boy:: They’re in the hall. Boy

Key: 2 (a) stairs, 3 (b) living room, 4 (b) hall •

Look at Activity 1. Answer the questions. Pupils answer questions referring to the pictures in Activity 1.

Key: 2 He’s in the kitchen. 3 They’re in the dining room. 4 They’re in the cellar.

their names. Also elicit what rooms pupils can see. • Play the recording. CD2 Track 16

1 3 Man: Where’s Malcolm? Man:: Where are Mervin Man Woman:: He’s in the living Woman and Matt? room. Woman:: They’re in the Woman 2 kitchen. Man:: Where’s Mary? Man Woman:: She’s in the Woman bedroom. • Pupils check answers in pairs. • Ask individual pupils the questions and elicit full answers.

Key: 1 b, 2 c, 3 a 2

CD 2 17

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • Read the questions and elicit the answers chorally. • Pupils practise the questions and answers in pairs. 3

Ask and answer. • Read the example question. Elicit the correct answer (kitchen) from the class. • Point to the other pictures and elicit the family members. • Pupils ask and answer in pairs. Monitor and help.

Key: 2 Where are the children? They’re in the living room.

OPTIONAL ACTIVITIES Reinforcement

• Pupils draw four little faces on separate pieces of paper.

• In pairs, they write the same names under the

faces. They turn to PB page 36. Pupil A places the four faces in different rooms of the house. Pupil B doesn’t look. • Pupil B asks, Where’s (Tom)? Pupil A says where he is and Pupil B places (Tom) in the correct room. • When they have finished they compare pictures.

See also Teacher’s Resource Book Worksheet 2, p27

Extension

• Use your monsters from earlier in the lesson. • Place the flashcards of different rooms on the board. • Hold the monster in a room on one of the flashcard and elicit Where’s the monster? He’s in the (bedroom).

• Continue getting the class to chorally question and answer.

3 Where’s the mother? She’s in the bathroom.

Unit 4 The haunted house

Lesson 3

Objectives • to consolidate the core vocabulary and grammar through a song

• to sing a song for pleasure Language

• to encourage pupil creativity • to consolidate the core grammar with a memory game Basic competences

New language: Where’s (Lionel)? Where is he/she?

Language competence: Pupils join in with a

Receptive language: Come and see! Come and see

Cultural awareness and expression: Pupils

He’s/She’s in the … , the home

the animals, and come and see me!

song.

sing together as a class.

Sense of initiative and entrepreneurship:

Materials CD, paper, pens/pencils (optional)

Unit 4 The haunted house

Pupils draw pictures, then write and talk about them.

Lesson 3

Pupil’s Book, page 38

Activity Book, page 38 1

Warm-up • Put pupils into two teams and ask for a volunteer from each team.

Read the song in the Pupil’s Book and draw the animals in the correct rooms. Then complete the sentences.

• Ask the two pupils to come to the board. Show them a

•

• The pupils draw the animal for their team to guess what

Key: 2 ’s in the living room. 3 ’s in the kitchen. 4 ’s in the

word on a piece of paper, e.g. lizard.

it is. • The first team to shout out the correct answer wins a point. • Words to revise: lizard, crocodile, bat, snake, cat, tiger.

CD 2 19 20

Listen and sing.

• The pupils look at the picture and call out the animals they see (crocodiles, a cat, a spider, bats, a snake, tigers, a lizard). Ask where the girl and tigers are to check garden. • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. • Ask questions about the song – Where’s Lionel? (He’s in the bedroom.) What is he? (A lizard.) Where’s Sammy? (He’s in the kitchen.) What is he? (A spider.) • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD2, track 20) for pupils to sing in groups. 2

Pupils read the song again and draw the animals in the pictures. They complete a sentence about each picture. cellar.

•

Look at Activity 1. Play the memory game.

Pupils ask and answer questions about the song to play a memory game.

Key: Pupils’ own answers.

Look at the picture of the house and say.

• Ask the questions in open class and elicit the answers. • Extend by asking how many there are (five tigers, seven crocodiles) and what colour they are.

Key: Where are the crocodiles? They’re in the bathroom. Where are the tigers? They’re in the garden.

OPTIONAL ACTIVITIES Reinforcement

• Pupils sing the song again. • Divide the class into four groups and give each group a name (Lionel, Kitty, Sammy and Simon).

• Each group stands up and sings the verse which

matches their name. The whole class sings the chorus together.

Extension

• Elicit other animals that pupils know and write them

on the board (zebra, monkey, hippo, parrot, snake, bear, chicken, goat, horse, cow, rabbit). • Pupils draw their own house with different animals in the rooms. • Pupils write a new verse for the song with different names for their chosen animals. • Play the karaoke version of the song (CD2, track 20) and pupils sing their own verses.

Unit 4 The haunted house

Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through listening for detail

Language New language: Is / Are there... ? (question form); How many ... ?, the home

Recycled language: park, bikes, dogs, ducks, plane, rats, cars, cake, kite, go-kart, butterfly, flower, frog, grass, bananas, tree, spider, snakes, garden, apples

Materials CD, Teacher’s Resource Book (optional)

Unit 4 The haunted house

• to give further practice in the core grammar by asking and answering about pictures

• to consolidate the core grammar by writing answers about a picture

Basic competences Language competence: Pupils look at pictures

to practise using the core grammar questions and answers.

Mathematical competence: Pupils ask and

answer about the number of animals and objects in pictures.

Social and civic competences: Pupils work

together to ask and answer questions using the core grammar point.

Lesson 4

Pupil’s Book, page 39 Warm-up • Play a chain game. • Say In my bedroom there are two chairs. Pupil A says In my bedroom there are two chairs and there’s a desk.

• Continue around the class. When there are eight things in the list, start another chain.

Presentation • Draw a simple picture on the board of a park with a few

trees and a sun in the sky. Draw a cat in the park, a plane, a stick person with a kite, two cars and three bikes. Tell pupils that it is a park and tell them what you are drawing as you do it. • Elicit what pupils can see in the picture. • Ask Is there a cat? Elicit Yes, there is. Repeat with other singular items (plane, kite). • Ask Are there any cars? Elicit Yes, there are. Repeat with other plural items (bikes). • Ask Is there a bat? Elicit No there, isn’t. Repeat with other singular items (dog, tiger). • Ask Are there any rats? Elicit No there, aren’t. Repeat with other plural items (lizards, go-karts). • Say to the pupils There are three bikes. Elicit the question How many bikes are there? Repeat with other items.

CD 2

Look, read and say the correct answer. Listen and check. • Check what pupils can see eliciting single words. • In pairs, pupils ask and answer the questions. • Play the recording. Pupils listen and check. • Check answers in open class. Ask the questions and elicit the answers. 21

CD2 Track 21 Woman: Look at the picture. Boy:: OK. Boy Woman:: Is there a park? Woman Boy:: Yes, there is. Boy Woman:: Are there any bikes? Woman

Boy: Yes, there are. Boy: Woman:: Are there any dogs? Woman Boy:: No, there aren’t. Boy Woman:: How many ducks Woman are there? Boy:: There are seven. Boy

Activity Book, page 39 •

Look and tick (3) the box. Pupils read the questions and refer to the picture to tick the correct answer.

Key: 2 No, there isn’t. 3 Yes, there are. 4 No, there aren’t. 2

Look at the picture in Activity 1. Answer the questions.

• Pupils refer to the picture again to answer the questions. Key: 2 No, there aren’t. 3 Yes, there is. 4 There are eight. 5 There are two. 6 There are four.

OPTIONAL ACTIVITIES Reinforcement

• Use the picture on page 36. Ask questions

about what pupils can see, e.g. Is there a cellar? (Yes, there is.) Are there any ghosts? (Yes, there are.)

+ See also Teacher’s Resource Book Worksheet 3, p28

Extension

• Elicit 16 items (animals and objects) onto the board. • Pupils draw a cellar and secretly put six things from the board in it. They can have multiples.

• In pairs, pupils take turns to ask and answer, using Is there …? Are there …? How many …? • They record their partner’s items and the number. • When they finish, they compare and check.

Key: 1 Yes, there is. 2 Yes, there are. 3 No, there aren’t. 4 There are seven.

CD 2

Listen and say. • Play the recording. Pupils listen and repeat in chorus. • They practise saying the questions and answers in pairs.

Look at Activity 1 again. Ask and answer.

• Point to each picture and elicit the words from the class. • Do an example question and answer with a pupil. • Pupils take turns to ask and answer in pairs. • To make it more challenging, pupils can take turns to ask or answer all the questions. The pupil answering covers the picture in Activity 1.

Grammar focus [PB p108]

Look and play the memory game.

• Give pupils 30 seconds to look at the picture. Tell them to close their books and ask Where’s the boy? Elicit the answer. • Pupils work together in pairs and continue the game together.

Key: 1 He’s on the sofa. 2 They’re on the floor. 3 Yes, there is (on the chair). 4 Yes, there are (on the floor). 5 There are four toys.

Unit 4 The haunted house

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit

Language Recycled language: characters and language from the story

Receptive language: over there, No time to play! Pirate Ship, really, above, the wrong place

Materials CD

Unit 4 The haunted house

• to check comprehension of the story • to think about the sequencing in the story ordering sentences and pictures

Basic competences Language competence: Pupils listen to a story. Cultural awareness and expression: Pupils act out the story.

Social and civic competences: Pupils learn the message of thinking differently to solve a problem.

Lesson 5

Pupil’s Book, page 40 Warm-up • Write The Explorers on the board. • Elicit the characters’ names (Ben, Lucy and Buster). Elicit the names of the people trying to get the book (Horax and Zelda). • Elicit what pupils remember from the last episode.

CD 2

Up high Elicit where the friends are in frame 1 (in the town) and • who is talking on the phone (Zelda). Ask what ride the children are going on in the funfair (Pirate Ship). • Play the recording. Pupils listen to answer Who wants to go to the funfair in frame 3? (Ben.) Why? (It’s fun.) Who wants to go on the Pirate Ship in frame 5? (Lucy.) Why? (To find the letter.) What is the third letter? (R.) • Play the recording again pausing for the pupils to repeat. • Invite different pupils to read out what the characters say in each frame. 23

Activity Book, page 40 1

Put the story in order. Thinking skill: sequencing

•

Think!

Pupils order events from the story referring to it if necessary.

Key: 4, (1), 3, 5, 2, 6 2

Now match the pictures with the sentences in Activity 1. Think!

Thinking skill: matching • Pupils match the sentences from Activity 1 to pictures from the story.

Key: a 3, (b 1), c 5, d 4, e 6, f 2

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four to take a role of one of the characters (Ben, Lucy, Horax and Zelda).

• Play the recording. Pupils repeat in roles. • They practise the story in their groups. • Invite groups to act out the story for the class. Extension

• Focus on what happens in the story. • Elicit how Lucy’s lateral thinking (going on the Pirate

Ship, not to the tower) helps the children find the letter. • Elicit examples of when the pupils have used lateral thinking to help them solve a problem, e.g. they thought of an original birthday present for a friend; they found a creative way to do their homework and got good marks; they decided on an activity to do at home with friends because the weather was bad. Note: Some of this discussion may need to take place in L1.

Unit 4 The haunted house

Lesson 6

Objectives • to check comprehension of the story • to present and practise saying the sounds /aː/ and /r/ Language

words

Basic competences

New language: No time to play, I can’t see it, over

Language competence: Pupils interpret the

Recycled language: language from the story

Social and civic competences: Pupils practise

there, It’s beautiful

Receptive language: triple, rock stars, Mars, stay, owl

Materials CD, white paper (optional)

• to practise conversation sequences • to practise asking How do you spell …? and spelling

Unit 4 The haunted house

message behind a story.

short conversations to put language in context.

Lesson 6

Pupil’s Book, page 41 Warm-up • Ask questions about the story, e.g. Where are Ben and

Lucy? (In a town.) Why do they want to go up the tower? (To see the letter.) Who thinks it’s a good idea to go on the Pirate Ship? (Lucy.) What’s the third letter? (R.) What are the first two letters? (I and F.)

Activity Book, page 41 1

Write the words. Listen and check. Then say 25 with a friend.

•

Find who says ...

• Pupils find the sentence in the story (frame 7). • Write R, car, right, and wrong on the board, using a red

Key: Lucy 4

CD 2 24

Listen and say.

• Play the recording. Pupils read and repeat. Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• They practise saying the sentence in pairs.

CD 2 26

Listen and write.

Pupils listen and write the words under the pictures. 1 Girl: How do you Boy:: R-A-I-N. Boy 2 Girl:: How do you Girl Boy:: F-R-O-G. Boy 3 Girl:: How do you Girl Boy:: C-A-R. Boy 4 Girl:: How do you Girl Boy:: P-A-R-K. Boy

Note: Remind pupils that in order to solve the puzzle and find the treasure they need to record the letters they find on page 14 of their Activity Book.

pen for the underlined letters. Explain that the letter name R rhymes with car. Show how in the words right and wrong both spellings give exactly the same sound (the R as in run). • Pupils repeat It’s an R. Great! after you.

CD2 Track 27

Key: 1 b, 2 d, 3 c, 4 a

Pupils complete the dialogues and listen to the recording to check their answers. Then they practise the dialogues in pairs.

Key: 1 No time, 2 Look, over there

Say the correct the sentences.

• Pupils read the story again together in pairs. • They work in pairs to say the sentences. • Pupils write their answers in their notebooks. • Elicit answers in open class.

CD 2

spell ‘rain’?

spell ‘frog’?

spell ‘car’?

spell ‘park’?

5 Girl:: How do you spell Girl ‘write’? Boy:: W-R-I-T-E. Boy 6 Girl:: How do you spell ‘Art’? Girl Boy:: A-R-T. Boy 7 Girl:: How do you spell Girl ‘hurry’? Boy:: H-U-Double R-Y. Boy

Key: 2 frog, 3 car, 4 park, 5 write, 6 art, 7 hurry •

CD 2 27

Listen and say.

Pupils listen again and repeat.

OPTIONAL ACTIVITIES Reinforcement

• Write R (car) in big letters on a piece of paper and

stick it somewhere in the classroom. Do the same for R (right). • Choral drill the different sounds of R (car) and R (right). • Pupils stand up. Read out words containing the sounds randomly. Pupils should go to the piece of paper which represents the correct sound. • If pupils go to different pieces of paper, say the word again and prompt them to try again. • Words to read out: R(car): are, star, Mars, park, Art, March; R (right): wrong, great, rock, frog, hurry, red, Friday.

Extension

• Write the dialogues from AB Activity 1 on the board. • Underline key words (names, home, owl, beautiful). • In pairs, pupils make up their own dialogues by replacing the underlined words.

• Pupils practise and then role play their dialogues for the class.

Unit 4 The haunted house

Lesson 7

Objectives • to practise listening, reading and speaking skills • to give practice in describing a house through a

• to revise target language by reading and talking about a picture

listening and speaking task

Language New language: I live in ... , the home Recycled language: numbers, adjectives,

animals, toys, There is / There are ..., I like, How many (trees) are there? There’s (one tree), There are (four flowers)

Receptive language: have got, in, on

Materials CD, Teacher’s Resource Book (optional)

Unit 4 The haunted house

Basic competences Language competence: Pupils listen and read for specific information.

Cultural awareness and expression: Pupils give a verbal description of their house.

Mathematical competence: Pupils count people, animals and objects in a picture.

Lesson 7

Pupil’s Book, page 42 Warm-up • Write the home in a circle on the board. • In pairs, with books closed, pupils brainstorm in their

notebooks all the home words they can think of in 30 seconds. • They swap word maps with another pair. • Elicit words on the board to check. Invite pupils to spell the words. • They add words to their word maps.

CD 2 28

Listen and say the letter.

YLE

• Look at the houses with the class. Elicit what they can see. • Play the recording. Pupils listen and say the correct pictures.

• Go around the class to check and help. • In pairs, pupils then talk about their house in turns.

Activity Book, page 42 • •

Look and read. Write yes or no.

YLE

Pupils read sentences and refer to the picture to write yes or no for each sentence.

Key: 2 no, 3 yes, 4 no, 5 no, 6 no, 7 yes 2

•

Look at the picture in Activity 1. Play the memory game.

Pupils take turns to ask questions about the picture in Activity 1 and answer them without looking in their books.

CD2 Track 28

1 Man: How many bedrooms are there in your house, Chris? Chris:: There are three bedrooms. And there’s a Chris kitchen, a dining room, a living room and a hall. Man:: Hmm. And are there any stairs? Man Chris:: No, there aren’t. There aren’t any stairs. Chris 2 Man:: Mary, is there a hall in your house? Man Mary:: No, there isn’t. There’s one big bedroom, a Mary kitchen and a dining room; but there isn’t a hall. 3 Man:: Vicky, how many bedrooms are there in your Man house? Vicky:: I live in a beautiful house. There are three Vicky bedrooms upstairs. Downstairs, there’s a kitchen, a dining room, a living room and a hall. Man:: That sounds good. Is there a cellar too? Man Vicky:: Yes, there’s a big cellar under the house. Vicky

• They compare answers in pairs. • Pupils listen again and check. • Check answers in open class and ask further questions for each dialogue, e.g. How many bedrooms are there? (Three.) Is there a hall? (No, there isn’t.) Is there a cellar? (Yes, there is.)

Key: 1 b, 2 a, 3 b 2

Read about Tom’s house. Is it the same as your house? Talk to your friend.

• Elicit the word flat and tell pupils they can talk about their

house or flat. • Read the description with the class. • Before talking pupils make some notes in their notebooks about their house. They include rooms, adjectives and an opinion. Remind pupils to use the structure there is/there are.

OPTIONAL ACTIVITIES Reinforcement

• In groups of six, pupils take turns to describe their house or flat.

• Pupils say Snap! when they have the same number of rooms or have used the same adjective.

 See also Teacher’s Resource Book Worksheet 4, p29

Extension

• Put pupils into four teams. They stand one behind the other in four lines, facing the board. • Whisper a different room to the pupil at the back of each line. • They whisper it to the next person and the last pupil at the front writes it on a piece of paper on your desk. • This pupil then goes to the back of the line. • Continue with three or four words. • Pupils check their spelling is correct. The group with the least spelling mistakes is the winner.

Unit 4 The haunted house

Lesson 8

Objectives • to draw out the pupils’ creativity and imagination • to do a craft project (draw a haunted house and write about it)

Language New language: the home Recycled language: adjectives, haunted, ghost, rat, spider, there is / there are

Receptive language: go down, in the corner, noise, run up, scary

Materials CD, coloured pens/pencils, card paper (optional)

Unit 4 The haunted house

• to act out a story and think about sequencing • to give and follow instructions Basic competences Language competence: Pupils listen to ideas and respond creatively.

Sense of initiative and entrepreneurship:

Pupils draw and colour a picture based on what they hear.

Social and civic competences: Pupils work together to give and respond to instructions.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

Lesson 8

Pupil’s Book, page 43 Warm-up • Write the following adjectives on one side of the board,

black, old, scary, clean, big and small. On the other side write rat, ghost, spider, cat, lizard, kitchen. • Give pupils two minutes to make as many correct phrases as they can. Give them a time limit. • Ask how many sentences pupils have and elicit some examples, e.g. a black spider, an old cat, a scary ghost, a clean kitchen, a big rat, a small lizard.

CD 2

Listen and imagine. Then draw your picture. • Tell pupils to put their heads on their desks, close their eyes and listen. • Play the recording. At the end of the recording, speak quietly and tell pupils to listen again and imagine. • Tell them they are going to draw the picture from their imaginations. 29

Activity Book, page 43 1

•

Listen to your friend and act out.

In pairs, pupils take turns giving instructions and acting them out.

• Write the sentences from AB Activity 2 on the board. Underline words (stairs, spider, sister, cellar, ghost, box). • Pupils draw their open picture story with sentences under each one. They use the model on the board to help them but change the underlined words. • Display pupils’ stories around the room.

Extension

• Display pupils’ pictures from PB Activity 1 on the tables or on the walls.

• Tell pupils to walk around and see what they can find in each room.

• Ask pupils which pictures are similar and ask other questions about what pupils can see.

Note: You could now do the end-of-unit test on Teacher’s Book pages 200–201. You could also use the Lesson Culture for unit 4 on page 91 (PB).

• Read through the example description in class. Elicit the answers to the questions.

• Invite pupils to read their descriptions to the class. • Check understanding for the children listening by asking

6, (1), 3, 7, 8, 2, 4, 5

Reinforcement

Write about your picture. Use these questions.

Now tell the class.

Pupils read the sentences from the story and number them in order.

OPTIONAL ACTIVITIES

Key: Pupils’ own answers

Read and number the sentences from the story.

Key:

• Play the recording again. • Pupils draw their own pictures of what they imagined.

Key: Pupils’ own answers

Listen and act out with your teacher. Then listen again and number the pictures.

Pupils act out the situations as they listen. They listen again and number the pictures in order.

Close your eyes and listen. Imagine a haunted house. It’s old and scary … Is the house big or small? What colour is it? Now imagine the rooms in the house. How many bedrooms are there? Is there a kitchen? Is there a living room? A dining room? Are there any ghosts in the rooms? Where are they? Is there a cellar under the house? What can you see in the cellar? Are there any rats? Or spiders? Now draw your picture.

• Pupils write their own descriptions. • Monitor and help with vocabulary.

Key: a 3, b 8, (c 1), d 6, e 2, f 5, g 7, h 4

CD2 Track 29

CD 2

Reading time (unit 4) [AB p91] •

questions, e.g. How many rooms are there? Is there a hall?

Write the letters ‘al’ and read. YLE Pupils fill in the gaps with the letters al. Then they write the words individually, in pairs and as a class.

Read the text and circle the ‘al’ words.

• Pupils read the texts and circle the wods with al. Key: small, ball 3

•

Read the text again and write where the toys are. Pupils read the text again and write the rooms. Then they check in pairs. Do a class check.

Key: 2 kitchen, 3 living room Unit 4 The haunted house

5 By the sea

Lesson 1

Objectives • to present the core vocabulary (actions) • to practise the core vocabulary through a miming game

Language New language: actions: fish, play with the dog,

clean your goggles, play the guitar, talk on the phone, dance, listen to the radio, read a book

Recycled language: can, grandpa Receptive language: Let’s have some fun! Remember to ...

Materials CD, Flashcards (actions): 20–27, Teacher’s Resource Book (optional)

Unit 5 By the sea

• to give further practice of the core vocabulary by focusing on collocations

•

to reinforce spelling of the core vocabulary

Basic competences Language competence: Pupils identify and practise actions.

Social and civic competences: Pupils work together to play a game.

Lesson 1

Pupil’s Book, page 44 Warm-up • Write on the board By the sea. Elicit activities you can

do on the beach. Ask Do you like the beach? Do you like swimming in the sea?

Presentation • Hold up each flashcard in turn. Say the word for pupils to repeat in chorus. • Stick the flashcards on the board.

CD 2 31

Listen and look. Then listen and say the words.

• Pupils look at the picture in their Pupil’s Books.

Activity Book, page 44

•

Match the words with the pictures. Then write.

Pupils match the verbs with the pictures and then write the phrases.

Key: 2 clean your goggles. 3 play with the dog. 4 play the guitar. 5 read a book. 6 listen to the radio.

What are these actions? Think and write.

Think!

Thinking skill: interpreting pictures • Pupils look at the pictures and write the actions. Key: 2 dance, 3 clean your bike, 4 play the piano

Note: Focus pupils’ attention on the message at the bottom of the picture. Ask them where they think the letter might be. Remind pupils that they will find out later in the unit in the story in lessons 5 and 6. • Elicit the characters in the picture the pupils know (Ben, Lucy, Buster). Ask who the other people might be (family members, people spending the day at the beach). • Play the recording. Pupils point to the words when they hear them.

CD2 Track 31 Lucy: Let’s play Buster! Ben’s dad: Come on children. Let’s have some fun! Lucy:: Ben, do you play the guitar? Lucy Ben:: No, I don’t, Lucy. But I can dance … and … I can Ben fish! Like Grandpa. Lucy:: That’s great!! Lucy Ben:: Hey, Lucy – are you ready? Let’s go and find the Ben next letter. Remember to clean your googles. Lucy:: OK, OK. I’m ready! Lucy Now say the words. 1 fish, 2 play with the dog, 3 clean your goggles, 4 play the guitar, 5 talk on the phone, 6 dance, 7 listen to the radio, 8 read a book

• Play the recording again. Pupils repeat the words. • In pairs, pupils practise pointing to the picture and naming the actions.

Play the miming game.

• Mime cleaning goggles and say What am I doing? Elicit the answer.

• Pupils play the game in pairs. • Monitor and check pupils are using the correct forms, e.g. You’re (clean)ing (your goggles).

OPTIONAL ACTIVITIES Reinforcement

• Show a flashcard and hide it quickly. Pupils try to guess, e.g. dancing?

• The pupil who guesses correctly comes and

chooses a flashcard and continues the game.

See also Teacher’s Resource Book Worksheet 1, p31

Extension

• Pupils play a memory game. • Give pupils 30 seconds to look at the picture from

the PB again. • They work in pairs to remember which actions match each person, e.g. grandpa – fish; dad – play the guitar; Lucy – play with the dog; woman with red hat – read a book. • Ask them to close their books and call out actions. Invite pupils to say who does each action.

Unit 5 By the sea

Lesson 2

Objectives • • to present the first core grammar • to practise the core grammar through listening for gist • Language

to consolidate the core grammar through listening and writing tasks

Basic competences

New language: present continuous, 3rd person:

Language competence: Pupils talk about what

Recycled language: cat, piano, ice cream, paint a

Social and civic competences: Pupils work

afirmative and negative, actions picture, lizard, sandwich, bike

Receptive language: sister, sing, sleep, ride her horse

Materials CD, Flashcards (actions): 20–27, Teacher’s Resource Book (optional)

to give further practice in the core grammar through a communicative activity

Unit 5 By the sea

people are or aren’t doing at the moment. together to talk about a picture.

Lesson 2

Pupil’s Book, page 45 Warm-up • In pairs, pupils take turns miming and guessing the actions on Pupil’s Book page 44.

Presentation • Hold up an action flashcard and elicit the word/phrase,

e.g. play the guitar. • Say to the pupils now and say, She is playing the guitar. • Encourage pupils to chorally repeat. • Do the same with other flashcards to elicit He/She is … and They’re … . • Keep holding up different flashcards so pupils practise the form. • Hold up the playing the guitar flashcard and say He’s fishing. Yes or no? Elicit from pupils No. She’s playing the guitar. Do the same with other flashcards. • Now hold up a flashcard and say a sentence which doesn’t match the picture, e.g. hold up playing the guitar and say She isn’t reading a book. Pupils repeat. • Do the same for other flashcards.

CD 2 32

Look, read and point to the correct picture. Listen and check.

• Pupils look at the pictures in their Pupil’s Books. Elicit the activities they can see. • Play the recording. Pupils point to the pictures in pairs. • Check answers in open class. • Play the recording again if necessary.

Key: 1 b, 2 a, 3 b 2

CD 2 33

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • Play the recording again focusing on the contracted forms isn’t and aren’t. • Pupils practise saying the questions and answers in pairs.

Look at the picture. Say and guess.

• Say He’s playing with a lizard. Ask the children to look at

the picture and find the person. Elicit It’s Tony. • Pupils play the game together in pairs. If necessary, write He’s/She’s/They’re ...ing on the board for the pupils’ reference. • Monitor and help.

Key: (clockwise): They’re eating sandwiches; It’s Daniel

and Mike. They’re fishing; It’s Pat and Lucy. She’s painting; It’s May. She’s cleaning her bike; It’s Olivia. (He’s playing with a lizard; It’s Tony.) He’s talking on the phone; It’s Nick.

Activity Book, page 45 1

•

CD 2 34

Look and complete the sentences. Then listen and check.

Pupils refer to the pictures to complete the sentences. Then they listen and check their answers.

Key: 2 ’s, isn’t, 3 aren’t, ’re, 4 ’re, aren’t, 5 isn’t, ’s, 6 ’s, isn’t

•

Look and put the words in order.

Pupils refer to the picture and reorder the words to write sentences.

Key: 2 Sam is listening to music. 3 They are eating ice

creams. 4 Sid is talking on the phone. 5 Sam is playing with the dog. 6 They are wearing T-shirts.

OPTIONAL ACTIVITIES Reinforcement

• Pupils look at the picture in PB Activity 3 for 30

seconds. • In pairs, Pupil A says May and Pupil B tries to remember what May is doing. Then it’s Pupil B’s turn to choose a name(s) from the picture. They continue like this for the rest of the people in the picture.

See also Teacher’s Resource Book Worksheet 2, p32

Extension

• Put pupils into groups of four or five. • Pupil A mimes an action, Pupil B says He/She is

(playing the guitar). Pupils mime words from this unit or other words that they know in English. • If the rest of the group agree, they say Yes, he/she is (playing the guitar). If they don’t agree, they say, e.g. No, he/she isn’t (playing the guitar). He/She is (playing the piano). • Pupils continue each taking a turn to mime.

Grammar focus [PB p109]

Say the correct answer.

• Pupils look at the picture in pairs and read the

sentences with the correct answer. Check with the class.

Key: 1 are, 2 is, 3 aren’t, 4 isn’t, 5 is, 6 isn’t Unit 5 By the sea

Lesson 3

Objectives • to consolidate the core vocabulary and grammar through a song

•

to sing a song for pleasure

Language

to check pupils’ understanding of the song to consolidate the song through a writing task

Basic competences

New language: actions, present continuous, 3rd

Language competence: Pupils join in with a

Receptive language: all alone, nothing, on my own

Cultural awareness and expression: Pupils

person: affirmative and negative

Materials CD, paper, coloured pens/pencils (optional)

• •

Unit 5 By the sea

song.

sing together as a class and talk about pictures.

Lesson 3

Pupil’s Book, page 46 Warm-up • Tell pupils to think of an action that they can mime. Pupils look at page 44 of the Pupil’s Book for ideas if necessary.

• Count down 3-2-1 and tell everyone to do their action. • The pupils look around at each other. Ask individual

pupils to describe what other pupils are doing, e.g. (Paul) is talking on the phone. (Arina) is fishing.

CD 2 35 36

and what the people are doing, e.g. She’s/They’re talking on the phone. He’s fishing. • Pre-teach all alone and on my own. • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. • Ask What’s Molly doing? (She’s talking on the phone.) What are Fred and Ben doing? (They’re talking on the phone.) Why is the girl sad? (Because she is on her own.) • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD2, track 36) for pupils to sing in three groups (one verse per group).

Remember the song. Look, think and tick (3) the box. Think!

Thinking skill: interpreting pictures • Pupils look at pictures from the song and tick the correct one to answer the questions.

Key: 1 c, 2 b 2

Listen and sing.

• Look at the picture with the class. Elicit what they can see

Activity Book, page 46

•

Remember the song. Read and write the words.

Pupils complete the song lyrics using the words in the box.

Key: 2 listening, 3 talking, 4 fishing, 5 talking, 6 talking

Talk about these people.

• Look at the pictures and elicit the actions from the class. • Pupils work in pairs talking about what the people are and aren’t doing. • Monitor and help. Key: 1 Rachel isn’t listening to the radio. She’s talking on

the phone. 2 Sam and Brad aren’t reading a book. They’re talking on the phone. 3 George isn’t riding his bike. He’s talking on the phone. 4 Kim and Mary aren’t eating burgers. They’re talking on the phone.

OPTIONAL ACTIVITIES Reinforcement

• Write a new verse for the song as a class. Elicit

ideas on the board. • Negotiate as a class until you are all happy with your new verse. • Write the verse on the board and pupils write it in their notebooks. • Play the karaoke version of the song (CD2, track 36). Pupils sing the new verse.

Extension

• Pupils draw their own pictures of people doing activities. • They write sentences under their pictures to describe what they are doing. • Display the pictures around the classroom.

Unit 5 By the sea

Lesson 4

Objectives • • to present the second core grammar • to practise the core grammar through a guessing game

Language New language: present continuous, 3rd person:

questions and answers; Is (Ian) playing tennis? Yes, he/she is / No, he/she isn’t; Are (Lisa and Adam) cleaning their shoes? Yes, they are / No, they aren’t, actions

Recycled language: free time activities

to give further practice in the core grammar through a writing and matching task

Basic competences Language competence: Pupils ask and answer questions using the present continuous, 3rd person.

Cultural awareness and expression: Pupils draw a picture.

Social and civic competences: Pupils work together to ask and answer about a picture.

Materials CD, Flashcards (actions): 20–27, paper, Teacher’s Resource Book (optional)

100

Unit 5 By the sea

Lesson 4

Pupil’s Book, page 47 Warm-up • Pupils draw a 2 x 2 grid in their notebooks. • They write actions from Pupil’s Book page 44 in the boxes. • Read the actions, e.g. Dance! and pupils cross out the word(s) they have in their grid. • The first pupil to cross out all four words is the winner.

Presentation • Hold up a flashcard and ask Is she playing with the dog? and No, he/she isn’t. • Hold up the same flashcards and elicit the questions back from the pupils. • Point to two pupils and ask Are (Maria) and (Lucy) listening? Elicit Yes, they are. Ask Are (Maria) and (Lucy) swimming? Elicit No, they aren’t. • Elicit the questions back from pupils again.

CD 2

Draw and guess.

• Draw a simple picture on the board, e.g. a stick person swimming.

• Elicit questions and answers for your drawing, e.g. Is he reading? No, he isn’t. Is he swimming? Yes, he is.

• Pupils draw actions and ask and answer in pairs. • Monitor and help with questions and answers as necessary.

Activity Book, page 47

Elicit Yes, she is.

• Ask questions about other flashcards to elicit Yes, he/she is

•

Complete the questions. Then look and match them with the answers.

Pupils complete the questions. They then refer to the picture and match them to the correct answers.

Key: 2 Are, 3 Is, 4 Are, 5 Is, 6 Is, 7 Is, 8 Are b 5, c 8, d 3, e 6, f 4, g 7, h 2

Listen and say the letter. 37 Look at the pictures with the class. Elicit the activities they • can see. • Play the recording. Pupils listen and point to the correct picture. CD2 Track 37

1 Boy: Is Ian playing tennis? Girl:: Yes, he is. Girl 2 Boy:: Is Martha taking photos? Boy Girl:: No, she isn’t. She’s watching TV. Girl 3 Boy:: Are Lisa and Adam cleaning their shoes? Boy Girl:: No, they aren’t. They’re cleaning their bikes. Girl 4 Boy:: Are Connor and Ruby listening to the radio? Boy Girl:: Yes, they are. Girl

OPTIONAL ACTIVITIES

• In pairs, they say the letters. Play the recording again to

Reinforcement

Key: 1 a, 2 b, 3 b, 4 a

Activity 1. • Stronger pupils cover the answers column and use the picture to answer.

check answers. • Check answers with the class.

CD 2 38

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • Divide the class in two groups. One group reads the

questions and the other groups answers. They change roles. • In pairs, pupils take turns reading questions and answers.

• Pupils read the questions and answers in AB

See also Teacher’s Resource Book Worksheet 3, p33

Extension

• Display pupils’ drawings from PB Activity 3 around the classroom.

• Pupils walk around and look at the drawings. Ask

questions and elicit answers about the drawings in open class.

Unit 5 By the sea

101

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: characters and language from the story

Receptive language: trap, shell, different place, get (my arm) out, shark, cage, octupus

• •

to check comprehension of the story to think about the story sequences

Basic competences Language competence: Pupils listen to a story. Social and civic competences: Pupils learn the value of asking for help.

Cultural awareness and expression: Pupils act out the story.

Materials CD

102

Unit 5 By the sea

Lesson 5

Pupil’s Book, page 48 Warm-up • Write The trap on the board. Draw a picture to go with it,

e.g. a spider in a box. Ask Can the spider get out? Elicit No, it can’t. It’s in a trap. • Elicit what the pupils can remember from in the last episode of the story, e.g. The children go on the Pirate Ship at the funfair. They find the letter R. • Refer back to the title of this story and ask who they think might be trapped.

CD 2 39

The trap

• Elicit where the friends are in frame 1 (under the sea). • Play the recording. Pupils listen to answer Who has a

Activity Book, page 48 1

•

Remember the story. Write t (true) or f (false).

Pupils read sentences marking them t or f and check their answers in the Pupil’s Book.

Key: 2 f, 3 t, 4 f, 5 f, 6 t 2

Find and write the picture numbers from the story. Think!

Thinking skill: matching • Pupils order the pictures from the story and check their answers in the Pupil’s Book.

Key: a 3, (b 1), c 6, d 7, e 4

problem? (Ben can’t get his arm out of the shell.) Does the shark like Horax? (No, it doesn’t.) Where do Ben and Lucy find the next letter? (The fish make an S shape.) • Play the recording again pausing for the pupils to repeat. • Invite different pupils to read out what the characters say in each frame.

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four to take a role of one of the characters (Ben, Lucy, Horax and Zelda). • Play the recording. Pupils repeat in roles. • Pupils practise the story in their groups. • Invite groups to act out the story for the class.

Extension

• Focus on what happens in the story. • Elicit how the children manage to free Ben and find the letter (by working together as a team).

• Elicit examples of when pupils work together in a

team and how this helps them solve problems/get better results.

Note: Some of this discussion may need to take place in L1. • Ask further questions about the story using language from the unit, e.g. Are Ben and Lucy swimming? (Yes, they are.) What is the shark doing in Picture 5? (It’s swimming after Horax and Zelda.) What is the octopus doing in Picture 7? (It’s helping Ben.) What are the fish doing in Picture 8? (They’re making the letter S.)

Unit 5 By the sea

103

Lesson 6

Objectives • to check comprehension of the story • to practise the sounds /s/ and /ʃ/ and their spelling Language

to practise conversation sequences to consolidate the spellings of the letters s and sh

Basic competences

New language: Here, let me try. There you are.

Language competence: Pupils interpret the

Recycled language: language from the story

Social and civic competences: Pupils learn the

starfish

Receptive language: short socks, super special, shoe shop

Materials CD, pieces of paper with words written on them (optional)

104

• •

Unit 5 By the sea

message behind a story.

message that it’s important to help each other.

Lesson 6

Pupil’s Book, page 49 Warm-up • Ask questions about the story, e.g. Where are Ben and

Activity Book, page 49 1

CD 2 41

Write the words. Listen and check. Then say with a friend.

Lucy? (Under the sea.) Where is the shark? (In a cage, then outside the cage.) Whose arm is in the shell? (Ben’s.) What is the letter? (S) What are the other letters? (F, I, R)

•

Key: 1 isn’t very happy; 2 can’t open it

Find the picture in the story where ...

• Pupils work individually to read the sentences and write the story frame in their notebooks. • Pupils compare their answers in pairs. • Elicit answers in open class.

Key: 1 frame 8, 2 frame 4, 3 frame 7, 4 frame 1, 5 frame 5 Note: Remind pupils that in order to solve the puzzle and find the treasure they need to record the letters they find on page 14 of their Activity Book.

•

Pupils complete the dialogues and listen to the recording to check their answers. Then they practise the dialogues in pairs.

Look and write sh or s.

Pupils look at the pictures and write the correct letters.

CD 2 42

Listen and say.

• Play the recording for pupils to check their answers. Key: 2 shark, 3 sea, 4 ship, 5 swim, 6 fish, 7 octopus, 8 starfish

Find who says ...

• Write she and see on the board and underline the letters sh and s.

• Explain that the words rhyme; they sound exactly the

same except for the first sound. Pupils practise saying the two words. • Read the sentence in Activity 3 and ask the pupils to repeat. • Pupils find the sentence in the story (frame 3).

Key: Lucy 4

CD 2 40

Listen and say.

• Play the recording. Pupils read and repeat. Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat. • They practise saying the sentence in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Write the following words on separate pieces of

paper: school, she, sandwich, soup, snake, shop, sport, square, sea, socks, shoes, shark, ship, shell, sing, say, see, swim, sorry, science, centre, square, shape, sheep, skin, six, short, T-shirt, fish, octopus • Write two columns on the board with the heading s and sh. Give each pupil a piece of paper with a word on it. • • Pupils stick their pieces of paper in the correct column on the board. • Check the words are in the correct column drilling pronunciation as you do it. • Pupils write the words in their notebooks.

Extension

• Write the dialogues in AB Activity 1 on the board.

Underline key words (names, dog, doesn’t like, box, open). • In pairs, pupils make up their own dialogues by replacing the underlined words. • Pupils role play their dialogues for the class.

Unit 5 By the sea

105

Lesson 7

Objectives • to integrate other areas of the curriculum through English: Art and Maths

• to extend pupils’ understanding of patterns and symmetry

• Language New language: pattern, symmetry, stripes, vertical, diagonal, horizontal, spiral, spots

Recycled language: fish, octopus, starfish, shell

Materials CD, paper, coloured pens/pencils (optional), Teacher’s Resource Book (optional)

106

Unit 5 By the sea

to practise identifying and drawing patterns

Basic competences Language competence: Pupils use known

language to talk about patterns and symmetry in English.

Mathematical competence: Pupils identify and draw symmetrical patterns.

Basic competences in science and technology: Pupils use the information they have learnt to colour fish.

Lesson 7

Pupil’s Book, page 50 Warm-up • Introduce the topic of patterns by showing pupils things

in the classroom which have patterns, e.g. clothes, shoes, bags. • Show the class that there are lots of different patterns. Tell pupils they are going to learn about some of those patterns today.

CD 2 43

Listen, look and say the letter.

• Elicit/Pre-teach what pupils can see in the pictures

(vertical / diagonal / horizontal stripes, a spiral, spots). • Play the recording. Pupils listen and point to the pictures.

Activity Book, page 50 •

Look and write the words.

Pupils look at the patterns in the pictures and write the words.

Key: 2 diagonal stripes, 3 horizontal stripes, 4 spots, 5 spiral

•

Read and draw.

Pupils read a short text and draw the patterns on the pictures.

Key: 1 small fish – vertical stripes, 2 big fish – horizontal stripes, 3 octopus – spots, 4 starfish – diagonal stripes, 5 shell – spiral

CD2 Track 43

1 spots, 2 vertical stripes, 3 horizontal stripes, 4 diagonal stripes, 5 spiral

• Play the recording again pausing after each phrase/word. Invite the class to say the letter of the picture.

Key: 1 e, 2 a, 3 c, 4 b, 5 d 2

Look at the pictures. Which patterns can you see? Think!

Thinking skill: classifying

• Pupils look at the pictures and say what they can see

(whaleshark, shells, fish). • Point to the first picture and say In picture 1, I can see spots. • Pupils work in pairs and say the patterns they can see in each picture. • Check answers with the class. Elicit other things/creatures with the same patterns as in this activity.

OPTIONAL ACTIVITIES

Key: 1 spots, 2 spirals, 3 horizontal stripes, 4 vertical

Reinforcement

stripes, 5 diagonal stripes, 6 spots and horizontal stripes

• Write the following prompt on the board: My favourite lesson is … Give pupils 5 minutes to choose their favourite page • from unit 5 in the Pupil’s Book. • Elicit from pupils their favourite lessons, e.g. My favourite lesson is reading the story about The trap. My favourite lesson is playing the miming game. • Write some examples on the board. Pupils write a sentence about their favourite lesson into their notebooks.

See also Teacher’s Resource Book Worksheet 4, p34

Extension

• Pupils work individually. • They think of something they have which has one of the patterns from the lesson on it.

• They draw a picture of the object and write what the

pattern is, using the language from AB Activity 2 as a model.

Unit 5 By the sea

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Lesson 8

Objectives • to extend the focus on Art and Maths through English • to enable pupils to build on their knowledge and experience and apply their understanding

Language

to do a craft project (make a symmetrical fish) to consolidate pupils’ knowledge of symmetry

Basic competences

New language: symmetrical, asymmetrical, middle,

Language competence: Pupils talk about

Recycled language: patterns and symmetry

Sense of initiative and entrepreneurship:

sides, same

Receptive language: half/halves, cut out, fold,

draw around, top half, bottom half, press, ocean scene

Materials CD, paper, scissors, paints and paintbrushes, paper, coloured pens/pencils, string/thread (optional)

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• •

Unit 5 By the sea

symmetrical and asymmetrical shapes in English. Pupils create a symmetrical fish.

Mathematical competence: Pupils talk about symmetry and halves.

Cultural awareness and expression: Pupils

identify and draw symmetrical and asymmetrical buildings.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

Lesson 8

Pupil’s Book, page 51

Activity Book, page 51

Warm-up • Draw five squares on the board. • Ask a pupil to come up and draw, e.g. vertical stripes in

one square. • Ask other pupils to come up and draw different patterns in other squares. • Point to each square and elicit what the pattern is.

patterns

•

applying knowledge and identifying

Pupils look at the pictures and tick the symmetrical patterns.

Key: pictures 3 and 6

• Pre-teach middle, sides and symmetry/symmetrical/

Think!

Thinking skill:

CD 2

Listen, read and answer. Think! Thinking skill: interpreting pictures and classifying

Which are symmetrical? Look and tick (3).

•

Draw the missing halves of the pictures. Pupils complete a symmetrical and an asymmetrical picture.

asymmetrical using the two pictures in Activity 3.

• Play the recording. Pupils listen and follow in their books. • Read the text again with the class. Invite pupils to find

OPTIONAL ACTIVITIES

things in the classroom which are symmetrical (e.g. the board, a chair, a ball, etc.). • Focus pupils on the pictures (a, b and c) and give them time to think whether they are symmetrical or not. • They compare answers in pairs before the class check.

Reinforcement

• Pupils walk around the classroom and choose a

symmetrical or asymmetrical object. Encourage them to find one with a pattern, if possible. • They draw it in their notebooks and write, e.g. The T-shirt has got vertical stripes and it’s symmetrical. • They present their drawings to the class.

Key: a the turtle, b the shell 4

Make a symmetrical fish.

Project

• Give the pupils time to look at the pictures. • Read through the instructions with the class before giving them the materials. Pre-teach half, cut out, fold, draw around, press. • Lay out all the materials on a central table. • Pupils come and collect what they need when they need it. • Go around the class to check pupils are following the instructions. • When all the fish are made, pupils come to the front in groups and show their fish to the class.

Extension

• Pupils make an ocean scene to hang in the classroom.

• They draw fish or other animals with different

patterns. • Help pupils to make a hole in the top and put string or thread through it. • Hang the fish around the classroom. Note: You could now do the end-of-unit test on Teacher’s Book pages 202–203. You could also use the Lesson Culture for unit 5 on page 92 (PB).

Reading time (unit 5) [AB p92]

•

Write the letters ‘ph’ and read. Then match the Then match the words to the categories. Pupils fill in the gaps with ph and read the words. Then they match the words to the correct category.

Key: animals: elephant, dolphin

technology: phone, photo camera names: Sophie, Saphira

Read the text and circle the ‘ph’ words.

• Pupis read the text and circle the words with ph. Key: photos, elephant, phone 3

Read again. Tick  or cross . Pupils read and tick or cross according to the text.

• Key: , , , 

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6 Our school

Lesson 1

Objectives • to present the core vocabulary (school places) • to practise the core vocabulary through

• to practise writing the core vocabulary

a communicative game

Language New language: School places: playground,

classroom, music room, toilets, computer room, library, reception, dining hall, gym, do exercise

Recycled language: symbol, map,

musical instrument, harp, right, late, wash, hands, computer, have lunch

Receptive language: orchestra practice

Materials CD, Flashcards (school places): 28–36, Teacher’s Resource Book (optional)

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Unit 6 Our school

Basic competences Competence in linguistic communication: Pupils identify and name school places.

Social and civic competences: Pupils work together to play a guessing game.

Lesson 1

Pupil’s Book, page 52 Warm-up • With books closed, write lines on the board to represent

the letters in the phrase Our school: ___ ______ • Divide the class into two teams. Each team guesses one letter at a time to work out what the phrase is. If they guess a letter correctly, write it in and allow that team to try and guess the phrase. If possible, write the letters in two different colours to represent the two teams.

Presentation • Use the flashcards to present the school places. • Say the word for pupils to repeat. Do this a few times. • Hold up each flashcard for pupils to say the word. Note: You may like to clarify that the library is where we can borrow books, but we buy books in a bookshop. • Stick the flashcards on the board and elicit the words at random.

CD 3

Listen and look. Then listen and say the words. 02 Look at the picture with the class. Elicit where Ben and • Lucy are and what they are looking at. • Draw pupils’ attention to the phrase at the bottom of the picture. • Pupils look at the numbered places in the picture. • Play the recording. Pupils hear an introductory dialogue. They then listen to the numbered words and repeat.

Say and guess. • Read the example to the class. Give one more example for the pupils to guess, e.g. There are books here. (The library.) • Pupils work in pairs. Monitor and help with vocabulary. • Do class feedback by asking for descriptions of the school places.

Activity Book, page 52 1

Write the words. Then number the pictures.

• Pupils complete the words with the correct letters.

Then they match the words with the pictures by writing the correct number in the boxes.

Key: 2 playground, 3 gym, 4 library, 5 toilets, 6 reception, 7 computer room, 8 music room, 9 classroom a 8, b 9, c 7, d 4, e 5, (f 1), g 6, h 3, i 2

Read and write words from Activity 1.

• Pupils read the definitions and write the school places. Key: 2 computer room, 3 classroom, 4 dining hall, 5 gym, 6 music room

CD3 Track 02

Ben: Hmm, we need to find the next line. What’s the next symbol on the map? Lucy:: It’s a musical instrument, let me think … oh yes, Lucy it’s a harp. Ben:: Right. So the next line isn’t in the computer room Ben or in the classrooms. It’s in the music room! Lucy:: What about the library? There are books about Lucy music there. Ben:: You’re right, but … Ben Lucy:: Hey, look at the clock. We’re late for our Lucy orchestra practice. Let’s run – to the music room! Now say the words. 1 playground, 2 classroom, 3 music room, 4 toilets, 5 computer room, 6 library, 7 reception, 8 dining hall, 9 gym

• Play the recording again. Pupils repeat the new words. • Explain the meaning of orchestra practice and ask

the pupils to repeat the phrase. • Play the recording again. Pupils repeat in chorus. • In pairs, pupils practise pointing to the picture and saying the words.

OPTIONAL ACTIVITIES Reinforcement

• Pupils write their own simple definitions of

the school places in their notebooks. They use AB Activity 2 as a model and their ideas from PB Activity 2.

 See also Teacher’s Resource Book Worksheet 1, p36

Extension

• Pupils draw a simple map of their school and label the rooms. They write a sentence or two about what happens in each room.

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Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through listening for specific information

Language New language: Was and were: affirmative and negative, yesterday, school places

Recycled language: time, true Receptive language: guess, It’s my turn.

Materials CD, Flashcards (school places): 28–36, Teacher’s Resource Book (optional)

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Unit 6 Our school

• to practise the core grammar through a speaking activity

• to practise the core grammar through reading for specific information

Basic competences Competence in linguistic communication:

Pupils use was and were to talk about where they were.

Social and civic competences:

Pupils work together to play a guessing game.

Lesson 2

Pupil’s Book, page 53 Warm-up • Use your arms like clock hands to show a time Ask What time is it?

• The first pupil to guess correctly comes out to the front to make a time with their arms for the class to guess.

Presentation • Write the days of the week from Sunday to Saturday

across the board in a line. Underline the correct day. Say Today’s (Tuesday). Point to the day before. Say Yesterday was (Monday). Check comprehension. • If you taught the class yesterday: Draw a clock showing a time when you were teaching that class. Hold up the classroom flashcard, point to the clock and then to the day before (e.g. if today is Tuesday, you point to Monday) and say I was in the classroom at (10 o’clock) yesterday. • If not, use any time and say e.g. I was at home / in the classroom at 10 o’clock yesterday. • Hold up the gym flashcard, shake your head and say I wasn’t in the gym. • Say your affirmative and negative sentences again for the class to repeat chorally. Give further examples. • Indicate the whole class and do similar examples for You were/weren’t.

eliciting a class answer.

Key: I was here at 11 o’clock. You were in the playground. I was here at 12 o’clock. You were in the library. I was here at 9 o’clock. You were in the music room. I was here at 2 o’clock. You were in the computer room. I was here at 10 o’clock. You were in the gym. I was here at 1 o’clock. You were in the dining hall.

Activity Book, page 53 1

Read, look and write the names.

Look at Activity 1. Complete what the teacher says.

• Pupils read the speech bubbles and write the names. Key: 1 Nick, 2 Sarah, 3 Tim, 4 Melissa, (5 Jack), 6 Jane

• Pupils complete the text with were and weren’t. Key: 2 weren’t, 3 were, 4 were, 5 weren’t, 6 were, 7 were

CD 3

Listen and say the letter. 03 Elicit what school places the pupils can see. • • Tell them to listen and choose a or b. • Play the recording. CD3 Track 03

John: You guess first, Rosie – I was in the dining hall yesterday at twelve o’clock. Rosie Rosie:: No, you weren’t, John. You were in the computer room. John John:: Yes, that’s right!

• Pupils check in pairs before class feedback. Key: b 2

OPTIONAL ACTIVITIES Reinforcement

• Pupils choose a time and write a sentence about where they were yesterday at that time, e.g. I was in the gym yesterday at two o’clock.

 See also Teacher’s Resource Book Worksheet 2, p37

Extension

• Pupils work in pairs saying where they were at each

CD 3

Listen and say. • Play the recording. Pupils read and repeat. • They practise saying the sentences in pairs.

• Do class feedback by saying the times yourself and

Look at the pictures and the times. Say and guess.

• Read the example, pointing to the clock to confirm where

pupils can find the information. • Check digital times by writing 2:00 on the board and asking What’s the time? Monitor as pupils say and guess in pairs.

time in PB Activity 3.

• Pupils use AB Activity 2 as a model to write about

their partner (using his/her name and the you form).

Grammar focus [PB p109] 1

Say the correct answer. Pupils read and decide on the answer silently. • • Elicit full sentences when doing class feedback.

Key: 1 was, 2 were, 3 weren’t, 4 wasn’t, 5 were

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Lesson 3

Objectives • to consolidate the core vocabulary and grammar (school places and was/wasn’t) through a song

• to sing a song for pleasure Language

Basic competences

New language: school places, was/wasn’t,

Competence in linguistic communication:

Recycled language: time, yesterday, party

Cultural awareness and expression:

rock ‘n’ roll

Materials CD, Flashcards (school places): 28–36

114

• to check comprehension of the song • to practise writing was/wasn’t

Unit 6 Our school

Pupils join in with a song.

Pupils sing together as a class.

Sense of initiative and entrepreneurship: Pupils write their own verse of a song.

Lesson 3

Pupil’s Book, page 54 Warm-up • Hold a flashcard towards you, without showing it to the class.

• Encourage pupils to make a sentence starting with

You were in ... to guess the flashcard. • Show them the flashcard if they guess the correct place. • Repeat with other flashcards.

CD 3 05 06

Listen and sing. • Pupils look at the picture in their Pupil’s Book. Elicit what the children are doing and what school places they can see. • Play the recording. Pupils follow the song in their Pupil’s Books. • Explain rock ‘n’ roll by saying that it’s a type of music. Ask the pupils if they have heard their parents or grandparents talking about it. • Play the recording again, pausing after each verse for pupils to repeat. Do this slowly at first and then encourage them to copy the speed and rhythm of the song until they are ready to sing with the track. • Use the karaoke version (CD3 Track 06) for pupils to practise singing the song.

Activity Book, page 54 1

Look at the pictures from the song in the Pupil’s Book. Write the verses for them.

• Pupils look at the pictures and write sentences with wasn’t.

Key: 2 I wasn’t in the gym.

3 I wasn’t in the library. 4 I wasn’t in the dining hall. 5 I wasn’t in the playground. 6 I wasn’t in the music room.

Follow the lines. Then write.

• Pupils follow the lines to find out where the pupils were. Then they use the place in brackets to write the corresponding affirmative or negative sentence.

Key: 2 I wasn’t in the library yesterday.

3 I wasn’t in the computer room yesterday. 4 I was in the dining hall yesterday.

Choose words and read out your verses. • Elicit ideas to show pupils what to do, pausing after at, with and in the for suggestions. If necessary, refer them back to the song lyrics so they can see what sort of information is missing. • Pupils complete their verses individually and then compare them in pairs.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement

• Use the karaoke version again (CD3 Track 06). Pupils

take it in turns to sing their verses from PB Activity 2.

Extension

• Write 12 o’clock on the board. • Tell each pupil to choose a school place and write

a sentence about where they were (or weren’t) yesterday, e.g. I was in the music room yesterday at 12 o’clock. I wasn’t in the gym. • Pupils walk around the classroom saying where they were and weren’t. Tell them to try and remember as many names and locations as they can. • Do class feedback by eliciting what pupils remember. They talk directly to each person, e.g. Pupil: (Ivan), you were in the gym. (Ivan): Yes, that’s right!

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Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through reading for specific information

Language New language: Was and were: questions and

answers, Was and were: affirmative and negative, school places

Recycled language: places in a town, time, days of the week, morning, afternoon

Receptive language: friend

Materials CD, Teacher’s Resource Book (optional)

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Unit 6 Our school

• to give further practice in the core grammar through a speaking activity

• to practise writing the core grammar Basic competences Competence in linguistic communication: Pupils ask and answer using Was and Were.

Social and civic competences:

Pupils work together to play a game.

Sense of initiative and entrepreneurship: Pupils write their own sentences to play a guessing game.

Lesson 4

Pupil’s Book, page 55 Warm-up • Write the heading In town on the board and underneath

write anagrams of the following words: park, pool, cinema, train station, market, restaurant. • Pupils work individually, putting the letters in the correct order to write the word. • Check answers by asking volunteers to come and write the words on the board.

Presentation • Draw a large question mark, a large tick and a large cross on the board. • Hold up the playground flashcard, point to the question mark and ask Were you in the playground yesterday? Ask pupils to repeat. Then point to the tick and say Yes, I was, again asking the pupils to repeat. • Repeat with a different flashcard, this time pointing to the cross. Begin with No, I ... and try to elicit No, I wasn’t. • Repeat with other flashcards.

CD 3 07

Read, look and say the letter. Listen and check. Think!

Thinking skill: matching

• First elicit the pronunciation of the names on the left. Note: These names are all from the YLE Movers syllabus. Pupils taking the test are expected to recognise them and to write them correctly. • Then focus on the photos and elicit the words for these places in town. • Ask the pupils to read the speech bubbles and to find the correct photo a–d. • Play the recording for pupils to check their answers. CD3 Track 07

1 Fred: Sally, were you at the train station yesterday at 5 o’clock? Sally Sally:: Yes, I was. I was there with my dad. Photo d 2 Sally: Sally: Fred, were you in the park yesterday at 4 o’clock? Fred Fred:: No, I wasn’t. I was at the cinema. Photo c 3 Paul: Paul: Jane, were you at the swimming pool yesterday morning? Jane Jane:: No, I wasn’t at the swimming pool. I was in the park. Photo a 4 Jane: Jane: Paul, were you at the swimming pool yesterday afternoon? Paul Paul:: Yes, I was. I was at the swimming pool with my friends. Photo b

CD 3

Listen and say. • Play the recording. Pupils read and repeat. • They practise saying the questions and answers in pairs. • Contrast the pronunciation of Where and Were to help pupils to pronounce Were correctly. 08

Play the guessing game.

• Focus on the photo and tell the pupils that the girl

standing up wrote the sentences on the left of the photo, but the other children can’t see what she wrote. Then read the example with the class and check that they understand what to do. • Pupils secretly write three sentences. • Pupils then work in small groups. They take it in turns to try and guess the three correct places by asking the questions. Were you at theBook, (train station)? Activity page 55

Look at James. Read and answer the questions for him.

• Pupils read the questions. They look at the pictures to write correct answers as if they were James.

Key: 2 Yes, I was. 3 Yes, I was. 4 No, I wasn’t. I was in the park. 5 Yes, I was. 6 No, I wasn’t. I was in a restaurant.

Put the words in order. Then ask a friend.

• Pupils write the questions in the correct order. • In pairs, they take it in turns to ask and answer. Key: 2 Were you at the cinema on Saturday at six o’clock? 3 Were you in the park on Sunday at three o’clock? 4 Were you in your classroom yesterday at ten o’clock? 5 Were you at the swimming pool on Monday afternoon?

OPTIONAL ACTIVITIES Reinforcement

• Pupils walk around the classroom asking each other the questions from AB Activity 2.

See also Teacher’s Resource Book Worksheet 3, p38

Extension

• Pupils write two jumbled questions as in AB Activity 2. • They then swap them with a partner and write the questions correctly.

Grammar focus [PB p109] 2

Make the questions for the answers.

• Pupils read the answers and make questions. They use yesterday as the time reference for each question, as in the example. • Pupils check their answers by asking and answering in pairs.

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Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: break, snack, shall, hot

chocolate, cup, Well spotted!, lighthouse, rich, leave, trumpet, baton

Recycled language: characters and language from the story, trombone, drum

• to check comprehension of the story • to understand the value of having healthy snacks Basic competences Competence in linguistic communication: Pupils listen to a story.

Social and civic competences:

Pupils learn the value of having healthy snacks.

Cultural awareness and expression: Pupils act out a story.

Materials CD

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Unit 6 Our school

Lesson 5

Pupil’s Book, page 56

Activity Book, page 56

Warm-up • Write Ben, Lucy and Buster on the board. • Elicit what pupils remember about the previous story.

• Pupils read the summary and complete it with the words

CD 3

In the music room • Elicit that Ben and Lucy are now at orchestra practice in the school music room. Ask pupils if they can name any of the instruments in the pictures. • Play the recording. Pupils listen and read. • Establish the meaning of snack and Well spotted! from the context. • Check understanding of the story. Use prompt questions, e.g. What drink and snack does Ben have? (Orange juice and an apple.) What drink and snack does Lucy have? (Hot chocolate and a banana.) Where does Ben see the next letter? (On the bottom of Lucy’s cup.) What happens to the map? (Horax puts it in a trumpet, but it comes out when the boy starts playing.) • Play the recording again, pausing for pupils to repeat. • Invite different pupils to read out what the characters say in each frame. 09

Remember the story. Read and complete.

in the box.

Key: 2 apple, 3 sees, 4 music room, 5 map, 6 plays 2

Look at the story. Then read and write t (true) or f (false). Think!

Thinking skill: making inferences • Pupils look back at specific parts of the story in

the Pupil’s Book and think about what happens. They read the sentences and write t or f.

Key: 2 t, 3 t, 4 f 3

Look and answer the questions.

• Pupils read the questions, look at the pictures and write sentences. • Use the pictures to check the meaning of baton and trombone.

Key: 2 No, it isn’t. It’s Ben’s trombone. 3 No, it isn’t. It’s Lucy’s drum. 4 No, it isn’t. It’s Horax’s coat.

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four or five to take a role

of one of the characters from the story (Ben, Lucy, Horax, Mr Roberts/Assistant). • Play the recording. Pupils repeat in roles. • Pupils practise the story in their groups. • Invite groups to act out the story for the class.

Extension

• Elicit again what Ben and Lucy eat and drink in

the dining hall. • Elicit which of these items are healthy. • Elicit other healthy snacks (e.g. carrot, cucumber, other fruit). Discuss why it is better for us to eat healthy snacks. Note: This discussion may need to take place in L1.

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Lesson 6

Objectives • to check comprehension of the story • to present and practise the sounds // and //

• to practise conversation sequences

in English

Language New language: feed Recycled language: language from the story, girl, short, curly, hair, orchestra, tall, read, Be careful, Don’t worry, I’m sorry, world, talk, bird, floor, people

Materials CD

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Unit 6 Our school

Basic competences Competence in linguistic communication:

Pupils identify the relationship between sound and spelling in English.

Social and civic competences: Pupils practise short conversations to put language in context.

Lesson 6

Pupil’s Book, page 57 Warm-up • Ask questions about the story, e.g. Where are Ben and

Lucy? (At orchestra practice.) Where does Ben see the line? (On Lucy’s cup.) Where does Horax find the map? (In Ben’s rucksack.) Where does he hide it? (In a trumpet.) What are the next letters? (The letters N and D.)

Read and say the correct sentences.

• Pupils read the story again. • They work in pairs to complete the sentences with the words from the box. • Elicit answers in open class.

Key: 1 orchestra, 2 dining hall, 3 cup, 4 rucksack, 5 music room, 6 trumpet

Find the girl with short curly hair in the orchestra.

Activity Book, page 57 1

CD 3 11

Write the words. Listen and check. Then say with a friend.

• Pupils look at the pictures and complete the sentences. They check answers by listening to the recording. Then they practise the dialogues in pairs.

Key: 1 I’m sorry, 2 Well spotted

Write the words from the box in the shirt or the door.

• Check the pronunciation of shirt and door before pupils write the words from the box in the correct picture.

CD 3

Listen, say and check your answers. • Pupils listen to the recording to repeat and check their answers. 12

Key: shirt curly, bird, purple door four, talk, call, floor

• Read out the instruction for the class, making sure that they hear the // sound in girl and curly and the // sound in short and orchestra. • Pupils find the girl in the story.

Key: frames 1, 2, 7 and 8 4

CD 3 10

Listen and say.

• Focus pupils on the picture and elicit what they can see. • Play the recording. Pupils silently read the caption sentences.

Note: Before hearing the sentences, pupils will hear the key sounds, with pauses for them to repeat.

• Elicit the words with the // sound (Fern, birds,

Bert, words) and then the words with the / / sound (tall, short). • Focus on the different ways of spelling the sounds. • Play the recording again. Pupils repeat chorally and then in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Pupils make a table with two columns in their

notebooks. They write shirt and door as headings at the top of the columns. • Dictate these words in random order for pupils to write in the correct column: bird: person, world, purple, circle, third short: or, horse, four, floor, Horax Pupils compare answers in pairs. •

Extension

• Tell the class to imagine that they are Ben and ask

Ben, where were you in picture 1? Elicit the answer I was in the music room. • Ask the same question as if talking to Lucy and elicit the answer to check that pupils have understood the idea. • Ask questions about other people and places in the story to revise was/were.

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Lesson 7

Objectives • to practise reading for specific information • to practise speaking Language Recycled language: grammar and vocabulary from this and previous units, sports, rabbit

Receptive language: That sounds good!

Materials CD, Teacher’s Resource Book (optional)

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Unit 6 Our school

• to practise listening for specific information • to personalise the topic by writing a short description of what pupils did the day before

Basic competences Competence in linguistic communication: Pupils practise their reading, speaking and listening skills.

Social and civic competences:

Pupils work together to do an interview.

Sense of initiative and entrepreneurship: Pupils write about what they did yesterday.

Lesson 7

Pupil’s Book, page 58 Warm-up • Mime swimming. Ask the class to guess the activity. • The pupil that guesses correctly comes to the front.

Whisper another activity, which the pupil then mimes for the class. • Suggested activities: play basketball, read a book, play the guitar, feed the dog, play a computer game

Look, read and say the best answer. Think! YLE Thinking skill: logical reasoning • Look at the picture with the class. Elicit what they can see and where the two friends are. • Do number 1 as an example. Read the question and the three responses. Elicit the answer. • Pupils read and choose the best answer individually. They write the answers in their notebooks. • Pupils compare their answers in pairs. • Do class feedback by asking open pairs to read the question and its answer. Make sure that everyone remembered the meaning of rabbit.

Key: 1 b, 2 a, 3 a, 4 b, 5 c 2

Imagine your friend is new at your school. Interview your friend.

• Read the first two questions from Activity 1.

Elicit different answers to show pupils that they can use their own ideas and encourage them to use their imagination. • Pupils work in pairs asking and answering. • Monitor to check that pupils are using appropriate grammar and make a note of any particularly imaginative ideas. • Do class feedback by asking pupils to share their imaginative ideas and mention any that you overheard.

Activity Book, page 58 1

CD 3

Look, listen and match. There is one extra name. YLE • Ask for volunteers to tell the class how the names are pronounced and check any that aren’t familiar. • Pupils listen and draw lines from the names to the children in the picture. 13

CD3 Track 13

Mrs Lane: Hi, Mandy. Were you in the music room yesterday at two o’clock? Mandy:: No, I wasn’t in the music room. I was in the Mandy gym. Mrs Lane: You were in the gym – OK. Thanks.

Mrs Lane: Hi, Julie. Where were you yesterday at two o’clock? Julie:: Yesterday at two o’clock ... I was in the library. Julie Mrs Lane: In the library. OK. Thanks. Mrs Lane: Martha, I think you were in the dining hall yesterday at two o’clock. Martha:: No, I wasn’t. I was in the music room. I love Martha playing the guitar! Mrs Lane: Oh, OK. That sounds good! Mrs Lane: Luke, were you at school yesterday at two o’clock? Luke:: Yes, I was. Luke Mrs Lane: OK. Where were you? Luke:: Hmm ... I can’t remember ... I think I was in the Luke computer room at two o’clock. Mrs Lane: In the computer room? Luke:: Oh no, I remember now. At two o’ clock I was in Luke the playground. Mrs Lane: OK. Mrs Lane Lane:: Hi, Jane. Were you in the dining hall yesterday at two o’clock? Jane:: Yes, I was. I was in the dining hall. Jane Mrs Lane: OK. Great! Mrs Lane: Hi, Tim. Were you in the music room yesterday at two o’clock? Tim:: No, I wasn’t. I don’t have music lessons. I was in Tim my classroom yesterday. Mrs Lane: Your classroom. Right. Thanks!

Key: Julie c, (Mandy g), Luke f, Tim a, Martha b, Jane e

Write about where you were yesterday. Then ask and answer.

• Pupils write sentences about where they were yesterday. • They ask and answer in pairs as in the model. Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement

• Focus on questions 3–5 in PB Activity 1. Ask the class to suggest a different school place, a different sport and a different pet. Write them on the board. • In pairs, pupils say three new mini-dialogues using the words on the board.

Extension

• Pupils do the interview from PB Activity 2 again with a different pupil whom they don’t know so well. • Pupils then write a new interview.

See also Teacher’s Resource Book Worksheet 4, p39

Unit 6 Our school

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Lesson 8

Objectives • to draw out the pupils’ creativity and imagination • to do a craft project (draw a picture of a school orchestra and write about it)

Language New language: dream, quickly, milk, closed Recycled language: music room, guitar, piano, get dressed, gate, school bag, late, jump, homework

Materials CD, coloured pens/pencils, paper

• to act out a story and think about sequencing • to give and follow instructions Basic competences Competence in linguistic communication: Pupils listen to ideas and respond creatively.

Sense of initiative and entrepreneurship:

Pupils draw and colour a picture based on what they hear.

Cultural awareness and expression: Pupils

participate in actions based on what they hear.

Social and civic competences: Pupils work together to give and respond to instructions.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

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Unit 6 Our school

Lesson 8

Pupil’s Book, page 59 Warm-up • Divide the class into three groups. Give each group an instrument name, e.g. piano, guitar and drums.

• Explain that you are going to talk about yesterday and

each time a group hears their instrument they have to stand up (and then sit down). If they hear the word music room, they all stand (and sit). Practise a few times first, calling out just the instruments. • Example text to read: Yesterday I was in the music room with Oliver. Oliver plays the piano. He loves it. Alice and Ben play the guitar, but they weren’t in the music room. They were in the gym. I play the drums so I practise in the music room with Oliver on the piano and Alice and Ben playing their guitars. Pianos, guitars and drums – the music room is always noisy!

CD 3

Listen and imagine. Then draw your picture. Thinking skill: imagining 14

• Tell pupils to close their eyes and listen. • Play the recording. At the end of the recording, speak

quietly and tell pupils to listen again and imagine. • Tell them that they are going to draw the picture from their imagination. CD3 Track 14

Close your eyes and listen. Imagine you are in front of your dream school. You go in. Where’s that music coming from? It’s the music room! You go into the music room. What colour is it? Look – there’s the school orchestra! Your friends are playing the instruments. Who’s playing the piano? Is there a trumpet? Who’s playing it? Who’s playing the drums? What other instruments can you see? What’s the teacher doing? Your friends see you and they call you: ‘Come and join the orchestra!’ Now draw your picture.

• Play the recording again. • Pupils draw their own pictures of what they imagined. • Go around the class and ask about the musical instruments. • If you wish, pupils can stick their pictures onto card. Key: Pupils’ own answers 2

Write about your picture. Use these questions.

• Focus on the started example description and discuss the

first three questions. Use question 4 to establish that they can’t see the whole description here, but that their text should answer all the questions. • Pupils write their own descriptions in their notebooks. • Monitor and help with vocabulary.

Key: Pupils’ own answers 3

Now tell the class.

• Invite pupils to read their descriptions to the class.

• Check that the children who are listening have

understood by asking, e.g. What colour is (Jorge)’s music room? Who’s playing the ... ?

Activity Book, page 59 1

CD 3 15

Listen and act out with your teacher. Then listen again and number the pictures.

• Pupils act out the situations as they listen. They listen again and number the pictures in order.

Key: a 6, b 2, c 4, d 7, e 3, f 8, (g 1), h 5 2

Read and number the sentences from the story.

• Pupils read the sentences from the story and number them in order.

Key: Left-hand column 2, 5, 7, (1); Right-hand column 8, 3, 6, 4

Listen to your friend and act out.

• In pairs, pupils take it in turns to give instructions and act them out.

OPTIONAL ACTIVITIES Reinforcement

• Display pupils’ pictures from PB Activity 1 on the tables or on the walls.

• Tell pupils to walk around and see what instruments are in each picture and what the teacher is doing.

Extension

• Write the sentences from AB Activity 2 on the board.

Underline school bag, school gates, school, glass of milk and homework. • Pupils draw their own story pictures with sentences under each one, changing the underlined words. Note: You could now do the end-of-unit test on Teacher’s Book pages 204–205. You could also use the Lesson Culture for unit 6 on page 93 (PB).

Reading time (unit 6) [AB p 93] 1

Write the letters ‘tion’ and read.

Read the text and circle the ‘tion’ words.

Read the text again and write where these people were.

• Pupils fill in the gaps with tion and read the words. • Pupils read the text and circle the words with tion. Key: reception, station

• Pupils read the text again and write where people were. Key: 1 swimming pool, 2 playground, 3 gym, 4 reception Unit 6 Our school

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Review: units 4, 5 and 6

Review

Objectives • to review core language from the previous three units • to consolidate useful language doing a quiz and playing a board game

Language Recycled language: vocabulary and language from the previous 3 units

Materials dice, counters (or pieces of paper for pupils to write initials) for the board game, paper (optional), Poster 2 (optional)

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Review: units 4, 5 and 6

Basic competences Language competence: Pupils use known

language to complete a quiz and play a board game.

Social and civic competences: Pupils work together in groups to play a game.

Learning to learn: Pupils reflect on what they’ve learnt so far and are capable of doing.

Review

Pupil’s Book, page 60 Warm-up • Pupils draw a 3 x 3 grid in their notebooks and a clock in each one with a time (o’clock).

• Read sentences which include times. Pupils cross out the clock on their grid if they have it.

• The pupil who crosses out all of their clocks first calls out It’s dinner time! • Example sentences to read: David gets up at eight o’clock. Tina goes to school at nine o’clock. Does Maria go to bed at ten o’clock? He plays in the park at four o’clock. I brush my teeth at six o’clock.

Ask and answer.

• Pupils do the quiz in pairs. The first time they do it without looking back through the unit. Pupils write the answers in their notebooks. • In groups of four, pupils compare their answers with another pair. • Pupils then refer to their Pupil’s Books to check questions they did not know. • Check answers as a class.

Pupil’s Book, page 61 1

The haunted house game

• Pupils work in groups of four. Hand out the dice and counters or ask pupils to use a small piece of paper with their initials. They put their counters at the start. • The first pupil rolls the dice and moves forward to the corresponding square. He/She looks at the picture and either calls out the room, e.g. square 2 – kitchen or describes what the monsters are doing, e.g. square 8 – Dad is playing the guitar. • Pupils take it in turns to throw the dice and say the words/ sentences. • If a pupil doesn’t know a word or sentence, they miss a turn. • The first pupil to get to the finish is the winner.

Key: 1 b, 2 c, 3 b, 4 b, 5 c, 6 a, 7 b, 8 a

OPTIONAL ACTIVITIES Reinforcement

• Pupils work in pairs and write two more items in the style of the quiz. They write a gapped sentence or draw pictures with a sentence. • Pupils swap their questions with other pairs.

Extension

• Elicit some ideas for ‘challenges’, e.g. count from

20-0 backwards, say six words beginning with c, say five adjectives, sing a verse from one of the songs in Units 4-6, etc. Elicit simple pictures that pupils could draw too, e.g. a person jumping or hopping. • Pupils write two more ‘challenges’ each on a piece of paper. Monitor and help. • Pupils fold their ‘challenges’ up and put them in a pile on the desk. • Pupils swap groups and play the haunted house game again. • This time, if they can’t answer a question, they pick up a ‘challenge’ and do it. Note: You could use Poster 2 now. This features all of the target grammar from units 4-6. Pupils can say the sentences in pairs.

Review: units 4, 5 and 6

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Review: units 4, 5 and 6

Review

Objectives • to review core language from the previous three units • to personalise the language from the previous three units • to read for specific information • to sing a chant for pleasure Language New language: terrace, playroom, cottage, get the bus, I/She really can’t be late, lunchtime

Recycled language: vocabulary and grammar from the previous three units

Materials CD, Flashcards (the home): 12–19 (optional)

128

Review: units 4, 5 and 6

Basic competences Learning to learn: Pupils do a reading

comprehension with words learnt from the previous units.

Cultural awareness and expression: Pupils write about their own homes.

Sense of initiative and entrepreneurship: Pupils chant together as a class.

Review

Activity Book, page 60 Warm-up

• Put the class into teams of four or five for larger classes. • Hold up a flashcard and tell pupils that they have to

form a sentence using the word from the picture on the flashcard. For example, (bedroom) My bedroom is upstairs. / There are four bedrooms in my house. They have 30 seconds. • Each group reads out their sentence. • Each team to think of a correct sentence gets a point.

CD 3 16

Read, listen and look. Where do they live? Write S (Sam) or N (Nick) in the photos.

Activity Book, page 61 1

CD 3

Look and read. Then listen and chant. • Pupils look at the pictures and identify the daily routines. • Pre-teach I/She really can’t be late! • Play the recording. The pupils listen and follow in their books. • Play the recording again pausing after each line for the pupils to repeat.

Now read and circle.

• Pupils read and circle the correct word. Key: 2 has, 3 clean, 4 goes, 5 listen, 6 watches

• Pupils read the texts and label the pictures. Key: 1 N, 2 S 2

Read about Sam and Nick again. Match.

• Pupils read the texts in Activity 1 again and match sentences to the names.

Key: 2 Sam, 3 Nick, 4 Nick, 5 Sam, 6 Sam 3

Complete for you.

• Pupils complete a template to write about themselves. • (Example answer:) Hi, I’m (Marco). I live in Madrid. I live

in a flat. It’s very big and new. There’s a living room and a kitchen. I live with my parents and my brother. I like my bedroom.

OPTIONAL ACTIVITIES Reinforcement

• Ask pupils what their favourite song, chant or game is from the previous three units. • Do the song, chant or game again with the class.

Extension

• Put pupils into groups of four. • Draw pupils aftention to the chant from Activity 1. • Ask to write the similar chant about four pupils in each group (one verse four each pupil). • Pupils present their chants.

Review: units 4, 5 and 6

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7 In the hospital

Lesson 1

Objectives • to present and practise the core vocabulary (health) • to give students listening and speaking practice Language New language: hospital, doctor, nurse, cold (n), cough, headache, toothache, earache, stomach-ache, ill, get better, quickly, What’s the matter?

Recycled language: upstairs, downstairs, lift (n), message, places in a town

Materials CD, Flashcards (health): 37–44, Teacher's Resourse Book (optional)

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Unit 7 In the hospital

• to practise the core vocabulary through a miming game

Basic competences Language competence: Your students will be

able to understand and use vocabulary for health.

Sosial and civic competences: Pupils work together to play a game.

Lesson 1

Pupil’s Book, page 62 Warm-up • Write Town on the board and brainstorm places in a town. • Supply hospital if pupils do not say it. • Ask pupils Do you know where the hospital is in our town? • Pupils tell you where it is using prepositions, e.g. near, opposite.

Presentation • Use the picture in the Pupil's Book and the flashcards to present the new vocabulary.

• Say each word for pupils to repeat. Check understanding. • Elicit who pupils can see in the picture in their Pupil’s Book (Ben and Lucy and lots of people) and where they are (in a hospital). Pre-teach ill.

CD 3 18

Listen and look. Then listen and say the words.

• Focus pupils on the text message at the bottom of the picture. Check understanding of quickly. • Look at the picture with the class Elicit where Ben and Lucy are.

Note: We say You’ve got toothache. You’ve got earache. You’ve got stomach-ache. without the article a/an, because toothache, earache and stomach-ache are uncountable. However, cold, cough and headache are countable, so we say You’ve got a cold. You’ve got a cough. You’ve got a headache.

Activity Book, page 62 1

Think!

Find and write eight words. Look ,  and .

• Pupils find the words for illnesses in the wordsearch use them to label the pictures.

and

Key: 2 cough, 3 nurse, 4 earache, 5 doctor, 6 toothache, 7 cold, 8 headache

Remember the story. Read and match.

• Pupils read and match the sentences. The information is from the introductory dialogue.

Thinking skill: matching Key: 2 d, 3 a, 4 b

• Play the recording. Pupils hear an introductory dialogue. • Then they listen to the numbered words and repeat. CD3 Track 18

Ben: I've just go a message. My grandpa is ill. Lucy:: What's the matter? Lucy Ben:: I don't know. But it's more than jut a headache Ben or cold. He's in the hospital. Lucy:: Oh, no. Let's go there immediately. Lucy Ben:: Yes, the last clue can wait. Ben Lucy:: Excuse me, miss. We've got a message. Lucy Ben:: It says my grandpa is in hospital. He's in room 209. Ben Nurse:: 209 is upstairs. Nurse Ben:: Thanks. Is there a lift? Ben Nurse:: Yes, it's over there. Nurse Lucy:: Thanks. Lucy Nurse:: That's all right. I hope your grandpa gets better Nurse soon. Doctor: Come with me. The room is upstairs. Ben:: Thanks, doctor. Let’s take the lift. Ben Now say the words: 1 earache, 2 headache, 3 cold, 4 doctor, 5 toothache, 6 nurse, 7 stomachache, 8 cough

Play the miming game.

• Demonstrate the game with the class using the prompts. • The pupils who is pretending to be ill mimes the illness and doesn’t speak. • Pupils play the game in pairs, taking turns to speak or mime. • Pairs perform their short dialogues/mimes for the class.

OPTIONAL ACTIVITIES Reinforcement

• Play the miming game from PB Activity 2 again. +

See also Teacher’s Resource Book Worksheet 1, p41

Extension

• Pupils draw their own word squares, using the one in

AB Activity 1 as a model. • Each pupil chooses six health words for his/her square. They can also use hospital and ill. • Pupils write the words they have hidden under the word square. • Pupils swap their word squares and find the words in their partner’s square.

Unit 7 In the hospital

131

Lesson 2

Objectives â&#x20AC;˘ to present and practise the first core (grammar simple â&#x20AC;˘ to consolidate the core grammar through a reading past of regular verbs)

Language

Basic competences

New language: land (v), shout (v), smile (v), phone

Language competence: Pupils are able to talk

Recycled language: food, places in a town, verbs

Sosial and civic competences: Pupils work

(v), visit (v), happen (v), suddenly, spaghetti

Materials CD, Teacher's Resourse Book (optional)

132

and writing activity

Unit 7â&#x20AC;&#x192;In the hospital

about events and actions in the past.

together to ask and answer about past.

Lesson 2

Pupil’s Book, page 63 Warm-up • Mime one of the health words. Pupils guess. • Pupils take turns to mime other health words. Presentation • Ask pupils Do we use was/were to talk about now or the

past? (the past). • Tell pupils they are going to learn other verbs in the past today. • Draw a stick figure of a boy on the board and say, e.g. This is Frank. • Say, e.g. Today Frank is at home. He is watching TV. (Draw a TV.) Yesterday afternoon Frank was in the park. He played football with his friends. (Draw a football.) • Write the two past sentences on the board and underline was and played. • Elicit that played is about the past and that it comes from the verb play. • Say the sentence with played for students to repeat. • Write another sentence about yesterday on the board, using phone. Underline the verb. Pupils repeat.

Look, read and put the sentences in order.

• Pre-teach land/landed, shout/shouted. • Ask pupils to write a-f in their notebooks. • Pupils read (silently), look and number. • Check answers. Then read the sentences in order for

Your friend sent you a message and asked: What happened yesterday? Write the answer. What happened yesterday? • Make sure pupils know what to do. • Pupils write their answers in their notebooks. • Ask several volunteers to read their answers in front of the class.

Key: Pupils' own answers.

Activity Book, page 63 1

Write the words.

• Pupils write the past simple form of the verbs.

Key: 2 jumped, 3 looked at, 4 smiled, 5 landed,

6 shouted, 7 walked, 8 listened to, 9 visited, 10 phoned, 11 watched, 12 was / were

Read and write the words. Change the words to talk about yesterday.

• Pupils read the texts and fill in the missing words.

Key: 2 looked, 3 shouted, 4 visited, 5 was, 6 smiled, 7 listened

Look and write the story. Change the words to talk about Sunday.

• Pupils look at the picture and the words and write the story.

Key: Pupils' own answers.

students to repeat.

Key: a 3, b 1, c 4, d 6, e 2, f 5 2

CD 3 19

Listen and say.

Play the recording. Pupils listen and repeat in chorus. • Pupils practise the verbs pairs.

Change the words to talk about yesterday. Ask and answer.

• Elicit the past of all the verbs and check understanding of What happened?

• Demonstrate the activity and give pupils time to think of

sentences using all the verbs before they start. • In pairs, they take turns to ask and answer about yesterday. • Monitor pairs as they are working to check correct use of the new structure.

Key: watched, listened to, visited, phoned, played, walked

OPTIONAL ACTIVITIES Reinforcement

• Ask What happened yesterday? Pupils say the things they said for PB Activity 3.

See also Teacher’s Resource Book Worksheet 2, p42

• Extension • Pupils write the sentences from PB Activity 3 in their notebooks.

Unit 7 In the hospital

133

Lesson 3

Objectives • to consolidate the core vocabulary and grammar through a song

Language New language: terrible, flea, rode, dinosaur,

ate, switch on, What about, slow, so (bad), What happened (on Monday)? What about (Tuesday)?

Receptive language: days of the week

Materials CD

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Unit 7 In the hospital

• to sing a song for pleasure

Basic competences Language competence: Pupils join in with a song.

Cultural awareness and expression: Pupils sing together as a class.

Lesson 3

Pupil’s Book, page 64 Warm-up • Write the days of the week on the board, with the letters in scrambled order and the days in random order.

• Pupils unscramble the letters and write the words

correctly in their notebooks. • Elicit the spelling and the correct sequence of the days.

CD 3 20 21

Listen and sing. • Play the song again, pausing after each verse for pupils to repeat. • When pupils have learnt the song, practise it with the whole class. • Play the karaoke version of the song (CD3 Track 21) for pupils to sing in groups or in pairs.

Activity Book, page 64 1

Remember the song. Look at the p ictures and correct the mistakes. • Pupils write the correct sentences according to the song.

Key: 2 She played the violin (for me). 3 He watched a film and he was really scared. 4 An elephant climbed on my father’s chair.

Read Natalie and Sam’s new verses. Put the lines in order. • Pupils number the sentences in the correct order.

Key: Natalie: 3, 4, 2, (1); Sam: 4, 2, 1, 3

Play the memory game.

• Check pupils know what to do. Pre-teach What about … ?

• Demonstrate the activity using the example. • Pupils work in pairs. They cover the song and take turns to ask questions.

• Monitor pairs as they are working. • Check using open pairs.

OPTIONAL ACTIVITIES Reinforcement

• Play the song again. • Pupils join in miming the words of the song. Extension

• Play the karaoke version of the song (CD3 Track 21).

Unit 7 In the hospital

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Lesson 4

Objectives • to present the second core grammar (past simple irregular verbs)

•

to consolidate the core grammar by completing sentences about pictures

• to practise the core grammar through a listening activity

Language New language: simple past of: wake up, feel, have,

Language competence: Pupils talk about events

Recycled language: health, colours, monster,

Sosial and civic competences: Pupils work

go, give, say; lolly, pill chocolate

Materials CD, Teacher's Resourse Book (optional)

136

Basic competences

Unit 7 In the hospital

and actions in the past.

together to make a story using the core grammar point.

Lesson 4

• Pupils work in pairs and take turns to say a sentence of

Pupil’s Book, page 65

the story.

Warm-up • Dictate the health words. Pupils write them in their notebooks.

• Pupils check their spelling in pairs. • Elicit answers and write the words on the board for pairs to check.

Presentation • Draw a stick figure of a girl on the board and introduce

her, e.g. This is Paula. • Say, e.g. Today Paula is at school. She is learning English. (Write an English word.) Yesterday afternoon Paula was at home. She had bad earache. (Draw an ear.) • Write the two past sentences on the board and underline was and had. • Elicit that had is about the past and that it comes from the verb have. • Say the sentence for pupils to repeat. • Add another sentence about yesterday, using go, e.g. She went to the doctor. • Write it on the board, underline went and elicit which verb it is from. Pupils repeat.

CD 3 22

Listen and say the letter.

Activity Book, page 65 1

Look at the letters. Complete the table.

• Pupils complete the table. They write the verbs and the past simple form of the verbs.

Key: feel – felt, say – said, go – went, give – gave, have – had

Complete the story. Use words from Activity 1.

• Pupils look at the pictures and complete the story.

Key: 2 He had, 3 He went, 4 gave him, 5 said ‘Can I have some ice cream?’, 6 his father said

Think!

Thinking skills: decoding the meaning of a narrative, sequencing actions in images • Elicit what pupils can see in the pictures in the Pupil’s Book. • Play the recording. Stop after each line for pupils to say the letter. СD3 Track 22

1 Last Friday Lily the lolly monster woke up at half past eight. 2 She felt awful. She had a terrible stomach ache. 3 She went to the hospital. 4 The doctor gave her a pink, a red and a blue pill. 5 Lily say: Can I have a lolly? I really don’t like pills. 6 I’m sorry, the doctor said, no lolly for you.

Key: b, d, f, e, a, c 2

CD 3 23

Reinforcement

• Clap twice and say the infinitive form of one of the

irregular verbs, e.g. give. • Clap twice more. Pupils say the past form in chorus. • Repeat for all the other new irregular verbs.

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. Repeat. • Pupils take turns to practise the verbs pairs.

OPTIONAL ACTIVITIES

Listen to the story from Activity 1 again. Then work with a friend. Make a story about Choc, the chocolate monster.

• Play the recording and make sure pupils understand they are supposed to use the story in PB Activity 1 as a model. • Elicit a sentence for each picture.

See also Teacher’s Resource Book Worksheet 3, p43

Extension

• Students write the Choc stories from PB Activity 3 in their notebooks.

Grammar focus [PB p110]

In you notebook, write the infinitives.

• Pupils write the infinitives in their notebooks. Key: climb, feel, say, give, go, smile

Unit 7 In the hospital

137

Lesson 5

Objectives • to read a picture story for pleasure • to check comprehension of the story Language New language: go right in, I’ll see you later, Are

you all right? play a trick, leave us alone, no way, injection, lie down

Recycled language: characters and language from the story

• to review language from the unit

Basic competences Language competences: Pupils to listen to and read a picture story.

Cultural awareness and expression: Pupils act out the story.

Sosial and civic competences: Pupils learn the message of helping the elders.

Materials CD

138

Unit 7 In the hospital

Lesson 5

Pupil’s Book, page 66 Warm-up • Write The Explorers on the board. • Elicit the names of the characters. • Elicit what happened in the last episode. 1

CD 3

At the hospital • Use the pictures in the story to support meaning whenever possible. • Elicit where the friends are in frame 1 (outside the hospital room) and who is in the room (Ben’s grandfather). • Play the recording. Students listen to answer Is Ben’s grandfather OK? (He’s not there) What do they find in the bed? (Some pillows) Who comes into the room first? (Horax) Who comes into the room next? (The doctor) Do Ben and Lucy find the next letter? (No) • Pupils compare their ideas in pairs. Elicit answers from the class. • Play the recording again. Pupils listen and repeat. 24

Activity Book, page 66 •

Remember the story. Write sentences. Pupils write the sentences using the word.

Key: 2 They went to room 209. 3 They found Horax, not

Ben’s grandfather. 4 It was a trick. 5 Horax shouted ‘I want the book, and I want the letters’. 6 At that moment, the doctor came in. 7 Ben and Lucy said goodbye and went out of the room.

Read and write t (true) or f (false).

• Pupils read the sentences marking them t or f and check their answers in the Pupils Book.

Key: 2 f, 3 t, 4 f, 5 t 3

How is Ben feeling? Look, read and number the pictures.

• Pupils read the sentences and number the pictures. Key: 2, 3, 1

• Play the recording again. Pause after each frame to check understanding (pupils can use L1 to talk about some of the events).

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four. • Pupils each take a role of one of the characters. • Play the recording. Pupils repeat in roles. • Pupils practise the role play in their groups. • Volunteer groups role play the story for the class. Extension

• Focus on what happens in the story. • Elicit how Ben and Lucy try to care for someone who is ill (they go and visit Ben’s grandfather). • Elicit examples of when pupils have cared for people who are ill. Note: Some of this discussion may need to take place in L1.

Unit 7 In the hospital

139

Lesson 6

Objectives • to talk about the meaning of the story • to review language from the story and the unit Language New language: found, fell off Recycled language: language from the story

Materials CD

140

Unit 7 In the hospital

• to practise the pronunciation of the regular past tense endings presented in the unit

Basic competences Language competences: Your students will be able to interpret deeper meaning from a story.

Sosial and civic competence: Pupils practise

short conversations to put language in context.

Lesson 6

Pupil’s Book, page 67 Warm-up • Ask questions about the story, e.g. Where were Ben and

Lucy? (In the hospital) Who went into room 209? (Ben, Lucy, Horax and the doctor) Was his grandfather there? (No) Who was in the room? (Horax) What were the first five letters? (I, F, R, N, D)

Read and match parts of the sentences.

• Play the recording of the story again. Pupils follow

in their Pupil's Books. • Pupils work in pairs and match the sentence halves. • Monitor pairs and help as necessary. • Check with the class.

Key: 1 d, 2 f, 3 a, 4 b, 5 c, 6 e 3

Activity Book, page 67 1

CD 3 26

Listen and write the missing words. Then say with a friend.

• Pupils complete the dialogues and listen to the recording to check their answers. Then they practise the dialogues in pairs.

Key: 1 Are you all right? 2 Leave me alone! 2

CD 3 27

Listen and write the words in the table.

• Pupils listen and write the words in the table. 3

CD 3 28

Listen, say and check your answers.

• Pupils listen and check their answers in Activity 2. Key: t: jumped, looked; d: played, smiled, listened; id: landed, shouted, wanted

Find who says ...

• Write played, liked and hated on the board, with the

letters in bold in red. Ask students how the words are pronounced. Explain that sometimes we pronounce -ed endings as id and at other times with a d or t sound. • Pupils repeat Someone played a trick on us! after you. • Pupils find the speech bubble in the story (frame 4).

Key: Lucy 4

CD 3 25

Listen and say.

• Play the recording. Pupils look at the picture, read and repeat.

Note: Before hearing the Sound sentences, pupils will hear the key sounds, with pauses for them to repeat. • Repeat the sentences as a class without the recording. Say them loudly, slowly, quickly, whisper them, etc. • Pupils take turns to repeat in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Dictate the sentences from PB Activity 4 while pupils write. They compare their sentences with a partner before checking in the Pupil’s Book.

Extension

• Write the dialogues in AB Activity 1 on the board.

Underline key words (names, fell off, bike, play, busy, bored). • In pairs, pupils make up their own dialogues by replacing the underlined words. They can use the same dialogues, but change the contexts. • Pupils role play their dialogues for the class.

Unit 7 In the hospital

141

Lesson 7

Objectives • to integrate other areas of the curriculum through English: Science

Language

Basic competences

New language: fever, last, temperature, perfect,

Language competences: Pupils use known

Recycled language: health

Basic competence in science and technology: Pupils use the information they

virus/viruses, thermometer

Materials CD, Teacher's Resourse Book (optional)

142

• to extend pupil's understanding of illnesses

Unit 7 In the hospital

language to talk about Science in English.

have learnt about our body to complete the matching task.

Lesson 7

Pupil’s Book, page 68 Warm-up • Introduce the topic of fever and temperatures by drawing a thermometer on the board. • Say We use this when we are ill. We put it in our mouth or under our arm or on our forehead to see how hot we are. Use mime to help show what you mean. • Elicit if pupils have a thermometer at home and if they use it. • Tell pupils they are going to learn about thermometers and fevers today. Write both words on the board.

Activity Book, page 68 1

•

Look and write the words. Pupils look at the pictures and write the words.

Key: 2 fever, 3 thermometer, 4 virus 2

Read and match.

• Pupils read the sentences and match them to the words. Key: 2 a, 3 d, 4 e, 5 b

Read and talk about the questions.

• Read the introduction and the questions with the class. • Talk about the questions together. Check understanding of last.

Read and answer.

• Focus pupils on the pictures. • Pupils read the text in their Pupil’s Books. • Check general understanding and understanding of new words.

• Pupils work in pairs to answer the questions. • Elicit and discuss answers as a class. Key: 1

41 – get to hospital, 37.5 – fever starting, 36.6 – feeling great, 2 (possible answer): hot, tired

OPTIONAL ACTIVITIES Reinforcement

• Write the following prompt on the board: Today

I’ve learnt about: • Elicit from pupils what they learnt today, e.g. normal body temperature and fevers. • Write it on the board. Pupils copy it into their notebooks.

See also Teacher’s Resource Book Worksheet 4, p44

Extension

• Pupils work individually. They draw a thermometer

with numbers from 35 to 42 on it in their notebooks and label it with Perfect body temperature, Start of a fever and Dangerous temperature.

Unit 7 In the hospital

143

Lesson 8

Objectives • to extend the focus on Science through English

Language New language: plenty, rest (n), fight, germs,

dehydrated, pyjamas, blanket, alcohol, food colouring, straw, clay, height, liquid, room temperature

Recycled language: Science, fevers and temperatures

Materials bottles, water, alcohol, red food colouring, clay, straw

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Unit 7 In the hospital

• to enable students to complete a project

Basic competences Language competences: Pupils talk about Science in English.

Sence of initiative and enterpreneurship: Pupils make a thermometer.

Learning to learn: Pupils reflect on what they've learnt from the unit and become aware of what they can do now.

Lesson 8

Pupil’s Book, page 69 Warm-up • Elicit what pupils remember about the previous lesson. • Write key words (virus, temperature, thermometer, fever) on the board to help them. • Review how to say temperatures, e.g. 37oC = Thirty-seven degrees Celsius.

hese children are ill. Who gives the doctor T the best information? Read and tick ().

Thinking skill: applying world knowledge

Think!

• Pupils read the texts and tick the correct picture. Key: George

Read about what you can do if you have a fever. • Pre-teach plenty of rest, dehydrated, pyjamas and blanket. • Read the activity instructions with the class. • Pupils read the text silently and discuss in pairs. • Check and discuss answers.

OPTIONAL ACTIVITIES Reinforcement

• Write the following prompt on the board: Today

Look and tell the girl what not to do.

I’ve … • Elicit what pupils did in the lesson today, e.g. learnt more about fevers and what to do when people are ill, and I’ve made a thermometer. • Write it on the board. Pupils copy it into their notebooks.

• Read the prompt and remind pupils to use Don’t to tell someone what not to do.

• Pupils work in pairs, thinking of advice to give the girl in the pictures. • Elicit answers and write the sentences on the board.

Key: (sample answers): 1 Don’t sleep with a big

blanket. 2 Don’t drink hot drinks/coffee. 3 Don’t do your homework. Get plenty of rest.

Extension

project, e.g. First you … Then you … • Individually, pupils make notes on what they did and the sequence they did it in. • Pupils then each write a report of the project and of what the outcome was. They write what the height of the liquid in the straw was at the end. • Monitor and help as necessary.

M ake a thermometer.

• Talk through with the class what they did for the

Project

• Tell pupils what they are going to do for the project. • Read through the instructions with the class before giving them the materials.

• Lay out all the materials on a central table. • Pupils come and collect what they need. • Go around the class to check pupils are following the

Note: You could now do the end-of-unit test on Teacher’s Book pages 206–207. You could also use the Lesson Culture for unit 7 on page 94 (PB).

instructions and are doing the project safely. Make sure the clay around the straw is absolutely airtight (otherwise the thermometer will not work).

• When all the thermometers are finished, elicit results and talk about them.

Activity Book, page 69 1

Look, read and tick () the correct picture.

Thinking skill: analysing and synthesising Think!

• Pupils look and tick the correct picture.

Key: 2 b (Drink a lot of water.), 3 a (Get plenty of rest.), 4 b (Use a blanket that isn't too hot.)

Reading time (unit 7) [AB p94]

Read the words and write ‘er’, ‘or’. Then match.

• Pupils write the missing letters, then match the words to the pictures.

Key: teacher, doctor farmer, driver, actor 2

Read the text. Circle the ‘er’ words and underline the ‘or’ words.

• Pupils circle the words with er and underline the words with or.

Key: er: teacher, painter or: actor, doctor

•

Read the text again and write the jobs.

Pupils read the text again and write the correct jobs.

Key: 1 actor, 2 teacher, 3 doctor, 4 painter, 5 driver Unit 7 In the hospital

145

8 The market

Lesson 1

Objectives • to present the core vocabulary (food) • to practise the core vocabulary through a communicative game

Language New language: food: fish, bread, eggs, grapes,

lemons, watermelons, mangos, beans, tomatoes, potatoes, delicious

Recycled language: Do you like …? I like, I don’t like

Receptive language: market, caves, hungry, underground

Materials CD, Flashcards (food): 45–54, an apple (optional), Teacher’s Resource Book (optional)

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Unit 8 The market

•

to practise writing the core vocabulary with a picture crossword

•

to practise the core vocabulary through a personalised writing activity

Basic competences Language competence: Pupils identify and name food items.

Social and civic competences: Pupils work together to ask and answer about a picture.

Sense of initiative and entrepreneurship:

Pupils write sentences about their own likes and dislikes regarding food.

Lesson 1

Pupil’s Book, page 70 Warm-up • Draw an apple on the board (or show one if you’ve

brought one with you). Elicit what it is and write it on the board. • Elicit other foods pupils know, e.g. banana, carrot, cheese, etc. • Draw a circle on the board and write Market in the middle. Tell pupils this is where we can buy different food items. • Start to build a word map with the elicited food words.

Presentation • Use the flashcards to present each item of food. • Say the word for pupils to repeat. Do this a few times. • Hold up each flashcard for pupils to say the word in

chorus. • Stick the flashcards on the board around the word map and elicit the words at random.

CD 3 29

Listen and look. Then listen and say the words.

• Pre-teach delicious. Hold up a flashcard of the tomato and ask, Does it taste good or bad? (Good.) How good? (Very good). Say delicious for pupils to repeat. • Look at the words in Activity 1 and elicit vocabulary to describe each food. Write the words on the board, e.g. colours, shapes and adjectives like big, long, short as well as fruit and vegetables. Elicit what foods are fruits and which are vegetables. • Do one more example for the pupils, e.g. They are small and green. (Grapes.) • Pupils say and guess in pairs. Monitor and help with vocabulary. • Do class feedback by asking for descriptions of the fruit and vegetables.

Activity Book, page 70 1

Ben: The next letter is in the caves. Ben: Lucy:: That’s right. Hmm, I’m hungry. Let’s get some Lucy food first. Ben:: OK. What about that big watermelon? Ben Lucy:: Oh, don’t be silly, Ben. Let’s get some grapes and Lucy mangos. Do you like mangos? Ben:: Yes, they’re OK. Let’s take some bread, too. Ben Lucy:: Fine. Oh! Buster, you’re hungry too! Lucy Now say the words. 1 fish, 2 bread, 3 eggs, 4 grapes, 5 lemons, 6 watermelons, 7 mangos, 8 beans, 9 tomatoes, 10 potatoes

• Play the recording again. Pupils repeat the food words. • Ask questions to check understanding, e.g. Do they buy a

watermelon? (No.) What do they buy? (Grapes, mangos and bread.) Is Buster hungry? (Yes.) What do you think Buster wants to eat? (A fish.)

Do the crossword.

• Pupils look at the pictures to complete the crossword. Key: Down 3 tomatoes, 4 lemon, 5 mango, 7 eggs, 8 beans; Across 2 watermelon, 6 potatoes, 9 grapes, 10 fish

• Look at the picture with the pupils. Ask Where are the

Explorers? (At the market.) How many people can you see? (Five.) What kind of market is it? (A food market.)

Describe and guess.

•

Look at Activity 1. Write true sentences.

Pupils write true sentences about themselves using the words in Activity 1.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement

• Flash each flashcard quickly in front of the class. • Pupils say what it is. • Place each flashcard back on the board around the word map (from the warm-up).

• Pupils choose two food items they wrote about

in AB Activity 2. They walk around the classroom saying to their classmates, e.g. I like (mangos). I don’t like (tomatoes).

See also Teacher’s Resource Book Worksheet 1, p46

Extension

• Focus pupils on the word map on the board. • Say, e.g. In my bag, I’ve got some mangos. Pupil A

chooses another fruit or vegetable and says, e.g. In my bag, I’ve got some mangos and a lemon. • Continue the list, choosing pupils at random, until there are about eight items. • Pupils start another list in small groups.

Unit 8 The market

147

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a personalised speaking activity

Language New language: would like (for offers); I’d like a/an / some, food

• to practise word order in polite offers • to give further practice in the core grammar (articles with singular and plural nouns)

Basic competences Language competence: Pupils make polite offers and responses.

Social and civic competences: Pupils work

Materials CD, Flashcards (food): 45–54, Teacher’s Resource Book (optional), paper, coloured pens/pencils, scissors (optional)

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Unit 8 The market

together to ask and answer about a picture.

Cultural awareness and expression: Pupils learn how to be polite.

Lesson 2

Pupil’s Book, page 71 Warm-up • Play a guessing game. Say, e.g. It’s yellow and round, making a shape with your hand.

• Pupils try to guess. When a pupil guesses correctly, show

the flashcard to confirm. • The pupil comes to the front, secretly chooses a flashcard and continues the game.

Presentation • Hold out the tomatoes flashcard to a pupil. Ask Would you

Activity Book, page 71 1

Write a, an or some.

Put the words in order.

• Pupils complete the questions using a, an or some. Key: 2 a, 3 an, 4 some, 5 an • Pupils reorder the questions. Key: 2 Would you like a mango? 3 Would you like some bread? 4 Would you like some fish?

like some tomatoes? Prompt the pupil to say Yes, please. • Repeat with a different flashcard and pupil eliciting No, thank you. • Practise offering flashcards around the class. Focus pupils on the use of a/some. Hand out the flashcards to pupils. They practise asking • and answering in open pairs.

Look, read and say the letter.

• Look at the pictures and elicit what food pupils can see. • Pupils read and match the mini-dialogues individually. Then they compare answers in pairs. • Check answers with the class asking pupils to read a dialogue in pairs. Drill pronunciation if necessary. • Pupils then read the mini-dialogues again in pairs.

Key: 1 c, 2 d, 3 a, 4 b 2

CD 3 30

Listen and say.

• Play the first question and answer on the recording.

Pupils repeat. • Do the same for the second question and answer. • Write a tomato, an orange and some bread, some grapes on the board and underline a, an and some. Elicit when we use each word. (a - singular nouns starting with consonant, an - singular nouns that start with a vowel, some - plural countable nouns and uncountable nouns). • Pupils practise asking and answering in pairs.

Choose four things you would like to eat. Then ask and answer.

• Demonstrate the activity by choosing your own four items and having pupils ask you Would you like …? Answer Yes, please or No, thank you. • Give pupils a minute to choose their four items. • Pupils ask and answer in pairs. Monitor and help. • Check in class using open pairs.

Key: Pupil’s own answers

OPTIONAL ACTIVITIES Reinforcement

• Write a, an and some in large letters on three

separate pieces of paper. Stick them up around the classroom. • Say food items aloud. Pupils walk to the correct word, e.g. grapes (some), grape (a).

See also Teacher’s Resource Book Worksheet 2, p47

Extension

• Make groups of six. Pupils draw and cut out foods to make a market display.

• Two pupils role play the market sellers. The others role play customers.

• Pre-teach Here you are/Thank you/It’s (five) pounds. • Groups set up their markets and do their role plays. Grammar focus [PB p110]

Put the words in order.

• Pupils reorder the questions and sentences in their

notebooks. • Check answers with the class. Then ask them to practise asking and answering the questions in pairs.

Key: 1 Would you like a lemon? 2 Would you like some beans?

Unit 8 The market

149

Lesson 3

Objectives • to consolidate the core vocabulary and grammar (food, would like for offers) through a song

• to sing a song for pleasure Language New language: food, would like (for offers) Receptive language: Put it on your plate! Give me (a mango), please! keep some for you.

Materials CD, Flashcards (food): 45–54 (optional)

150

Unit 8 The market

• •

to check comprehension of the song to practise spelling and personalise the topic of fruit

Basic competences Language competence: Pupils join in with a song.

Cultural awareness and expression: Pupils sing together as a class.

Sense of initiative and entrepreneurship: Pupils write their own verse of a song.

Lesson 3

Pupil’s Book, page 72 Warm-up • Hold up each flashcard in turn. Don’t say the word. • Pupils write the words in their notebooks. • They compare answers and spellings in pairs. Check with the class.

CD 3 31 32

fruit they can see in the pictures. • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. Explain keep some for you. • When pupils have learnt the song, practise it with the whole class. • Use the karaoke version of the song (CD3, track 33) for pupils to sing in two groups. CD 3 31

•

Look at the pictures and the letters. Match and write the words. YLE

Pupils match the pictures to the jumbled letters and write the words.

Key: 2 grapes, 3 watermelon, 4 orange, 5 apple, 6 mango 2

Listen and sing.

• Pupils look at the pictures in the Pupil’s Book. Elicit what

Activity Book, page 72

•

Look at Activity 1. Choose words to write your verse.

Pupils write their own verse using words from Activity 1. They read/sing their verse in pairs.

Key: Pupils’ own answers

Listen again. Say which fruit you hear in the song.

• Pupils look at the small pictures first and identify the fruit. • Play the recording. Pupils point to the fruit in Activity 2 as they hear them. • In pairs, they take turns to say a fruit in Activity 2 and respond yes or no if it is or isn’t included in the song. Check with the class.

Key: 1 mango, 3 apple, 6 grapes

OPTIONAL ACTIVITIES Reinforcement

• Brainstorm all the food from the lesson and any

other the pupils know. Write them on the board. • Draw three circles: Fruit, Vegetables and Other. • Ask the pupils to copy the circles in their notebooks and classify the words. • Check answers with the class.

Extension

• Put pupils into groups of four. • They look at the verses that they wrote in AB Activity

2 and choose a verse to sing. • Play the karaoke version of the song (CD3, track 32) and pupils sing their verse. • Pupils choose another verse from the group and sing this too if they wish.

Unit 8 The market

151

Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through listening for specific information

Language

to give further practice in the core grammar through a speaking activity

•

to practise the core grammar with a reading activity and a personalised writing task

Basic competences

New language: Are there / Is there any ...? Yes, there

Language competence: Pupils ask and answer

Recycled language: classroom objects

Social and civic competences: Pupils work

is/are; No, there isn’t/aren’t any, food

Receptive language: fridge, basket, sweets

Materials CD, basket for fruit (optional), Flashcards (food): 45–54 (optional), Teacher’s Resource Book (optional)

152

•

Unit 8 The market

about what food and objects there are.

together to ask and answer about a picture.

Sense of initiative and entrepreneurship: Pupils write about their desks.

Lesson 4

Pupil’s Book, page 73

• Tell pupils to look at the pictures for 30 seconds and then

Warm-up • Write the following food words in jumbled letter order on

• Do two examples with the class. Ask Is there any milk in the

the board: cake, mangos, sweets, bread. • Pupils work individually to work out what each word is. • Check answers by asking individual pupils to come and write the words on the board.

Presentation • Draw a basket shape on the board (or use a real basket if

you have one). • Stick the bread and grapes flashcards on the board in the basket. • Ask Is there any bread in the basket? Elicit Yes, there is. Ask Are there any grapes in the basket? Elicit Yes, there are. Say the questions again this time hiding the flashcards to elicit No, there isn’t any and No, there aren’t any. • Repeat with the flashcards for tomatoes and fish eliciting the answers from the class.

CD 3 33

Look and say the correct sentences. Listen and check.

• Refer pupils back to the words on the board and ask them to point to them in the picture. • Give pupils time to say the complete questions and sentences in pairs. • Play the recording for pupils to check their answers. • Play the recording again for the pupils to repeat. CD3 Track 33

1 Julie:: Is there any bread, Julie Mum? Mum:: Yes, there is, Julie. Mum It’s on the table. 2 Jenny:: Oh, no, Dad. Jenny There isn’t any cake! Dad:: Oh, sorry Jenny! Dad

3 Dan:: Mum, are there any Dan mangos on the table? Mum:: No, there aren’t Mum any, Dan. But there are some grapes. Go and look. 4 Mark:: Dad, there aren’t Mark any sweets in the box. Dad:: OK, Mark. Let’s go Dad and buy some sweets.

Key: 1 d, 2 a, 3 b, 4 c 2

fridge? Are there any bananas in the shopping bag? Pupils answer using short answers. • Pupils play the game in pairs. Monitor and help.

Activity Book, page 73 1

Look, read and tick (3) the box.

Think!

Thinking skill: interpreting pictures • Pupils read the questions and tick the correct answer looking at the picture.

Key: 2 No, there aren’t. 3 No, there isn’t. 4 Yes, there is. 5 Yes, there are. 6 No, there isn’t.

•

Write about your desk.

Pupils look at the objects on their desk and write about what there is/isn’t on it.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement

• Say sentences about your table or desk. Some of

them are true and some are false, e.g. There aren’t any books on my desk. • Pupils put up their right hand for false sentences and their left hand for true sentences. Invite individuals to correct the false statements.

See also Teacher’s Resource Book Worksheet 3, p48

Extension

• In pairs, pupils ask and answer about their

descriptions from AB Activity 2, e.g. Are there any pencils on your desk? • Monitor and check pupils are forming the questions correctly. • Do class feedback by asking pupils about their partner’s desk, e.g. Are there any pencils on (Marco’s) desk?

CD 3

Listen and say. 34 Play the recording. Pupils listen and repeat in chorus. • • Repeat. Elicit when we use any (in questions and negative answers with countable and uncountable nouns). • Pupils practise the questions and answers in pairs.

close their books.

Look at the pictures. Play the memory game. • Look at the pictures as a class. Point to the food items in the fridge and bag for the pupils to say the words.

Grammar focus [PB p110]

Say the complete sentences.

• Pupils do the activity in pairs. They take turns saying the complete question and answering with a short answer. • Invite pairs to ask and answer a question for the whole class.

Key: 1 Are, are. 2 Is, isn’t. Unit 8 The market

153

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: characters and language from the story

Receptive language: torch, Don’t worry, dark, cave painting

• •

to check comprehension of the story to review the story

Basic competences Language competence: Pupils listen to a story. Cultural awareness and expression: Pupils act out the story.

Social and civic competences: Pupils learn the message of being resourceful through a story.

Materials CD

154

Unit 8 The market

Lesson 5

Pupil’s Book, page 74 Warm-up • Elicit the names of the main characters (Ben, Lucy and

Buster) and the people trying to get the book (Zelda and Horax). • Elicit what pupils remember from the last episode.

CD 3 36

The cave

• Ask the pupils to look at the pictures of the story. Elicit

where the friends are in frame 1 (outside a cave). Ask what pupils think Lucy has got in frame 3 (a walkie-talkie) and what Ben has got in frame 4 (a torch). • Play the recording. Pupils listen and then answer the questions: Who goes into the cave? (Ben.) Who stays outside? (Lucy.) Where does Ben see the fifth letter? (On the wall with the cave paintings.) What is it? (E.) Why are Zelda and Horax scared? (They hear Buster over the walkie-talkie.)

Activity Book, page 74 1

•

emember the story. Who says these things? R Circle.

Pupils look at the pictures and read the sentences from the story. They circle the name of the character who said the sentence.

Key: 2 Lucy, 3 Horax, 4 Zelda •

Read and complete.

Pupils complete the story summary with words in the box.

Key: 2 Ben, 3 Lucy, 4 caves, 5 paintings, 6 Zelda, 7 idea

• Divide the class into four groups: Ben, Lucy, Horax and

Zelda. Play the recording again. Pause after each line for the children to repeat their role in groups.

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four. • Pupils each take a role of one of the characters (Ben, Lucy, Horax and Zelda).

• Play the recording. Pupils repeat in roles. • Pupils practise the story in their groups. • Invite groups to act out the story for the class. Extension

• Focus on what happens in the story. • Elicit ways Ben and Lucy are resourceful, e.g. They buy a torch and a walkie-talkie before they go and Lucy uses Buster to scare Horax and Zelda. • Elicit examples of when the pupils themselves have been resourceful. Note: Some of this discussion may need to take place in L1.

Unit 8 The market

155

Lesson 6

Objectives • to check comprehension of the story • to learn how the letter e at the end of a word can

change the pronunciation making the vowel sound long

Language New language: Stay here and watch. Hurry up Recycled language: language from the story Receptive language: gentlemen

Materials CD

156

Unit 8 The market

• •

to practise conversation sequences to give pupils further practice with words with long vowel sounds

Basic competences Language competence: Pupils interpret the message behind a story.

Social and civic competences: Pupils practise sentence sequences.

Lesson 6

Pupil’s Book, page 75 Warm-up • With books closed, see how much pupils can remember

about the story. • Ask Who goes into the caves? (Ben.) What do Lucy and Ben have? (Walkie-talkies.) What does Buster do? (He growls to scare Horax and Zelda.)

Answer the questions. Play the recording again. • • Pupils read the questions and discuss their answers in pairs. • Pupils write full sentences in their notebooks. • Do open class feedback by reading the questions and encouraging pupils to use full sentences in their answers.

Key: 1 No, he doesn’t. 2 He finds cave paintings. 3 Horax and Zelda are in the caves. 4 No, they don’t. 5 Lucy has got an idea.

Activity Book, page 75 1

•

CD 3 38

Write the words. Listen and check. Then say with a friend.

Pupils complete the dialogues and listen to check their answers. Then they practise the dialogues in pairs.

Key: 1 here, watch, 2 an idea • •

Write the words in the table.

Pupils write the words with the target sounds in the table.

CD 3 39

Listen, say and check your answers.

Pupils listen to check their answers in Activity 2. Check with the class. Then they practise saying the groups of words in pairs.

Key: say: game, rain, play; see: (Irene), cheese, really;

five: nine, light, time; go: phone, code, coat; you: use, computer, music

Note: Remind pupils that in order to solve the puzzle and find the treasure they need to record the letters they find on page 14 of their Activity Book.

Find who says ... Write cave and paint on the board using a red pen for • the a_e and ai. Explain that the two words have the same vowel sound. • Pupils repeat the sentence after you. • They find the sentence in the story (frame 4) and say who says it.

Key: Ben 4

CD 3 36

Listen and say.

• Play the recording. Pupils look at the picture, read and repeat.

Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• Repeat the sentences as a class without the recording. • Pupils take turns to say the sentence in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Dictate the following words for pupils to write in their notebooks: cap, cut, not, bit, plan. • Say the words for pupils to repeat. • Tell pupils to write the letter e onto the end of each word and then work in pairs to work out the new pronunciation. • Do class feedback by saying the original word and eliciting the new pronunciation when an e is added.

Extension

• Write the dialogues in AB Activity 1 on the board. Underline key words, e.g. gentlemen, run. • In pairs, pupils make up their own dialogues by replacing the underlined words. • Pupils role play their dialogues for the class.

Unit 8 The market

157

Lesson 7

Objectives • to practise listening for specific information • to personalise the topic of breakfast Language New language: make breakfast, food Recycled language: drink

Materials CD, Teacher’s Resource Book (optional)

158

Unit 8 The market

• •

to practise reading for specific information to personalise the topic of family by writing a short description

Basic competences Language competence: Pupils practise their listening and writing skills.

Social and civic competences: Pupils ask and answer about breakfast habits.

Sense of initiative and entrepreneurship: Pupils write about their family.

Lesson 7

Pupil’s Book, page 76

Activity Book, page 76

Warm-up • Play Bingo with food items. • Pupils draw a 2 x 2 grid in their notebooks. They write

•

four food items in the grid. • Read out food items in the context of a sentence, e.g. I’d like an orange, please. Would you like a mango? • Pupils listen out for their food items. • The first pupil to cross out all of their food items and call out Bingo! is the winner.

CD 3 37

Listen and say the letter.

YLE

Read and tick (3) what they like.

Pupils read the text and tick the correct picture for each person.

Key: Sandra potatoes, tomatoes, juice; John potatoes, tomatoes, carrots, water; Mum potatoes, tomatoes, carrots, water; Dad potatoes, carrots, juice

•

Write about your family.

Pupils use the model in Activity 1 to write about their family and what food they like/don’t like.

Key: Pupils’ own answers

• Tell pupils to study the pictures in the Pupil’s Book and read the questions before they listen. • Elicit who the people in the pictures are (Daniel, sister (Emma), Mum and Dad). • Play the recording straight through to the end. CD3 Track 37

Hi, I’m Daniel. I’m from New York. On Sundays, my sister Emma and I make breakfast. I have milk. My sister, my mum and my dad have orange juice. My dad and I have sausages and eggs. My mum and my sister have eggs and beans. My mum, my sister and I also have apples or mangos. My father doesn’t. He doesn’t like fruit. He has some cheese.

• Pupils compare their answers in pairs. • Play the recording again. • Check with the class. Key: 1 c, 2 b, 3 b, 4 c 2

Ask and answer. • Do the example as a class. Elicit a complete answer, e.g. I have milk and (fruit). • Pupils stand up and walk around the classroom asking and answering the question. Tell pupils to try and remember what they can. • Do class feedback eliciting what pupils remember about their classmates. Pupils just need to say the food item (not a full sentence).

OPTIONAL ACTIVITIES Reinforcement

• Pupils read their paragraphs about their family in

groups from AB Activity 2. The children listening write down the food items the ‘writer’ likes and doesn’t like. Then they compare answers and check with the ‘writer’.

See also Teacher’s Resource Book Worksheet 4, p49

Extension

• Pupils work in groups of four. • They draw a table like the one in AB Activity 1 and

write the names of their family members at the top. • Down the side they write all the foods they mentioned in their texts for Activity 2. • They put ticks and crosses to show which foods each person likes and does not like.

Unit 8 The market

159

Lesson 8

Objectives • to draw out the pupils’ creativity and imagination • to do a craft project (draw a fruit salad and write about it)

Language

• to act out a story and think about sequencing • to give and follow instructions Basic competences

New language: fruit salad, bowl, spoon, pocket,

Language competence: Pupils listen to ideas and

Recycled language: food

Sense of initiative and entrepreneurship:

a list, fruit stall

Receptive language: wonderful smell, yummy

Materials CD, coloured pens/pencils, paper

respond creatively.

Pupils draw and colour a picture based on what they hear.

Cultural awareness and expression: Pupils

participate in actions based on what they hear.

Social and civic competences: Pupils work together to give and respond to instructions.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

160

Unit 8 The market

Lesson 8

Pupil’s Book, page 77 Warm-up • Divide the class into three groups. Give each group a fruit name, e.g. Oranges, Bananas and Mangos.

• Explain that you are going to talk about fruit and each

time a group hears their fruit they have to stand up (and then sit down). If they hear the word fruit salad, they all have to stand. • Example text to read: I like fruit. On Monday, I eat mangos, on Tuesday I eat bananas and on Wednesday I eat oranges. On Thursday, I eat bananas and mangos but not oranges. My mum and my sister like bananas and oranges. My sister doesn’t like mangos. At the weekend, I eat fruit salad with mangos, oranges and bananas. Do you like fruit salad?

CD 3 40

Listen and imagine. Then draw your picture.

• Tell pupils to put their heads on their desks, close their eyes and listen.

• Play the recording. At the end of the recording, speak

quietly and tell pupils to listen again and imagine. • Tell them they are going to draw the picture from their imaginations. CD3 Track 40

Close your eyes and listen. Let’s make a big fruit salad for you and your friends. What fruit would you like for your salad? Would you like some bananas and apples? Would you like some red grapes? Or some mangos and a watermelon? Now, imagine you cut the fruit. Smell the fruit – what a wonderful smell! And now get a bowl and a spoon. Mmm, a delicious fruit salad. Yum! Now draw your picture.

• Play the recording again. • Pupils draw their own pictures of what they imagined. • Go around the class and encourage pupils. • If you wish, pupils can stick their pictures onto coloured

Activity Book, page 77 1

•

CD 3 41

isten and act out with your teacher. Then L listen again and number the pictures.

Pupils act out the situations as they listen. They listen again and number the pictures in order.

Key: a 6, b 8, c 3, d 5, e 2, f 4, g 7, (h 1) 2

story.

•

Read and number the sentences from the

Pupils read the sentences from the story and number them in order.

Key: 5, (1), 2, 6, 4, 3, 8, 7 •

Listen to your friend and act out.

In pairs, pupils take turns giving instructions and acting them out.

OPTIONAL ACTIVITIES Reinforcement

• Write the sentences from AB Activity 2 on the board.

Underline pocket, grapes, market. • Pupils draw their open picture story with sentences under each one. They use the model on the board to help them but change the underlined words. • Display pupils’ stories around the room.

Extension

• Display pupils’ pictures from PB Activity 1 on the tables or on the walls.

• Tell pupils to walk around and see what they can find in each bowl. • Ask pupils which pictures are similar.

Note: You could now do the end-of-unit test on Teacher’s Book pages 208–209. You could also use the Lesson Culture for unit 8 on page 95 (PB).

card.

Write about your picture. Use these questions.

• Read through the example description in class. Elicit the answers to the questions. • Pupils write their own descriptions. • Monitor and help with vocabulary.

Now tell the class. • Invite pupils to read their descriptions to the class. • To check understanding for those pupils listening, ask questions, Are there any oranges? Is there a mango?

Reading time (unit 8) [AB p95]

Look and circle the word. Pupils look at the pictures and circle the correct word.

• Key: 2 bread, 3 lemon, 4 eggs, 5 potatoes, 6 grapes, 7 beans

Read and say what dishes the girls cooked.

• Pupils read the text and say what dishes the girls cooked. Key: rice and two salads 3

Read and match to make a fruit salad and a vegetable salad. Pupils read the words and match them to the correct bowl.

• Key: fruit salad: grapes, watermelons, mangos

vegetable salad: carrots, potatoes, peas, tomatoes, beans

Unit 8 The market

161

9 Our daily tasks

Lesson 1

Objectives • to present the core vocabulary (daily tasks) • to practise the core vocabulary through

• to practise writing the core vocabulary

a personalised speaking activity

Language New language: daily tasks: sweep, do the shopping, tidy up, cook, take the dog for a walk, feed the dog, wash up, dry the dishes, every

Recycled language: sit down, let’s, clean, imagine Receptive language: relax, clean

Materials CD, Flashcards (daily tasks): 55–62, Teacher’s Resource Book (optional)

162

Unit 9 Our daily tasks

Basic competences Competence in linguistic communication: Pupils identify and name daily tasks.

Social and civic competences: Pupils work

together to ask and answer about daily tasks.

Sense of initiative and entrepreneurship:

Pupils write about themselves and their families.

Lesson 1

Pupil’s Book, page 78 Warm-up • To revise daily routines, ask individual pupils What time do you get up? Do you watch TV in the evenings? Do you go to the park at the weekends?

Presentation • Ask pupils what other things they do in their day and then ask Do you help at home?

• Show pupils the flashcards and ask them to point to

the things that they do. Ask Do you like it? • Hold up the flashcard for wash up and ask Do you wash up? Do you like it? • Hold up the other flashcards and ask in the same way.

CD 3 42

Listen and look. Then listen and say the words.

• Elicit who pupils can see in the main picture (Ben, Lucy

and Grandpa) and where they are (Grandpa’s house). • Pupils look at the numbered phrases and activities in the smaller pictures. • Play the recording. Pupils hear an introductory dialogue. They then listen to the numbered phrases and repeat.

• Pupils ask and answer in pairs. Monitor and check that

pupils are using the correct third person forms and that they are pronouncing them correctly. • Do class feedback by asking open pairs to ask and answer.

Activity Book, page 78 1

Find seven more daily tasks. • Pupils circle the daily tasks in the wordsnake.

Key: take the dog for a walk, sweep, dry the dishes, cook, tidy up, feed the dog, do the shopping

Look and write the daily tasks from Activity 1. • Pupils write the words from Activity 1 under the pictures.

Key: 2 cook, 3 sweep, 4 do the shopping, 5 wash up, 6 take the dog for a walk, 7 tidy up, 8 feed the dog

Write sentences about yourself and your family.

• Read the example and elicit ideas to finish the sentence. Check for the correct third person singular verb form. Pupils write their sentences individually.

Key: Pupils’ own answers

CD3 Track 42

Ben: At last! We can sit down and relax now! Let’s look at the list. Lucy:: OK. Do the shopping, yes; cook, wash up, yes … Lucy Ben:: Tidy up and sweep, yes! Ah, here’s Grandpa. Ben Grandpa:: Hello! Wow! What a great job – it’s all very Grandpa clean! Thank you, children! Lucy:: Now, Grandpa – sit down and tell us the story Lucy about that waiter in the restaurant. Grandpa:: OK. Imagine it’s the year 1980 … Grandpa Now say the words. 1 sweep, 2 do the shopping, 3 tidy up, 4 cook, 5 take the dog for a walk, 6 feed the dog, 7 wash up, 8 dry the dishes

• Play the recording again. Pupils repeat in chorus. • In pairs, pupils practise pointing to the smaller pictures and saying the phrases.

OPTIONAL ACTIVITIES

Reinforcement

Who does the daily tasks in your family? Ask and answer.

• Read the example question on the Pupil’s Book page.

Encourage any pupils for whom this is true to say the response together. Then model the negative response No, he doesn’t and ask the rest to repeat. Elicit other family members whom pupils could ask about (my mum, sister, brother) to the board. Check the present simple third person question form by writing cook on the board and encouraging the class to make a new question, e.g. Does your sister cook? Elicit true answers.

• Mime one of the tasks for pupils to guess. • The pupil who guesses correctly comes out to mime a new action.

See also Teacher’s Resource Book Worksheet 1, p51

Extension

• Pupils work in groups and read the sentences that they wrote in AB Activity 3.

• Encourage pupils to talk about what tasks they like and don’t like.

Unit 9 Our daily tasks

163

Lesson 2

Objectives • to present the first core grammar • to practise the core grammar through a reading activity

Language New language: telling the time: quarter past/to,

half past, start/finish + -ing, do (my) homework, daily tasks

Recycled language: o’clock, have breakfast/dinner, brush (my) teeth, go to bed, go to school

Materials CD, Teacher’s Resource Book (optional)

164

Unit 9 Our daily tasks

•

to practise the core grammar through a personalised speaking activity

• to practise writing the core grammar Basic competences Competence in linguistic communication: Pupils talk about activities and time.

Social and civic competences: Pupils play a game.

Competence in mathematics:

Pupils consolidate the concept of time and think about their daily routines.

Lesson 2

Pupil’s Book, page 79 Warm-up • Elicit the eight daily tasks to the board. Prompt with the initial letter if necessary.

• Give pupils one minute to decide on their favourite and

least favourite activity. (They can imagine doing the activities if they don’t normally do them.) • Have a class vote to find the favourite and least favourite activity.

Presentation • Draw three or four clock faces on the board showing

different o’clock times. Elicit the times. • Draw three more clocks on the board, showing quarter to two, quarter past six and half past ten. • Point to each clock and say the time. Pupils repeat. • Elicit the time in L1 for each clock. • Change the times on the clocks and elicit more examples with quarter to/past and half past.

Look, read and say the letter.

• Do class feedback by inviting volunteers to show

an example time and to say their sentence.

Activity Book, page 79 1

CD 3

Listen and tick (3) the box. • Pupils listen to the time and tick the correct clock. 44

CD3 Track 44

1 It’s ten o’clock. 2 It’s half past six. 3 It’s quarter to four.

4 It’s quarter past eight. 5 It’s half past eleven. 6 It’s quarter to nine.

Key: 2 first clock, 3 first clock, 4 second clock, 5 second clock, 6 first clock

Write sentences about yourself. Use the words from the box.

• Pupils use the pictures and the words in the box to help them write sentences about their daily routine.

Key: 2 I have breakfast at ..., 3 I go to school at ..., 4 I start doing my homework at ..., 5 I go to bed at ... + times (pupils’ own answers)

• Pupils look at the clocks in the pictures and the sentences underneath.

• Pre-teach / Elicit the meaning of do my homework. • Pupils read the sentences silently and match each one

with the correct picture. • They compare answers in pairs. • Check answers with the class. • Focus pupils on sentences 1 and 3 and ask how they are different from the others (they both include two verbs, the second of which is an -ing form). Ask Does he finish doing his homework at quarter past five? (No, he starts doing it.)

Key: 1 c, 2 f, 3 e, 4 d, 5 a, 6 b 2

CD 3 43

Reinforcement

• Ask pupils to draw eight clock faces without hands. • Dictate eight different times for pupils to draw. • They compare their clocks in pairs. While they are

doing this, draw a clock face on the board without hands (or eight of them if you have enough space). • Check by asking pairs to come and draw the hands for each time on the board.

Listen and say.

• Play the recording. Pupils read and repeat. • They practise saying the sentences in pairs. 3

OPTIONAL ACTIVITIES

Play the time game.

• Demonstrate the game with your own example. Use your arms as the hands of a clock and hold them at e.g. 8.30. Encourage the class to guess what time you are showing. When the pupils guess correctly, confirm and add a sentence with start or finish + -ing form, e.g. That’s right. I start having dinner at half past eight. • Remind pupils that they have to use start or finish + -ing form, so they need a suitable time for this. • In pairs, pupils take it in turns to show a time and make up a sentence when the correct time is guessed. • Monitor and check that they are doing both parts of the game correctly.

See also Teacher’s Resource Book Worksheet 2, p52

Extension

• Put pupils into groups of four to compare the times

that they wrote for AB Activity 2. • Elicit information from different pupils about another pupil in their group, e.g. (Alberto), tell me about (Elena). What time does she have breakfast? • Pupils can transfer the information about their group onto a bar chart.

Grammar focus [PB p110]

Look and say the complete sentences.

• Pupils look at the clocks and complete the sentences with the correct verb form and the time.

Key: 1 having ... quarter past, 2 watching ... half past

Unit 9 Our daily tasks

165

Lesson 3

Objectives • to consolidate the core vocabulary and grammar (daily tasks and telling the time) through a song

• to sing a song for pleasure Language

Basic competences

New language: daily tasks, telling the time,

Competence in linguistic communication:

Receptive language: busy

Cultural awareness and expression:

make the tea, till, again

Materials CD

166

• to check comprehension of the song • to encourage pupil creativity

Unit 9 Our daily tasks

Pupils join in with a song.

Pupils sing together as a class.

Sense of initiative and entrepreneurship: Pupils write their own verse of a song.

Lesson 3

Pupil’s Book, page 80 Warm-up • Invite a pupil to come to the front of the class. • Whisper a daily task to him/her for the pupil to mime. • The class try to guess what it is. Encourage someone to ask Do you (wash up) at home? • The pupil who mimed the task answers (Yes, I do / No, I don’t). • Repeat for the other daily tasks with different pupils.

CD 3 45 46

Listen and sing.

• Pupils look at the pictures in the Pupil’s Book. Elicit what activities they can see. • Play the recording. Pupils follow the song in their Pupil’s Books. • Play the recording again, pausing after each verse for pupils to repeat. Do this slowly at first and then encourage them to copy the speed and rhythm of the song until they are ready to sing with the track. • Use the karaoke version (CD3 Track 46) for pupils to practise singing the song.

Activity Book, page 80 1

Remember the song in the Pupil’s Book. Look and draw the times.

• Pupils look at the pictures and draw the correct times on the clocks. • They check their answers with PB Activity 1.

Key: 2 quarter to eight, 3 quarter past four, 4 half past ten

Put the words of the chorus in order.

• Pupils read the words and write them in the correct order to form the chorus.

Key: So much work to do. There’s no time to play. So much work to do!

Choose words to write your verse.

• Copy the skeleton text onto the board and elicit some ideas first before pupils write their own verses.

Key: Pupils’ own answers

Note: The phrase walk the dog means the same as take the dog for a walk and do the washing up means the same as wash up.

Read the song. Then look at the clocks and say what the girl does.

• First establish with the class that the song describes an

imaginary busy day and that the girl doesn’t really do all this much housework every day because she would be at school. • Demonstrate the activity. Focus on the first clock, elicit the time and ask pupils to find the verse which gives this information. Then read the speech bubble, showing how the wording changes to talk about she. • In pairs, pupils take it in turns to describe what the girl in the song does at each of the times shown on the clocks. • Do class feedback by eliciting full sentences.

Key: 2 She climbs into bed at half past ten.

3 She does the shopping at half past three. 4 She does the washing up at quarter past four.

OPTIONAL ACTIVITIES Reinforcement

• Use the karaoke version of the song (CD3 Track 46)

for groups to sing their verses from AB Activity 3. The whole class sings the chorus each time.

Extension

• Write on the board What time does she … ? • Pupils work in pairs. One pupil has their book closed. They take it in turns to test each other on what they can remember about the song.

Unit 9 Our daily tasks

167

Lesson 4

Objectives • to present the second core grammar • to practise the core grammar through listening for specific information

Language New language: adverbs of frequency (always,

sometimes, never), before and after, daily tasks

Recycled language: days of the week, free time activities

Materials CD, Teacher’s Resource Book (optional)

168

Unit 9 Our daily tasks

• to practise the core grammar through a communicative game

Basic competences Competence in linguistic communication:

Pupils talk about weekly routines using adverbs of frequency.

Social and civic competences:

Pupils work together to play a game.

Sense of initiative and entrepreneurship:

Pupils complete sentences about their habits.

Lesson 4

Pupil’s Book, page 81 Warm-up • Ask a pupil e.g. What time do you (have dinner)?

The pupil answers. Continue in open pairs in this way.

Presentation • Focus on one of the responses from the Warm-up and

ask e.g. (Nazar), do you get up at seven o’clock every day (on Monday, Tuesday, Wednesday ... )? • Depending on the response, write on the board Nazar always/sometimes/never gets up at seven o’clock. • Continue until you have three sentences, using all three adverbs of frequency, arranging them in order with always at the top and never at the bottom. • Say each sentence for pupils to repeat.

CD 3 47

Listen. Then say the days for each job.

• Point out that each daily task has a number. Then ask pupils to copy the list of days Monday–Friday.

• Explain that if Amy talks about washing up on a particular day, the pupils write 4 next to that day. Point out that she does some of these activities on more than one day. • Play the recording all the way through the first time. Pupils write the numbers 1–5 next to the correct days. • In pairs, pupils compare their answers. • Play the recording again, pausing for pupils to check. • Check as a class by playing and pausing the recording. CD3 Track 47

Interviewer: Hello, Amy. Can I ask you some questions about how you help at home after school? Amy:: Yes, sure. Amy Interviewer:: What things do you do to help your mum Interviewer or dad? Amy:: I sometimes take the dog for a walk at quarter Amy to six. I do that on Monday, Tuesday and Friday. I love my dog! Interviewer:: What about your homework? When do you Interviewer do it? Amy:: I always do my homework at quarter past four Amy on Monday, Tuesday, Thursday and Friday. But on Wednesday I have a piano lesson, so I don’t do it at quarter past four. I do it after my piano lesson. Interviewer:: Do you help with the washing up? Interviewer Amy:: Sometimes. I wash up on Tuesday and Thursday. I Amy really don’t like it! Interviewer:: And one last question: do you go to bed Interviewer at nine o’clock? Amy:: No, I go to bed before that, at half past eight Amy every day. I never go to bed at nine.

Key: Monday 1, 2, 5, Tuesday 1, 2, 4, 5, Wednesday 3, 5, Thursday 2, 4, 5, Friday 1, 2, 5

CD 3 48

Listen and say.

• Play the recording. Pupils read and repeat. • They practise saying the sentences in pairs. 3

Look at Matt’s jobs at home. Play the true or false game. Think!

Thinking skill: interpreting a table

• Read the example and check that pupils can find the information for the answer. • In pairs, pupils play the game taking it in turns. • In open class, make statements and elicit replies.

Activity Book, page 81

Read and write about yourself. Then find people with the same habits.

• Pupils complete the sentences about themselves. • They then walk around the room saying their sentences to other pupils to find someone with the same habits.

Key: Pupils’ own answers

Look at the table. Read and write t (true) or f (false).

• Pupils look at the table and write t or f in the boxes. Key: 2 f, 3 f, 4 t, 5 t

Write three more true sentences about Rob and Gillian.

• Pupils write three more true sentences. Key: (possible answers) After lunch on Saturday …

... Rob always plays tennis. ... Rob sometimes does his homework. ... Gillian always goes to the cinema. ... Gillian sometimes phones her friends. ... Gillian never does her homework.

OPTIONAL ACTIVITIES Reinforcement

• Write True and False in big letters on pieces of paper

and stick them at opposite ends of the class. • Make statements, e.g. I always wash up. Pupils go and stand next to True or False depending on whether it is true or false for them.

See also Teacher’s Resource Book Worksheet 3, p53

Extension

• Agree as a class on four daily tasks. In groups of four, pupils make a table as in AB Activity 2 using their names. They tick the table and write sentences.

Grammar focus [PB p110]

Say the correct sentences.

• Pupils say sentences with adverbs of frequency. Key: 1 always, 2 never

Unit 9 Our daily tasks

169

Lesson 5

Objectives • to read a picture story for pleasure • to review language from the unit Language Recycled language: characters and language from the story

• •

to check comprehension of the story to give practice with problem solving

Basic competences Language competence: Pupils listen to a story. Competence in linguistic communication: Pupils listen to a story.

Materials CD

170

Unit 9 Our daily tasks

Cultural awareness and expression: Pupils

learn the message of problem-solving through a story.

Lesson 5

Pupil’s Book, page 82 Warm-up • Write The Explorers on the board. • Elicit what pupils remember from the last episode. • Write all the missing letters on the board (F, I, R, S, E, N, D). Ask pupils if they can make a word.

CD 3 50

The treasure

• Elicit where the friends are in frame 1 (in the castle) and what Zelda and Horax are doing (going through a door). • Play the recording. Pupils listen to answer Who’s got the book? (Zelda and Horax.) Who is Horax? (Mr Williams.) What do Zelda and Horax think the missing word is? (Finders.) Is it right? (No.) What is the missing word? (Friends.) What is the treasure? (A statue.) What do Lucy and Ben want to do with it? (Take it to the museum.) • Play the recording again. Pupils listen and check their answers. • Play the recording again pausing for the pupils to repeat. • Invite different pupils to read out what the characters say in each frame.

Activity Book, page 82 1

Remember the story. Write t (true) or f (false).

hat does the statue say? Use the code in W the Pupil’s Book to find out. Think!

• Pupils complete the sentences about the story. Key: 2 f, 3 f, 4 t, 5 f, 6 t

Thinking skill: decoding a message • Pupils use the code to work out the sentences. Key: A statue for true friends. Explore and discover. A new adventure is next.

se the code to make words. Ask your U friends to guess.

• Pupils write codes in their notebooks and then swap with a partner to work them out.

Key: Pupils’ own answers

OPTIONAL ACTIVITIES Reinforcement

• Put pupils into groups of four to take a role of one of the characters. • Play the recording. Pupils repeat in roles. • They practise the story in their groups. • Invite groups to act out the story for the class.

Extension

• Focus on what happens in the story. • Elicit how Ben and Lucy work together as a team to

solve problems in this episode and in the whole story. Ask pupils to find examples. • Elicit examples of when pupils have worked as a team with friends, in class and at home. Note: Some of this discussion may need to take place in L1.

Unit 9 Our daily tasks

171

Lesson 6

Objectives • to check comprehension of the story • to practise conversation sequences • to present and practise different spellings of the sound • to give further practice in the spellings of the /3:/ (er, ir, ur)

Language New language: Don’t look at me like that! Recycled language: characters and language from the story

Receptive language: whirl, twirl

Materials CD

172

Unit 9 Our daily tasks

sound /3:/

Basic competences Language competence: Pupils interpret the message behind a story.

Social and civic competences: Pupils practise short conversations to put language in context.

Lesson 6

Pupil’s Book, page 83 Warm-up • Ask questions about the story, e.g. Where are Ben and

Lucy? (In a castle.) Who do they see? (Horax and Zelda.) Who is Horax? (Mr Williams, the librarian.) Who got the missing word right? (Ben and Lucy.) What is the treasure? (A statue.)

What does the statue say? Use the code to find out. Think!

Thinking skill: decoding a message Key: A statue for true friends. Explore and discover. A new adventure is next.

Find who says ...

• Write perfect, word and first on the board using a red

Activity Book, page 83 1

CD 3 51

Write the words. Listen and check. Then say with a friend.

• Pupils complete the dialogues and listen to the recording to check their answers. Then they practise the dialogues in pairs.

Key: 1 It’s wrong, 2 go away

Look and write er, ur or ir.

• Pupils complete the words with the correct letters. Key: 2 ir, 3 ur, 4 er, 5 ir, 6 ur 3

CD 3 52

Listen and say.

• Pupils listen to the words in Activity 2 and repeat.

pen for the letters in bold. Pupils listen while you say the words and tell you the sound they all have, /3:/. • This English phoneme doesn’t exist in many languages so you may need to help pupils learn the sound. • Pupils repeat It’s perfect! after you. • Then they find the sentence in the story (frame 8).

Key: Ben 4

CD 3

Listen and say. 50 Play the recording. Pupils read and repeat. Explain fern, • whirls and twirls. Note: Before hearing the sentence, pupils will hear the key sounds with pauses for them to repeat.

• They practise saying the sentence in pairs.

OPTIONAL ACTIVITIES Reinforcement

• Dictate the following words: person, birthday,

Thursday, bird, circle, learn, early. • Pupils compare their spelling with a partner before checking as a class.

Extension

• Review with the pupils what happened in the whole

story. • Pupils work in pairs and try to summarise what happened in each episode in two sentences. • Elicit their ideas and discuss as a class. Elicit which part of the story pupils liked best and which character was their favourite.

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Lesson 7

Objectives • to integrate other areas of the curriculum through English: Social science

• to raise pupils’ awareness of which activities are healthy and unhealthy

Language New language: for a healthy life, healthy, unhealthy, have fun, eat healthy food, keep fit, do sport, learn new things, sleep, daily routines

Recycled language: food, free time activities Receptive language: How do you ...? What ... do

you ...? gerunds as subjects (Eating fruit is healthy.)

Materials CD, Flashcards (daily routines): 55–62 (optional), Teacher’s Resource Book (optional)

174

Unit 9 Our daily tasks

• to practise classifying and categorising • to consolidate collocations and knowledge from the lesson

Basic competences Competence in linguistic communication: Pupils listen for detail.

Cultural awareness and expression:

Pupils talk about what they routinely do at home.

Sense of initiative and entrepreneurship: Pupils write about how they help at home.

Lesson 7

Pupil’s Book, page 84 Warm-up • Mime free time activities for the pupils to guess (play

football, fly a kite, play an instrument, go swimming, play tennis, play computer games). • Pre-teach healthy and unhealthy. Ask Are apples healthy (good for you)? Write the opposite unhealthy on the board. Underline un to show it means the opposite.

CD 3 53

Listen and read. Ask and answer.

• Look at the picture as a class. Elicit what pupils can see (a football, milk, vegetables, a bike etc.). • Play the recording. Pupils listen and read. • Do the example as a class and elicit other ways to have fun and write them on the board. • Pupils work in pairs to talk about the questions. • Monitor and help with vocabulary. • Do class feedback by asking pupils to say what they think for each category.

Activity Book, page 84 1

Look at the pictures. Write the words.

• Pupils label the pictures using words from the box. Key: 2 a lot of burgers, 3 late, 4 sport, 5 games, 6 fruit Look at Activity 1. Make sentences using healthy or unhealthy. • Pupils complete and write their own sentences using healthy and unhealthy.

Key: (Possible answers) 2 a lot of burgers is unhealthy. 3 bed late is unhealthy. 4 Doing sport is healthy. 5 Playing games is healthy. 6 Eating fruit is healthy.

Key: (possible answers) 1 listen to music, fly my kite,

play an instrument, 2 tennis, football, computer, 3 go swimming, play football, play tennis, 4 vegetables, fruit, 5 at school, TV, from friends and family, 6 Pupils’ own answers.

Look at the pictures. Are the activities healthy or unhealthy?

• Pupils look at the pictures. Check pupils know badminton. • Ask pupils what they can see in the pictures (fruit, ice

cream, sweets, a TV). • Check and elicit the activities. Elicit why they are healthy or unhealthy. • Pupils talk about the pictures in pairs or groups of four.

Key: 2 unhealthy, 3 unhealthy, 4 healthy, 5 healthy, 6 unhealthy

OPTIONAL ACTIVITIES Reinforcement

• Use the flashcards (daily routines). Hold them up one by one and elicit healthy and/or unhealthy.

See also Teacher’s Resource Book Worksheet 4, p54

Extension

• Write healthy in a circle on the board. • In pairs, pupils think about what they do during the day that is healthy. • Elicit their ideas and create a word map. Focus in particular on the importance of being healthy.

Note: This discussion will probably need to take place in L1.

Unit 9 Our daily tasks

175

Lesson 8

Objectives • to personalise the topic by doing a class survey • to complete a project (daily routines of the class) Language New language: How many hours a week do you ...?

I (do sport) for (four) hours a week, (Seven) people in our class (watch TV) for (one or two) hours a week, relax

Recycled language: free time activities, days of the week

Materials paper, coloured pens/pencils

• to practise reading for specific information (scanning)

Basic competences Language competence: Pupils talk about how much time they spend a week doing things in English.

Social and civic competences: Pupils do a survey.

Sense of initiative and entrepreneurship: Pupils draw and colour a bar chart.

Mathematical competence: Pupils make a bar chart.

Learning to learn: Pupils reflect on what they’ve learnt from the unit and become aware of what they can do now.

176

Unit 9 Our daily tasks

Lesson 8

Pupil’s Book, page 85 Warm-up • Say some of the activities from the previous lesson. • Pupils write u or h in their notebooks to show if they are unhealthy or healthy.

Do a class survey.

Project

• Ask two pupils to read the question and answer. • Refer pupils to the table and elicit how many hours

they do sport. Ask them what days and at what time to reinforce the idea of hours. • Pupils copy the table into their notebooks. They then ask six friends and record their answers in the table. • Show pupils how to make a bar chart. Draw an example on the board. • Pupils make bar charts of their results individually. • Monitor and help. • Talk about your bar chart on the board, adapting the example in the Pupil’s Book as appropriate. • Pupils take turns to hold up their charts and share one piece of information with the class.

Activity Book, page 85 3

Read and write the correct numbers.

Think!

Thinking skill: logical–mathematical thinking; reflecting on one’s habits

• Pupils read a short text and calculate the time the girl

spends doing each activity. They complete sentences.

Key: 2 five, 3 six

OPTIONAL ACTIVITIES Reinforcement

• Write the following prompt on the board: My favourite lesson is … Give pupils 5 minutes to choose their favourite page • from unit 3 in the Pupil’s Book. • Elicit from pupils their favourite lessons, e.g. My favourite lesson is playing I spy. My favourite lesson is singing the song about Mr Blue. • Write some examples on the board. Pupils write a sentence about their favourite lesson into their notebooks.

Extension

• Pupils use the activities from the class survey and

the text from AB Activity 3 as a model to write a text about their own week. • Pupils write individually. • Go around the class to check their work before they write a final draft. • Display their texts on the wall of the classroom. Note: You could now use the end-of-unit test on Teacher's Book pages 210–211. You could also use the lesson Culture for Unit 9 on page 96 (PB).

Reading time (unit 9) [AB p 96] 1

Write the letters ‘ar’ and read. Then match.

• Pupils write the letters ar. Then read them and match to the pictures.

Key: start, car, star, park 2

Read the text and circle the ‘ar’ words.

Read the text again and match the time to the activities.

• Pupils read the text and circle the words with ar. Key: start, start, park, car

• Pupils read the text again and match the time to the activities.

Key: come home at quarter to three, have dinner at quarter past seven, go to bed at nine o’clock.

Unit 9 Our daily tasks

177

Review: units 7, 8 and 9

Review

Objectives

• to review core language from the previous three units • to consolidate useful language doing a quiz and playing a board game

Language Recycled language: vocabulary and language from the previous three units

Materials small pieces of paper for the game, eight counters for each pupil, Flashcards (health): 37–44, (food): 45–54, (daily tasks): 55– 62, Poster 3

178

Review: units 7, 8 and 9

Basic competences Language competence: Pupils use known

language to complete a quiz and play a board game.

Social and civic competences: Pupils work together in groups to play a game.

Learning to learn: Pupils reflect on what they’ve learnt so far and are capable of doing.

Review

Pupil’s Book, page 86

Pupil’s Book, page 87

Warm-up • Use the flashcards (Unit 7, Unit 8 and Unit 9) to review the

The food game • Elicit some of the things pupils can see on the gameboard

• Show each flashcard quickly to the class. Pupils say the

• Tell pupils to cut out eight small pieces of paper, each the

• Brainstorm other words from the units that pupils

• Pupils play the game in pairs. They each cover eight food

vocabulary sets.

word and if they like it. remember.

A sk and answer.

Key: 1 b, 2 a, 3 b, 4 c, 5 c, 6 c, 7 a, 8 a

on the Pupil’s Book page.

size of a square in the gameboard.

items with a small square of paper. They do not look at each other’s books. • Hand out the counters, eight for each pupil. • They take turns to ask and answer using Is/Are there any ...? about the food on the gameboard. If their partner’s food is not covered, he/she answers Yes, there is/are and hands a counter to the pupil. If the food is covered, the answer is No, there isn’t/aren’t. The first pupil to get all their partner’s counters is the winner. • Repeat the game in new pairs with pupils covering different items.

OPTIONAL ACTIVITIES Reinforcement

• Ask pupils what their favourite song, chant or game is from units 7, 8 or 9. • Do the song, chant or game again with the class.

Extension

• Using the quiz on page 86 as a guide, tell pupils in

pairs to write one quiz question on a piece of paper in a multiple choice (a, b, c) style. • Pupils can use the Pupils’ Books to help them write a question about vocabulary or grammar from the whole book. • Pupils can draw a picture if necessary. • Give each pair a number to write on their piece of paper and then put the questions up around the room. • Pupils walk around the room. They write the quiz number and the answer to the question in their notebooks. • Do open class feedback by asking the pair who wrote the question if it’s correct. Note: You could use Poster 3 now. This features all the target grammar from units 7–9. Pupils can say the sentences in pairs.

Review: units 7, 8 and 9

179

Review: units 7, 8 and 9

Review

Objectives

• to review core language from the previous three units • to sing a chant for pleasure • to practise reading and writing skills • to personalise the language from the previous three units

Language Recycled language: vocabulary and grammar from the previous three units

Materials CD, pictures of places around your city/town and famous places in the area that people can visit (optional)

180

Review: units 7, 8 and 9

Basic competences Learning to learn: Pupils do a reading

comprehension with words learnt from the previous units.

Sense of initiative and entrepreneurship:

Pupils write about themselves and where they live.

Cultural awareness and expression: Pupils chant together as a class.

Review

Activity Book, page 86 Warm-up

• Write the word Town in the middle of the board. • Create a word map with your pupils by eliciting the words connected to the topic Town.

CD 3 54

Read, listen and look. What are Moira’s favourite places in her town?

• Pupils listen and read the text in their books. They answer the question in pairs and as a class.

Key: Patrick’s Street in Cork, Blackrock Castle near Cork 2

Read about Moira’s town again. Write t (true) or f (false).

• Pupils read the text in Activity 1 again and write t or f for each sentence. Check as a class eliciting corrections for the false statements.

Activity Book, page 87 1

CD 3 55

Look and read. Then listen and chant.

• Pupils look at the language in the box and the chant. • Play the recording. Pupils listen and read. • Play the recording again pausing after each verse for the pupils to repeat. • Practise the chant as a class.

Now read the questions. Tick (3) the correct answer.

• Pupils read the questions and tick the correct answer.

They check answers as a class and practise the questions and answers in pairs.

Key: 1 Yes, please. 2 No, I don’t. 3 No, thank you. 4 Yes, I do.

Key: 2 f, 3 t, 4 f, 5 t 3

Complete for you.

• Pupils complete a model text about themselves. They

read it to their partner in pairs. • Example answer: Hi! I’m Elisa. I live in Salamanca, in Spain. It’s beautiful and old. My favourite street in Salamanca is Plaza Mayor. It’s got lots of restaurants, ice cream shops and clothes shops. Near Plaza Mayor there are some gardens. My favourite is Campo de San Francisco.

OPTIONAL ACTIVITIES Reinforcement

• Collect the texts that pupils wrote for AB Activity 3 on page 86.

• Read several of the texts aloud. Pupils guess who wrote it.

Extension

• Collect various pictures of places around your city/

town and famous places in the area that people can visit. Print these from the Internet or find pictures from your local tourist office. Put the pictures up around the classroom. • Pupils walk around the classroom looking at the photos. They write any words they know to describe the picture or how they feel about it e.g. big, beautiful, my favourite place. • Pupils then work together in groups to compare their notes. • Do class feedback by eliciting their ideas and writing words on the board.

Review: units 7, 8 and 9

181

Culture

Read and say how old the grandparents are. Invite pupils to read the text. • • Elicit personal information about the girl: her name, where she lives, who she lives with, what she likes doing. • Pupils read again and identify how old the grandparents are. • Pupils check their answers in pairs. • Check with the class.

Key: The grandma is 60 years old. The grandpa is 70 years old.

Objectives • to present and practise numbers 20–100

CD 3 56

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • They practise saying the numbers in pairs. • Write numbers 20–100 on board in random order and elicit the numbers.

Language New language: numbers: twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, one hundred

Recycled language: days of the week

Materials CD, pieces of paper with written numbers on them (optional), a bag or a box (optional)

Spell the numbers from Activity 2 and guess. • Demonstrate the activity. • Check pupils know what to do. • Pupils spell and say the numbers in pairs or groups.

Use the text from Activity 1 as a model and write about your family and your week. Pupils use the text from Activity 1 as a model and write • about their week. • Monitor and help if necessary. • Invite several pupils to present their writing.

Basic competences Language competence: Pupils say numbers twenty – one hundred.

Mathematical competence: Pupils use the numbers to identify age.

OPTIONAL ACTIVITIES Reinforcement

• Count in tens from 10 till 100. Miss one number on purpose.

Pupil’s Book, page 88 Warm-up • Write numbers 1–19 on separate pieces of paper and

place them in a bag or a box. • Ask a volunteer pupil to draw one of the numbers. • The pupil draws a piece of paper and says the number e.g. seventeen. • Ask the pupil Are you seventeen? • The pupil answers e.g. No I’m not. I’m nine. • Repeat the actions with other pupils.

182

Culture: unit 1

• Ask pupils What number is missing? • Repeat the same procedure, but miss another number.

• Ask a volunteer pupil to do the same. • Repeat with other pupils. Extension

• In groups pupils sit in small circles. One pupil says Ten,

and the other pupil on their right says Twenty, and so on around the circle. • When they have completed it up to one hundred, they repeat the activity, but in reverse order, starting with number One hundred and ending at number Ten.

Culture

Read the text about Defender of Ukraine Day. Then match the sentences 1-4 to the pictures a-d. • Ask pupils what Defender of Ukraine Day is. • Invite pupils to read the text. • Elicit what jobs they meet in the text. • Ask pupils to write the numbers 1-4 in a column in their notebooks. • Pupils read the text again and match the sentences 1-4 to the pictures a-d in their notebooks. • Pupils compare their answers in pairs. • Check with the class.

Objectives • to present and practise the indefinite articles a/an with jobs

• to practice game

•

the core grammar through a guessing

to present the concept of Defender of Ukraine Day

Language New language: jobs: artist, soldier, actor, actress, cook, pilot

Materials CD, cards with the professions written on them and the cards with the indefinite articles a/an (optional)

Key: 1 a, 2 d, 3 c, 4 b 2

CD 3 57

Listen and say.

• Play the recording. Pupils listen and repeat in chorus. • Write the words from the box on the board. • Underline the indefinite articles a/an and the first sound in each sentence.

• Elicit the rule from pupils. • Wipe the articles from the board and draw dashes instead of the articles. • Invite pupils to read the jobs in chorus and say the correct article instead of the dash.

Think of a job. Describe and guess.

• Ask pupils to look at the text from task 1 again. • Say to pupils I work in the army and elicit the job. Repeat

the same with other descriptions of jobs from the text, e.g. I draw pictures / I cook / I fly a plane. • Look at the example with pupils. Elicit the job – a pilot. • In pairs, pupils take turns describing one of the jobs and guessing them.

Basic competences Language competence: Pupils identify jobs using the correct indefinite article a/an.

Language competence: Pupils ask and answer about jobs.

Cultural awareness and expression: Pupils read the text about Defender of Ukraine Day.

OPTIONAL ACTIVITIES Reinforcement

• Play a miming game. Mime one of the professions from task 2.

Pupil’s Book, page 89 Warm-up • Write the word jobs on the board. • Elicit from pupils any jobs they know, e.g. doctor, teacher,

farmer. • Write them or ask a volunteer pupil to write them on the board.

• Pupils guess the job by asking Are you a/an …? • Ask a volunteer pupil to mime in front of the class. Extension

• Divide pupils into pairs. • Prepare the cards with the professions written on

them and the cards with the indefinite articles a/an for each pair. • Pupils work in pairs and match the professions and the articles.

Culture: unit 2

183

Culture

Read the texts and say the letter.

• Look at the pictures as a class and elicit what pupils can

see (family, stocking, cracker, other Christmas food, girls in traditional clothes). • Pupils read and match the texts with the pictures. • Point to the pictures in turn and invite children to read the corresponding text.

Key: 1 a, 2 b 2

Objectives • to present the concept of Christmas • to practise reading and listening • to draw a picture Language New language: Christmas dinner, Christmas cracker, Christmas stocking

Materials CD, coloured pens/pencils, paper, cardboard tube (optional), a box (optional)

Read the texts again and say how Kate’s and Olena’s Christmas differ. • Invite pupils to read the first text. Ask the pupils Do you eat roast turkey at Christmas? Do you eat potatoes? Do you play with Christmas crackers at Christmas? What do you do at Christmas? • Invite pupils to read the second text. • In pairs, pupils compare how the girls from the texts celebrate their Christmas.

Draw a picture of your family at Christmas. Then compare with your friend. • Tell pupils to draw a picture of their family at Christmas. • Elicit some ideas about what they are going to draw. • Pupils draw their own pictures. • Go around the class and encourage pupils. • Read through the example. • In pairs, pupils tell each other how they celebrate Christmas and compare with their partner’s picture. • Invite two volunteer pupils to compare their pictures in front of the class.

Basic competences Language competence: Pupils read about Christmas.

Cultural awareness and expression: Pupils

learn about Christmas traditions in the UK and compare them with the traditions in Ukraine.

Sense of initiative and entrepreneurship:

Pupils draw a picture of their family at Christmas.

OPTIONAL ACTIVITIES Reinforcement

• Pupils write about their own Christmas traditions

Pupil’s Book, page 90 Warm-up • Ask pupils what they like to eat at Christmas. Elicit what

they think people eat in Britain at Christmas. • Pre-teach roast turkey, sausages, Christmas cracker by describing and drawing pictures on the board and labeling them. Choral drill. • Elicit any adjectives that pupils can think of to describe Christmas. Pre-teach wonderful and magic. • Write them or ask a volunteer pupil to write them on the board.

184

Culture: unit 3

using the texts in Activity 1 and their pictures.

Extension

• Use a cardboard tube (a toilet roll or kitchen paper roll) to make a cracker.

• Pupils write a message on a piece of paper and put it in their cracker. Monitor and help. • Pupils decorate a piece of paper with drawings to wrap around the tube. Use glue to fix the paper. • Put the crackers in a box. Pupils pick a cracker and pull it open. They read their message to the class.

Culture

Pupil’s Book, page 91 Warm-up • Ask pupils questions about their house / flat. • Ask several pupils what their favourite room is. 1

Objectives

Read the texts. Then count the furniture words. • Look at the two pictures as a class and invite pupils to describe children. • Tell them they are going to read two texts about the children’s favourite rooms. • Invite pupils to guess what children’s favourite rooms are. • Pupils read the texts and check their predictions. • Pupils read the texts again and count all furniture words.

• to practise describing the room through a

Key: 6 (chairs, a bed, a table, a wardrobe, a mirror, a sofa)

• to practise reading skills • to revise furniture words

• Look at the picture as a class and read the example. • Pupils one by one say a sentence to describe the room. • In pairs, pupils describe the picture.

personalised speaking activity

Language Recycled language: furniture, rooms

Materials a sheet of paper for each pupil (optional)

Basic competences

Look at the picture and describe the room.

Talk to your friend. Choose a room and tell. Then guess.

• Tell pupils that you live in a house / flat. Tell them I have

got … rooms in my house / flat. There is a table in one room. What room is it? Pupils take turns guessing the room. • Invite pupils to read the example as a class. • Invite two volunteer pupils to role play the example in front of the class. • In pairs, pupils take turns describing the rooms in their house / flat and guessing the room.

Language competence: Pupils describe the rooms.

Social and civic competences: Pupils work

together to ask and answer questions about their house or flat.

OPTIONAL ACTIVITIES Reinforcement

• Play a chain game. • Pupils sit in a circle. Say There is a chair in my room.

The pupil on their right repeats the words and adds their own sentence. • Continue until pupils run out of the words they know or somebody makes a mistake. Then start again.

Extension

• Give each pupil a sheet of paper. • Describe a room and pupils draw according to your sentences. e.g. There’s a sofa in the room.

• Pupils may repeat the procedure in pairs.

Culture: unit 4

185

Culture

Objectives • to revise seasons • to practise reading skills • to revise clothing items Language Recycled language: seasons, clothing items

Materials Flashcards (clothing items) (optional)

Basic competences Language competence: Pupils read a text about different seasons.

Sense of initiative and entrepreneurship:

Pupils draw a picture of their favourite season.

Social and civic competences: Pupils learn

the message that choosing appropriate clothes according to weather conditions is important.

Read the text. Then look at the pictures and write the names. • Look at the pictures as a class and invite pupils to name the seasons in the pictures. • Ask the pupils What is your favourite season? • Invite pupils to read the text and ask comprehension questions, e.g. What’s girl’s name? What’s her sister’s name? What is her sister wearing? • Ask pupils to write the numbers 1-4 in a column in their notebooks. • Check pupils know what to do. • Pupils read the text again and write the names near the numbers 1-4. • Pupils check the answers in pairs. • Check with the class.

Key: 1 Anna, 2 Solomiia, 3 Myron, 4 Ndiika 2

Look at the picture again and say what the children are wearing. • Look at the pictures as a class again. Point to the first picture and say The girl is wearing a hat, a scarf, a jacket and boots. • Ask a volunteer pupil to say what the girl in picture 2 is wearing. • In pairs, pupils say what the children in the pictures are wearing. Pupil A points to one of the picture. Pupil B says what the child is wearing. Pupils swap their roles.

Draw your favourite season and yourself. Then say.

• Tell pupils to draw their favourite season and themselves in it. • Elicit some ideas about what they are going to draw. • Go around the class and encourage pupils. • Read through the example and elicit the ending of the sentences from several volunteer pupils. • In pairs, pupils show each other their pictures and say what they’re wearing. • Invite several volunteer pupils to show their pictures in front of the class and say what they’re wearing.

OPTIONAL ACTIVITIES Pupil’s Book, page 92 Warm-up • Bring flashcards of clothing items pupils have learnt so

far. • Show the flashcards one by one. Ask pupils what it is and when they wear this item.

Reinforcement

• Ask pupils to look at the pictures in Activity 1 again. • Say e.g. Anna is wearing a coat and trousers. • Invite pupils to respond No, she isn’t. She’s wearing a coat and a skirt.

• In pairs, pupil A makes true and false sentences about the pictures and pupil B responds.

Extension

• Describe what one of pupils in the class is wearing.

186

Culture: unit 5

E.g. She’s wearing a blue skirt and a white blouse. Invite pupils to guess. • The person who guesses correctly makes the next sentence. Other pupils try to guess.

Culture

Pupil’s Book, page 93 Warm-up • If possible, print or project a picture of pancakes. Show

the picture to the class and elicit what they are. Ask Do you like pancakes? • Elicit what you can put on pancakes. Elicit butter, honey, sugar, chocolate and jam and write the words on the board around the picture.

Read and choose the picture.

• Look at the pictures as a class and invite pupils to say Objectives • to present the concept of Pancake Day • to practise reading skills • to sing a chant for pleasure Language New language: pancake, Lent, toss, delicious Recycled language: grammar and vocabulary from Pupil’s Book

Receptive language: a day away, real treat

Materials CD

what they can see in each one. • Ask pupils to write the numbers 1-2 in a column in their notebooks. • Check pupils know what to do. • Pupils read the texts and write the letters a-b near the numbers 1-2. • Pupils compare their answers in pairs. • Check with the class.

Key: 1 b, 2 a 2

CD 3 58

Listen and point. Then chant.

• Point to the pictures around the song. Pupils call them out as a class (pancakes, butter, flour, butter, eggs, milk, honey, sugar, jam, chocolate). • Play the recording. Pupils listen to the chant and point to the pictures as they hear the words. • Play the recording again. Pausing after each verse for pupils to repeat. • When pupils have learnt the chant, practise it with the whole class.

Basic competences Language competence: Pupils read about Pancake Day.

Cultural awareness and expression: Pupils

learn about Pancake Day and chant together as a class.

OPTIONAL ACTIVITIES Reinforcement

• Write the middle verse of the chant on the board. Underline the food words.

• In pairs, pupils write their own verse changing the underlined words for other food words. • Invite pairs to chant their verse for the class.

Extension

• Pupils draw a pancake and the toppings. • Ask them to write a small description for the picture, e.g. I love pancakes. I put (chocolate and fruit) on my pancakes. Monitor and help. • Pupils display their work around the room. Pupils go around the class and decide which pancake they would like to try.

Culture: unit 6

187

Culture

Read the text. Then match the words 1-4 to the pictures a-d. • Look at the pictures as a class and invite pupils to say what they can see in each one. Elicit the words or present them to pupils if necessary. • Ask pupils to write the numbers 1-4 in a column in their notebooks. • Check the pupils know what to do. • Pupils read the texts and write the letters a-d near the numbers 1-4. • Pupils compare their answers in pairs. • Check with the class.

Key: 1 b, 2 a, 3 d, 4 c

Objectives • to extend pupils’ understanding of weather conditions

weather and

• to practise reading skills

Ask and answer the questions.

• Ask pupils to read the text again. • Pupils read the questions in pairs and try to work out the answers.

• Check with the class. Language New language: strong wind, heavy rain, lightning, flood

Recycled language: grammar and vocabulary from Pupil’s Book

Look at the pictures from Activity 1 and mime. Then guess.

• Choose one of the pictures from Activity 1 and mime. • Pupils guess the word. • The pupil who guesses first mime another word. • In pairs, pupil mime and guess the words.

Materials sheets of paper, coloured pencils

Basic competences Language competence: Pupils read and talk about weather and weather conditions.

Cultural awareness and expression: Pupils

learn about hurricane in general and about the hurricane in Great Britain.

OPTIONAL ACTIVITIES Reinforcement

• Prepare pictures of different weather conditions

(paper or digital). Show them to pupils or project them. • Encourage pupils to say what weather conditions they see.

Extension

Pupil’s Book, page 94 Warm-up Write the word Weather on the board. Elicit which words are connected to weather.

188

Culture: unit 7

• Post a world map on your classroom wall. Introduce

to pupils the words Equator and Pole and discuss what type of weather is usually there. • Ask pupils to draw a small self-portrait. • Blindfold a volunteer pupil. The pupil places the self-portrait somewhere on the world map. • Then remove the blindfold and encourage the pupil to describe the weather where she/he is on the map. • Give each pupil a turn to place their self-portraits on the map and then tell the class about the weather at their location.

Culture

Pupil’s Book, page 95 Warm-up • Mime the word Cooking. • Ask pupils to guess. • Ask pupils Do you like cooking? Who cooks in your family? 1

Objectives • to present and practise object pronouns • to practise reading skills Language New language: object pronouns: me, him, her, it, us, you, them

Materials CD

Basic competences Language competence: Pupils read and write a dialogue using object pronouns.

Cultural awareness and expression: Pupils

Read the text and say what the children are cooking. • Elicit from pupils what a dialogue is. • Invite pupils to read the dialogue quickly and find out what the children are cooking. • Pupils check their answer in pairs. • Check with the class.

Key: deruny 2

CD 3 59

Listen and say.

• Play the first sentence of the recording. • Pupils listen and repeat in chorus. • Do the same for the rest of the sentences. • Pupils practise saying the sentences in pairs. 3

Read the dialogue again. Choose another dish and role play the dialogue with your partner.

• Ask pupils what their favourite dish is. • Divide pupils into pairs and ask them to choose one

favourite dish for both of them. Then ask the pairs What’s your favourite? dish an elicit the answer. • Point to the dialogue from task 1 again. How many people are involved into the dialogue. Elicite the answer Two. • Tell pupils they are going to write the similar dialogue about their favourite food together with their partner. • Monitor and help pupils if necessary. • Pupils present their dialogues in front of the class.

read a text about Ukrainian traditional dish – deruny.

Social and civic competences: Pupils work together to write a dialogue.

OPTIONAL ACTIVITIES Reinforcement

• Ask pupils to read the dialogue from task 1 in roles. Extension

• Ask pupils to walk around the class, ask each other

about favourite home-made food and find a person who likes the same food as they. • Pupils say what their favourite food is and who likes the same food too in front of the class.

Culture: unit 8

189

Culture

Read the text and say who cooks in Marko’s and Mizuko’s families. Look at the two pictures as a class and invite pupils to • describe children. • Tell them they are going to read two texts about the children’s family dinners. • Pupils read the texts and answer the question who cooks in the boys’ families.

Key: Marko’s parents cook in his family. Mizuko’s mum and grandpa cook in his family.

Objectives • to present and practise some cutlery words • to practise reading skills • to draw a picture Language New language: spoon, fork, chop sticks, plate, bowl Recycled language: daily tasks

Materials a sheet of paper and coloured pencils

Basic competences Language competence: Pupils read the texts and talk about their family dinner.

Read the texts again and match the words 1-5 to the pictures a-e. • Look at the pictures as a class and invite pupils to say what they can see in each one. Elicit the words or present them to pupils if necessary. • Ask pupils to write the numbers 1-5 in a column in their notebooks. • Check pupils know what to do. • Pupils read the texts again and write the letters a-e near the numbers 1-5. • Pupils compare their answers in pairs. • Check with the class.

Draw your family dinner and tell.

• Tell pupils to draw the picture of their family dinner. • Elicit some ideas what they are going to draw. • Pupils draw their own pictures. • Go around the class and encourage pupils. • Read through the prompts. • In pairs, pupils talk about their family dinner. • Invite several volunteer pupils to show their pictures and talk about their family dinner in front of the class.

Cultural awareness and expression: Pupils read the texts about children from different countries and their family dinner.

Sense of initiative and entrepreneurship: Pupils draw a picture of their family dinner.

OPTIONAL ACTIVITIES Reinforcement

• Start drawing one of the cutlery objects from task 2

Pupil’s Book, page 96 Warm-up • Ask pupils what their favourite food is. • Ask pupils whether they like cooking and who cooks in their families.

190

Culture: unit 9

and encourage pupils to guess. • The pupil who guesses first, comes to the board and draws one of the objects from task 2. • Other pupils try to guess.

Extension

• Bring the pictures or project the digital pictures of

plates, bowls and spoons which are decorated with Ukrainian traditional ornaments. • Invite pupils to describe the pictures.

Unit tests

UNIT MEET THE EXPLORERS

Test: Listening Name:

CD 4 02

Listen and tick (3) or cross (7). 1 Jack:

ride a bike

2 Sally:

fly a kite

skip

3 Harry and Bill:

play basketball

play football play football

4 Mary: paint draw 5 John: swim jump 6 Grace:

CD 4 03

bounce a ball

play basketball

Listen and match. There is one extra name. James

George

Anna

Billy 192

Kate

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

MEET THE EXPLORERS

Test: Reading and writing Name:

Read and write t (true) or f (false).

Hi! My name is Robert. I’ve got one sister and one brother. My brother is nine. He’s got a red bike. He can ride it to school. My sister is four years old. She’s got a hamster – the hamster can jump and run! I’ve got a rabbit – his name is Rory. He’s brown and he’s got white ears. My mum has got dark hair and blue eyes and my dad has got brown eyes. He can play football. My mum can paint. 1 Robert has got two brothers. 2 His brother can ride a bike. 3 The hamster can’t run. 4 His sister has got a brown rabbit. 5 His dad hasn’t got blue eyes. 6 His mum can paint.

Read and write.

1 ten + one = 2 seven + six = 3 nine + five = 4 eight + seven = 5 three + nine = 6 eleven + seven =

PHOTOCOPIABLE

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

193

UNIT

CD 4 04

Test: Listening Name: Listen and write the days of the week.

CD4 05

Listen and write S (Sally), P (Peter) or B (both). 2

194

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Read and write Alex, Lucy or Alex and Lucy. Hi Alex,

Hi Lucy,

I’ve got a busy week, but I like it. I go swimming on Mondays. And I play football on Wednesdays. I don’t go to school on Saturdays – I fly my kite and I play computer games. It’s fun. Do you play computer games at the weekend?

I’ve got a busy week too. But I don’t go swimming on Mondays – I play football. On Wednesdays I play tennis. And yes, I play computer games at the weekend! But I don’t fly kites.

Bye! Lucy

See you soon! Alex

1 ‘I don’t go swimming.’ 2 ‘I don’t fly kites.’ 3 ‘I play computer games.’ 4 ‘I play football.’ 5 ‘I don’t go to school on Saturdays.’

Read and complete. 1

Saturdays? (you/go swimming) 2

the weekend? (you/ listen to music) 4

Yes, I do. No, 3

Yes, on

Sundays? (you/play

computer games)

PHOTOCOPIABLE

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

195

UNIT

Test: Listening Name:

CD 4 06

Listen and match. There are two extra months. 1 His birthday is in ...

a December

2 Our birthdays are in ...

b September

3 Her birthday is in ...

c October

4 Their birthdays are in ...

d August

5 His birthday is in ...

e June

6 Their birthdays are in ...

f May g April h July

196

CD 4 07

Listen and tick (3) the correct picture.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Complete the sentences. His Their Our your My Her

1 I’m Kate.

birthday is in January.

2 John is my friend.

birthday is in March.

3 We’re Lucy and Joanne. 4 Julie is eight.

birthday is in June.

5 Look! It’s Jim and Ben. 6 When is

birthdays are in April.

birthdays are in September. birthday? My birthday is in June.

Write sentences about the tiger family. dirty funny old sad serious young

Charlie

Peter

Ralph

Penny

Ellie

Kat and Ken

PHOTOCOPIABLE

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

197

UNIT

Test: Listening Name:

CD 4 08

Listen and write the number.

CD 4 09

Listen and write t (true) or f (false).

198

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Complete the descriptions of the family. beard straight moustache blonde teeth fat thin curly King Burt’s hair is

Princess Mia’s hair is and curly.

He’s got a long and a

short, black and

Her T-shirt is big. It’s

His teeth are very white. King Burt is

her brother Adam’s .

T-shirt. Prince Adam’s hair is short and blonde.

Queen Lea’s hair is black and

She’s 6

Adam’s

. .

Her skirt is long and

are big.

beautiful.

Read the text and complete the sentences. Use names with the possessive ’s or his/her.

Wendy’s got long, blonde hair and blue eyes. She’s got two brothers. Their names are Ryan and Nick. They are thin. Ryan has got curly hair and brown eyes and Nick has got short, straight hair and blue eyes. Wendy and Nick like riding their bikes. Her bike is red and her brother’s bike is blue. Ryan’s got a brown rabbit. 1 2

hair is long and

eyes are blue.

brothers are thin.

hair is curly and

hair is short and straight and

bike is red.

rabbit is brown.

PHOTOCOPIABLE

eyes are brown. eyes are blue.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

199

UNIT

Test: Listening Name:

CD 4

Listen and match.

Listen and write t (true) or f (false).

1 The bikes are in the hall. 2 The T-shirt is in the bedroom. 3 The kite is in the dining room. 4 There aren’t any cakes. 5 There are four apples. 6 There is one flower.

200

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UNIT

Test: Reading and writing Name:

Read and match the questions and answers.

1 Is there a car?

a There are three.

2 How many pears are there?

b He’s in the living room.

3 Are there any cakes?

c They’re in the park.

4 Where’s Sally?

d She’s in the kitchen.

5 Where are the ducks?

e No, there aren’t.

6 Where’s David?

f Yes, there is.

Look at the picture. Write

questions and answers using the words. a lizard any ducks how many cats any dogs a rat how many go-karts

PHOTOCOPIABLE

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

201

UNIT

Test: Listening Name:

202

CD 4 12

CD 4 13

Listen and match. Lily

Millie

Sid

Judy

Alex

Betty

Listen and tick (3) the correct picture.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Look. Then read and write yes or no.

George

Ruth Tibbles

Paul

Alex

Tania

Tom

Dot

1 George is talking on the phone. 2 Paul and Tania are dancing in the living room. 3 Alex and Tom aren’t playing football. 4 Ruth isn’t talking on the phone. 5 Dot is having lunch. 6 Tibbles is sleeping.

Read and complete. ? (Mum/sleep)

Where is Dad?

Where is Sarah? 4 What 6

No, she isn’t. 2

? (clean/his bike) ? (watch/TV) ? (you/do)

to the radio. (she/listen)

Yes, he is. He’s in the cellar. No, she isn’t. She 5 7

PHOTOCOPIABLE

. (talk/on the phone) . (read/a book)

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

203

UNIT

Test: Listening Name:

CD 4 14

Listen and write the school places on the plan. music room computer room classroom 2 reception playground dining hall gym

John

Paul

Jane

Vicky

Peter Mr Street Sally and Ben

CD 5

Listen and complete the sentences. Use was, wasn’t, were, weren’t and other words.

1 Fred:

in the park.

2 Lily:

in the library at ten o’clock.

3 Jake:

Were you in the

Sally:

4 Miss West: You

in the classroom at nine o’clock.

5 Dad: You at Sam’s house!

at football club yesterday. You

Jack: 6 Tim: I 204

room yesterday afternoon?

. Sorry, Dad. at the train station at half past eight.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Read, match and write the number. 1 1 You weren’t in the dining hall today.

es, I was. I was in Classroom 1 Y all day.

2 You were in the playground yesterday at 1 o’clock.

No, I wasn’t. I don’t really like films.

3 Were you at the cinema yesterday at 8 o’clock?

o. I was at home. I always have N lunch at home on Friday.

4 I was in the library this morning.

No, I wasn’t. I was in the park.

5 Were you at the swimming pool yesterday?

o, you weren’t! You were in N the computer room.

6 Were you at school yesterday?

Yes, I play football at lunchtime.

Read and complete the questions and answers for Jane. 2 a

1 Jane, were you at school yesterday at eight o'clock? No, c

? Yes, I was. d

3 Jane, were you at the cinema at three o'clock?

PHOTOCOPIABLE

2 Jane,

4 Jane, the library after school yesterday?

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

205

UNIT

Test: Listening Name:

CD 4

Listen and tick () the correct picture.

5 1

6 1

CD 4 17

Listen and match. Write the letters.

206

1 Monday

4 Thursday

2 Tuesday

5 Friday

3 Wednesday

6 Saturday

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Write sentences using She’s / He’s got ... .

Read, choose and write the words. Use the simple past. give

say

have (x2)

wake up

listen

feel

Last Saturday, Louise 1 at nine o’clock. Her mum 2 ‘Happy Birthday!’ Mum 3 her a new red bike. Louise 4 very happy. She 5 a party in the afternoon with her friends. They 6 to music and 7 birthday cake. It 8 yummy! PHOTOCOPIABLE

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

207

UNIT

Test: Listening Name:

CD 4 18

Listen and write yes or no.

1 Would Paul like some bread and cheese? 2 Are there any tomatoes? 3 Are there any apples? 4 Is Paul eating a mango? 5 Is there any orange juice? 6 Is there any milk?

208

CD 4 19

Listen and tick (3) the correct picture.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

UNIT

Test: Reading and writing Name:

Match the questions and answers.

1 Is there any fish?

a No, thank you. I’m not hungry.

2 Would you like some potatoes?

b No, there isn’t, but there is some apple juice.

3 Are there any beans?

c No, there isn’t any fish.

4 Would you like a banana?

d Yes, there are some eggs.

5 I’m thirsty. Is there any orange juice?

e No, there aren’t.

6 Are there any eggs?

f Yes, please. I like bananas.

Write questions using any. Then look and write the answers. 1 A re 2 Is

? (bread) .

3 Is

? (fish) .

4 Are

? (watermelons) .

5 Are

? (lemons) .

6 Are

? (tomatoes) .

PHOTOCOPIABLE

? (apples) .

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2020

209

UNIT

Test: Listening Name:

210

CD 4 20

CD 4 21

Listen and number. a

Listen and tick () the box. 1

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 PHOTOCOPIABLE © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2019

UNIT

Test: Reading and writing Name:

Read the text. Choose words from the box to complete it.

The weekend is always busy. I get up at 1 , 2 I and then I take him for a walk. After I get home at 10 o’clock, I do the shopping. I start tidying up after lunch at 3 and then I 4 the floor. I start 5 at 6 5 o’clock and after dinner I always wash up and then I . I go to bed at 10 o’clock.

quarter past two

wash up

dry the dishes

feed the dog

sweep

shopping

half past eight

cooking

Read the text. Complete the sentences with 1, 2 or 3 words.

I’m Bob. My sister and I like music. My sister has a guitar lesson on Wednesday and she plays the guitar on Sunday at half past four. I play the piano at quarter to six. My sister and I go to school from Monday to Friday. We go in the car with Mum on Monday and Tuesday, but we walk to school with our friends from Wednesday to Friday. I do my homework at four o’clock and we have dinner at half past five. We don’t have dinner late. When I finish having dinner, I wash up and then I take the dog for a walk every day. 1 Bob plays the piano after 2 Bob 3 Bob and his sister sometimes 4 Bob starts 5 Bob and his family 6 Bob washes up before PHOTOCOPIABLE

plays the guitar. goes to school on Saturday. with their friends. at four o’clock. late. the dog for a walk.

Quick Minds Teacher’s Book 2 © Cambridge University Press 2014 © Quick Minds (Ukrainian edition), Cambridge University Press and Publishing House Linguist, 2019

211

Unit tests tapescripts and answer keys Meet The Explorers

Meet The Explorers Test: Listening 1

CD 4 02

Listen and tick (3) or cross (7).

Pupils listen to the recording and tick and cross the appropriate activities.

TAPESCRIPT 1 Girl: I can ride a bike and play football. Can you, Jack? Boy: Yes, I can. 2 Boy: Can you fly a kite, Sally? Girl: I can’t fly a kite but I can skip. 3 Girl: Look! It’s Harry and Bill. They can play basketball. Boy: Yes, can they play football too? Girl: No, they can’t. 4 Boy: Mary can paint but she can’t draw. 5 Girl: John can’t swim and he can’t jump. 6 Girl: I’m Grace. I can bounce a ball and play basketball. KEY: 1 ride a bike 3 play football 3 2 fly a kite 7 skip 3 3 play basketball 3 play football 7 4 paint 3 draw 7 5 swim 7 jump 7 6 bounce a ball 3 play basketball 3

CD 4 03

Listen and match. There is one extra name. YLE

Pupils listen to the recording and match the names to the people in the picture. Remind pupils there is one extra name.

TAPESCRIPT Boy: Look at this photo. I’m at the beach. Woman: Is that you, James? Can you swim? Boy: No, I can’t. That’s me – I can fly a kite. Woman: Oh, OK. Is that your sister? Boy: Yes. Her name’s Anna. She can make sandcastles. She’s got black hair. Woman: Great! And is your mum in the photo? Boy: Yes, look, she’s with the dog. We’ve got a dog. Woman: What’s her name? Boy: Her name is Kate. And look at my dad! Woman: Oh yes. I can see him. What’s his name? Boy: George. He can swim. Woman: That’s nice! KEY: James is flying a kite. Anna is making a sandcastle. Kate is playing with the dog. George is swimming.

212

Unit Tests tapescripts and answer keys

Meet The Explorers Test: Reading and writing 1

Read and write t (true) or f (false).

Pupils read the text and answer the questions with true or false. KEY: 1 f, 2 t, 3 f, 4 f, 5 t, 6 t

Read and write.

Pupils read, solve the sums and write the answers. KEY: 1 eleven, 2 thirteen, 3 fourteen, 4 fifteen, 5 twelve, 6 eighteen

UNIT 1

Unit 1 Test: Listening 1

CD 4 04

Listen and write the days of the week.

Pupils listen to the recording and write the days of the week under the picture.

TAPESCRIPT 1 Interviewer: Hello, Ben. Tell me about your week. Do you go swimming? Ben: Yes, I go swimming on Thursday. 2 Interviewer: And what about football? Ben: I play football on Monday. Interviewer: OK. 3 Ben: And I’ve got a kite. I fly my kite on Tuesday. 4 Interviewer: And what about the weekend? Ben: Well, I play tennis. I play tennis on Saturday. 5 Interviewer: Do you play computer games at the weekend, too? Ben: No. I play computer games on Friday. 6 Interviewer: And do you listen to music? Ben: Oh, yes. I listen to music on Wednesday. Interviewer: Thank you, Ben.

Unit 1 Test: Reading and writing 1

Read and write Alex, Lucy or Alex and Lucy.

Pupils read the emails and write the correct name. KEY: 1 Alex, 2 Alex, 3 Alex and Lucy, 4 Alex and Lucy, 5 Lucy

Read and complete.

Pupils complete the dialogue with the prompts in brackets. KEY: 1 Do you go swimming, 2 Do you listen to music, 3 I don’t, 4 Do you play computer games, 5 I do

KEY: 1 Thursday, 2 Monday, 3 Tuesday, 4 Saturday, 5 Friday, 6 Wednesday

CD 4 05

Listen and write S (Sally), P (Peter) or B (both).

Pupils listen to the recording and write the correct letter under the picture.

TAPESCRIPT Sally: Hi, Peter! I’ve got a busy week. Peter: So do I, Sally. I play volleyball on Mondays. I go swimming on Tuesdays and on Fridays I play badminton. Sally: I play baseball on Mondays and I play tennis on Thursdays. Do you play computer games at the weekend? Peter: No, I don’t. Sally: Oh. I play computer games on Sundays. Peter: I listen to music on Saturdays. Sally: So do I! KEY: 1 P, 2 P, 3 B, 4 S, 5 P, 6 S, 7 S

Unit Tests tapescripts and answer keys

213

Unit 2

Unit 2 Test: Listening 1

CD 4 06

Listen and match. There are two extra months.

Pupils listen to the recording and match the people to the correct month. Remind pupils that there are two extra months.

TAPESCRIPT 1 Man: When’s your birthday, Mark? Boy: It’s in May. 2 Boy and girl: We are friends. Our birthdays are in December. 3 Girl 1: When’s your birthday, Sue? Is it in June? Girl 2: No, it isn’t. My birthday is in July. 4 Boy: My cousins are ten. Their birthdays are in September. Oh no! They’re in April. 5 Girl: This is my brother, Oliver. His birthday’s in October. 6 Girl: This is my dog, Floppy and this is my cat, Felix. Their birthdays are in August. KEY: 1 f, 2 a, 3 h, 4 g, 5 c, 6 d

CD 4 07

Listen and tick (3) the correct picture.

Pupils listen to the recording and tick the correct picture.

TAPESCRIPT Hi! I’m Alice. These are my photos. Look, that’s me – I’m happy! I’m riding my bike. This is me and my mum, Jen. My mum’s serious! And this is my dad, Harry. He’s very funny. This is my sister, Lizzy. She’s young, she’s two. And this is my cat. He’s black and white and he is old! Oh, and that’s our dog, Larry. He’s brown with white ears. Look! – He’s dirty! KEY: 1 a, 2 a, 3 b, 4 a, 5 b, 6 a

Unit 2 Test: Reading and writing 1

Complete the sentences.

Pupils complete the sentences with the words in the box. KEY: 1 My, 2 His, 3 Our, 4 Her, 5 Their, 6 your

Write sentences about the tiger family.

Pupils look at the pictures and write sentences. KEY: 1 Charlie’s old. 2 Peter’s dirty. 3 Ellie’s serious. 4 Ralph’s sad. 5 Penny’s funny. 6 Kat and Ken are young.

214

Unit Tests tapescripts and answer keys

Unit 3

Unit 3 Test: Listening 1

CD 4 08

Listen and write the number.

Pupils listen to the recording and write the number in the boxes in the correct order.

TAPESCRIPT 1 Boy: Their hair is short and straight. They’ve got moustaches and they are old. Who are they? 2 Girl: His hair is black and curly and he’s got a big moustache. Who is he? 3 Boy: Her hair is long and straight and blonde. She’s beautiful. Who is she? 4 Girl: He’s young. His hair is curly and his teeth are very big. Who is he? 5 Man: My hair is brown and I’ve got a moustache and a big curly beard. Who am I? 6 Cat: I’m beautiful and black. My nose and my teeth are beautiful and white. I’m beautiful ... and fat. Who am I? 7 Girl: Our eyes are blue and our hair is blonde and curly. We’re thin. Who are we? 8 Dog: I’m thin. My hair is brown and curly and I’ve got a long moustache. Who am I?

Unit 3 Test: Reading and writing 1

Complete the descriptions of the family.

Pupils look at the pictures, read the descriptions and complete them using the words in the box. KEY: 1 blonde, 2 beard, 3 moustache, 4 fat, 5 straight, 6 thin, 7 curly, 8 teeth

Read the text and complete the sentences. Use names with the possessive ’s or his/her.

Pupils read the text and then complete the sentences using names with the possessive ’s or his/her. KEY: 1 Wendy’s, her, 2 Her, 3 Ryan’s, his, 4 Nick’s, his, 5 Wendy’s, 6 Ryan’s

KEY: a 4, b 3, c 7, d 5, e 6, f 1, g 8, h 2

CD 4 09

Listen and write t (true) or f (false).

Pupils listen to the recording and write t (true) or f (false).

TAPESCRIPT Woman: Is this a photo of your family, Jess? Girl: Yes, it is. This is my mum. Her eyes are blue and her hair is brown and straight. She likes sport – swimming is her favourite hobby. This is my dad. Dad’s eyes are brown and his hair is short and curly. Woman: Is this your sister? Girl: Yes, next to me. Her name’s Olivia. Our hair is long and curly but our brother’s hair is short and straight. Woman: Oh, so that’s your brother. What’s his name? Girl: His name’s Luke. Luke’s T-shirt is blue – it’s his favourite T-shirt. Woman: Have you got any pets? Girl: Yes, our cat is called Pogo. He’s fat and his legs are short! He’s a funny cat! KEY: 1 t, 2 f, 3 t, 4 f, 5 f, 6 t, 7 f, 8 t

Unit Tests tapescripts and answer keys

215

Unit 4

Unit 4 Test: Listening 1

CD 4 10

Listen and match.

YLE

Pupils listen to the recording and draw lines from the object/ animal to the correct room in the house.

TAPESCRIPT 1 Man: Look! There’s a spider. Girl: Where? Man: It’s in the cellar. 2 Girl: Where are the books? Man: They’re in the living room. 3 Man: Is there a doll? Girl: Yes, there is. Man: I can’t see it. Girl: It’s on the stairs in the cellar. Man: Oh, yes! 4 Man: How many cats are there? Girl: There’s one cat. Man: Where is it? Girl: It’s in the kitchen. 5 Man: Is there a bike? Girl: Yes, there is. Man: Where is it? Girl: It’s in the hall. 6 Man: Are there any dogs? Girl: Yes, there are. There are two. Man: Where are they? Girl: One dog is in the dining room and there’s one in the bathroom! KEY: 1 spider - cellar, 2 books - living room, 3 doll - stairs in the cellar, 4 cat - kitchen, 5 bike - hall, 6 dogs - dining room; bathroom

CD 4 11

Listen and write t (true) or f (false).

Pupils listen to the recording and answer true or false.

TAPESCRIPT 1 Boy: Mum! Where are our bikes? Woman: They’re in the cellar. Boy: No, they aren’t! They’re in the hall. 2 Boy: Mum! Where is my T-shirt? Woman: Is it in your bedroom? Boy: No, it isn’t … Oh, yes! Here it is! 3 Girl: Mum! Where’s my kite? Woman: It’s in the dining room. Girl: No, it isn’t. Woman: Hmmm … the living room? Girl: Yes, it’s here – under the table! 4 Boy: Mum! Are there any cakes? Woman: No, there aren’t! 5 Boy: Mum! Is there an apple in the fridge? Woman: No, there isn’t. Boy: Oh ... Woman: But there are four pears. Go and look. 6 Boy: Mum, these flowers are for you. Woman: Thank you, Billy. There are six beautiful flowers! Boy: Happy birthday, Mum! KEY: 1 t, 2 t, 3 f, 4 t, 5 f, 6 f

Unit 4 Test: Reading and writing 1

Read and match the questions and answers.

Pupils read the questions and match them to the correct answers. KEY: 1 f, 2 a, 3 e, 4 d, 5 c, 6 b

Look at the picture. Write questions and answers using the words.

Pupils use the prompts in the word box to write questions. They then answer questions using the picture to find the information. KEY: 1 Is there a lizard? Yes, there is. 2 Are there any ducks? Yes, there are. 3 How many cats are there? There are three. 4 Are there any dogs? No, there aren’t. 5 Is there a rat? No, there isn’t. 6 How many go-karts are there? There are two.

216

Unit Tests tapescripts and answer keys

Unit 5

Unit 5 Test: Listening 1

CD 4 12

Listen and match.

YLE

Pupils listen to the recording and match the names to the people in the picture.

TAPESCRIPT Girl: Look at my photo! Man: Where is it? Girl: It’s in the park. This is Millie – she’s eating an ice cream. Man: Oh yes! And who’s that girl? Girl: That’s Judy. She’s reading. Man: I can see her. She’s reading a book. Girl: That’s right. Can you see my friend, Betty? Man: Where? Girl: Over there. She’s listening to the radio. Man: Now I see her. Oh, look! Those children are fishing. Do you know them? Girl: Yes. That’s my friend Sid and that’s his sister. Man: Oh, I like fishing … and is that boy playing football? Girl: No, he’s playing with the dog – that’s Alex. Man: OK. Is that your mum? Girl: Yes. She’s talking on the phone to my dad! Man: What’s her name? Girl: Lily. She likes going to the park. Man: So do I! KEY: 1 Millie is eating an ice cream. 2 Judy is reading a book. 3 Betty is listening to the radio. 4 Sid is fishing. 5 Alex is playing with the dog. 6 Lily is talking on the phone.

CD 4 13

Listen and tick (3) the correct picture.

Pupils listen to the recording and tick the correct picture.

TAPESCRIPT 1 Woman: Is George having a sandwich? Boy: Yes, he is. He’s very hungry! 2 Woman: Is Ruby listening to the radio? Boy: No, she isn’t. She hasn’t got a radio. She’s reading a book. 3 Woman: Are your mum and dad dancing? Boy: No, they aren’t. They’re in the living room watching TV. 4 Woman: Are you playing with your dog? Boy: No, he’s tired. Look. He’s sleeping. 5 Woman: Is Fred cleaning his bike? Boy: Yes, he is. It’s very dirty. 6 Woman: Is she playing the guitar? Boy: No, she isn’t. She’s talking on the phone. KEY: 1 a, 2 b, 3 a, 4 a, 5 a, 6 a

Unit 5 Test: Reading and writing 1

Look. Then read and write yes or no.

Pupils look at the picture and read the sentences before answering yes or no. KEY: 1 no, 2 yes, 3 no, 4 no, 5 yes, 6 yes

Read and complete.

Pupils read and complete the sentences using the prompts in brackets. KEY: 1 Is Mum sleeping? 2 She’s listening, 3 Is he cleaning his bike, 4 Is she watching TV, 5 ’s talking on the phone, 6 are you doing, 7 I’m reading a book

Unit Tests tapescripts and answer keys

217

Unit 6

Unit 6 Test: Listening 1

CD 4 14

Listen and write the school places on the plan.

Pupils listen to the recording and write the class names and places on the plan.

TAPESCRIPT Teacher: Good morning, everyone. Can you help me? Where were you yesterday at half past two? Paul, where were you? Paul: Oh, well, I was in the gym. Teacher: OK. … and you, Ben? Ben: I was in the computer room. Jane: No, you weren’t. I was in the computer room. Ben: Oh yes. Where was I? Sally: You were in the playground with me. Teacher: OK. Wait! Let me write this. Jane ... in the computer room … Sally ... in the playground, oh, and Ben too. Sally: Yes, that’s right. Teacher: Right, Vicky. Where were you? Vicky: I was in the library at 12 o’clock … so … at half past two I was … in the music room. Yes, I was in the music room. Teacher: … and Peter? Peter: I was in the dining hall. Teacher: OK and where were you, John? John: I was in classroom 2. I see Mr Grey on Thursday afternoon. Teacher: Oh yes, of course. Thank you, everyone. Now ... er ... where was I at half ast two yesterday? Mrs Parks: Excuse me, Mr Street? Teacher: Hello, Mrs Parks. Can I help you? Mrs Parks: I’ve got your mobile phone here. Teacher: My mobile phone? Mrs Parks: Yes, you were in reception yesterday. Do you remember? And here’s your mobile phone. Teacher: Oh yes, I was in reception yesterday afternoon at half past two! Thank you, Mrs Parks! KEY: Paul – gym, Jane – computer room, Sally and Ben – playground, Vicky – music room, Peter – dining hall, John – classroom 2, Mr Street – reception

218

Unit Tests tapescripts and answer keys

CD 4 15

Listen and complete the sentences. Use was, wasn’t, were, weren’t and other words.

Pupils listen to each dialogue carefully and complete the sentences using was, wasn’t, were, weren’t and any other words that they need.

TAPESCRIPT 1 Girl: Were you at the swimming pool yesterday, Fred? Boy: No, I wasn’t. I don’t like swimming. I was in the park. 2 Boy: Were you in the library at ten o’clock, Lily? Girl: No, I was in the library at four o’clock. 3 Boy: Were you in the music room yesterday afternoon, Sally? Girl: No, I wasn’t. I was in the gym. 4 Woman: You weren’t in the classroom at nine o’clock, Sarah. Girl: Sorry, Miss West. I was at the hospital. I’m OK now. Woman: Oh, that’s good. 5 Dad: Jack, you weren’t at football club yesterday. You were at Sam’s house. Boy: Yes, I was. Sorry, Dad. 6 Woman: Were you at the train station at half past eight, Tim? Man: Yes, I was. KEY: 1 was, 2 wasn’t, 3 music, No, wasn’t, 4 weren’t, 5 weren’t, were, Yes, was, 6 was

Unit 6 Test: Reading and writing 1

Read, match and write the number.

Pupils match the questions or statements with the responses. KEY: a 6, b 3, c 1, d 5, e 4, f 2

Read and complete the questions and answers for Jane.

Pupils look at the pictures and complete the questions and answers. KEY: 1 No, I wasn’t. I was at the bus stop. 2 were you in the playground o'clock ten? 3 No, I wasn’t. I was at the swimming pool. 4 were you, No, I wasn’t. I was in the park.

Unit 7

Unit 7 Test: Listening 1

CD 4

16 Listen and tick the correct picture. Pupils look at the pictures, listen and tick.

TAPESCRIPT 1 Boy: What’s the matter? Girl: I feel awful. I’ve got a terrible cold. Boy: Oh dear. 2 Girl: Are you okay, Jamie? Boy: No, I’m not. I’ve got a stomach-ache. 3 Woman: What’s the matter? Girl: I don’t feel well. Woman: Hmm. You haven’t got a temperature. Have you got a headache? Girl: Yes, I have. 4 Woman: Hello, Greenacre School. Man: Hello. This is Peter’s dad. Woman: Hello, Mr Smith. What’s the matter? Man: Peter is at home today. He feels awful. He’s got a cough. Woman: I’m sorry. Say hello to Peter. 5 Woman: Katie, what’s the matter? Girl: I feel terrible. Woman: Have you got a headache? Girl: No, I haven’t. Woman: Hmmm … you haven’t got a temperature. Girl: No, I’ve got earache. 6 Man: Where is Alice? Girl: She’s with the school nurse. Man: What’s the matter? Has she got a headache? Girl: No, she’s got a temperature.

3 Boy: I phoned Tom on Wednesday. Girl: Is he OK? Boy: Yes, he is. 4 Boy: Tom and I played basketball. Girl: Basketball. On Friday? Boy: No, on Thursday. 5 Girl: I listened to my MP3 player on Friday. Boy: Me, too. I love listening to music on my MP3 player. 6 Girl: What did you do on Saturday? Boy: I visited my grandparents. They were really happy to see me! KEY: 1 b, 2 a, 3 d, 4 f, 5 c, 6 e

Unit 6 Test: Reading and writing 1

Write sentences using She’s/He’s got … .

Pupils look at the pictures and complete them using s/he’s got. KEY: 1 He’s got a cough. 2 He’s got stomach-ache. 3 He’s got an earache. 4 He’s got toothache. 5 She’s got a headache. 6 He’s got a cold.

ead, choose and write the words. Use R the simple past.

Pupils read the sentences and complete them using the verbs in the box. KEY: 1 woke up, 2 said, 3 gave, 4 felt, 5 had, 6 listened, 7 had, 8 was

KEY: 1 a, 2 c, 3 c, 4 a, 5 c, 6 a

CD 4

and match. Write the letters. 17 Listen Pupils listen and match the day to the correct picture. TAPESCRIPT 1 Boy: On Monday, I watched a film. Girl: Was it a good film? Boy: Yes, I liked it. 2 Boy: On Tuesday, I played football in the park with my friends. Girl: Do you like football? Boy: Yes, I do.

Unit Tests tapescripts and answer keys

219

Unit 8

Unit 8 Test: Listening 1

CD 4 18

Listen and write yes or no.

Pupils listen to the recording and answer yes or no to the questions.

TAPESCRIPT 1 Woman: Hello, Paul. Boy: Hello. I’m hungry! Woman: Would you like some bread and cheese? Boy: Yes, please! 2 Woman: Are there any tomatoes and potatoes? Boy: There are some tomatoes, but there aren’t any potatoes. Woman: OK. 3 Boy: Are there any grapes? Woman: No, there aren’t any grapes, but there are some apples. Boy: Great! 4 Woman: Would you like a mango? Boy: No, thank you. I’m eating an orange. Woman: Good. 5 Boy: Would you like some juice, Mum? Woman: Yes! Is there any apple juice? Boy: No, but there’s orange juice. Woman: OK! 6 Woman: Is there any milk in the fridge? Boy: Yes, there is. Oh no. Sorry, there isn’t any. Woman: OK. KEY: 1 yes, 2 yes, 3 yes, 4 no, 5 yes, 6 no

CD 4 19

Listen and tick () the correct picture.

Pupils listen to the recording and tick the correct picture.

TAPESCRIPT 1 Man: Would you like some fruit? Girl: Yes, please. I’d like a mango. Man: There aren’t any mangos. There are some grapes. Girl: That’s OK. Thank you. 2 Woman: Is there any bread? Boy: No, there isn’t. Woman: Are there any eggs? Boy: Hmm, one, two three … – there are six eggs. 3 Man: Would you like some watermelon or an orange? Girl: Hmm … Are there any apples? Man: Yes, they’re red and delicious! Girl: OK. I’d like an apple, please! 4 Woman: What do you have for breakfast? Boy: Hmm … I don’t like bread. Woman: Do you have an egg? Boy: No. I have fruit. I like grapes! 5 Man: Would you like fish for dinner? Girl: OK! Man: Would you like some potatoes too? Girl: Yes, please. Man: Potatoes and fish! KEY: 1 b, 2 a, 3 a, 4 c, 5 a

Unit 8 Test: Reading and writing 1

Match the questions and answers.

Pupils read the questions and match them to the correct answer. KEY: 1 c, 2 a, 3 e, 4 f, 5 b, 6 d

rite questions using any. Then look W and write the answers.

Pupils write questions using the prompts in brackets. They then look at the picture to write the correct answer. KEY: 1 there any apples; Yes, there are. 2 there any bread; No, there isn’t. 3 there any fish; No, there isn’t. 4 there any watermelons; Yes, there are. 5 there any lemons; Yes there are. 6 there any tomatoes; Yes, there are.

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Unit Tests tapescripts and answer keys

Unit 9

Unit 9 Test: Listening 1

CD 4 20

Listen and number.

Pupils listen to the recording and number the pictures. TAPESCRIPT 1 Dad: What a mess! You never tidy up your bedroom. Girl: Sorry, Dad. I’m tidying up now. Dad: OK. 2 Mum: Are you doing your homework, Henry? Boy: No, I’m drying the dishes. I’m going to do my homework after that. Mum: OK, thank you. That’s good. 3 Mum: Can you sweep the floor please, Ben? Boy: OK, Mum. 4 Dad: What are you cooking, Sally? Girl: I’m cooking tomato soup. 5 Woman: Do you wash up after dinner? Boy: I sometimes wash up and my sister sometimes washes up. 6 Dad: Where’s the dog? Girl: He’s here, Dad. He’s hungry. I’m feeding him. KEY: a 3, b 1, c 4, d 6, e 2, f 5

CD 4 21

Unit 9 Test: Reading and writing 1

Read the text. Choose words from the box to complete it.

Pupils choose from the pictures to complete the text with appropriate tasks and times. KEY: 1 half past eight, 2 feed the dog, 3 quarter past two, 4 sweep, 5 cooking, 6 dry the dishes

Read the text. Complete the sentences with 1, 2 or 3 words.

Pupils complete the sentences according to the text. KEY: 1 his sister, 2 never, 3 walk to school, 4 (doing) his homework, 5 never/don’t have dinner, 6 he takes

Listen and tick () the box.

Pupils listen to the recording and tick the correct box. TAPESCRIPT 1 Dad has lunch at quarter to two. 2 Oliver does his homework at quarter to six. 3 Mum takes the dog for a walk at half past one. 4 Christine goes to bed at quarter past nine. 5 Andrew brushes his teeth at half past eight. 6 Margaret does the shopping at eleven o’clock. KEY: 1 b, 2 b, 3 a, 4 b, 5 a, 6 a

Unit Tests tapescripts and answer keys

221

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