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4

Mario Herrera • Christopher Sol Cruz

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TEACHER’S BOOK

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Share in your pupils’ success Watch them excel in English Big English prepares pupils for the challenges they will find in today’s world: • CLIL: because pupils are learning English and so much more • 21st Century Skills: because pupils want to get ahead and need to be prepared for the world around them • Assessment for Learning: because confidence leads to success

Think

BIG

Dream

BIG

4

pearsonELT.com/bigenglish

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4

Mario Herrera • Christopher Sol Cruz

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TEACHER’S BOOK

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Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world. www.pearsonelt.com/bigenglish © Pearson Education Limited 2014 Authorised adaptation from the United States edition entitled Big English, 1st Edition, by Mario Herrera and Christopher Sol Cruz. Published by Pearson Education Inc. © 2013 by Pearson Education, Inc. All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the prior written permission of the Publishers. First published 2014 ISBN: 978-1-4479-5082-0 Set in Lab Avenir Editorial and design management by Hyphen S.A. Printed in China Acknowledgements The publisher would like to thank the following for their kind permission to reproduce their photographs: (Key: b-bottom; c-centre; l-left; r-right; t-top) Age Fotostock Spain S.L.: Jochen Tack 104tl, Martin Mark Soerensen 51bc/2, PATRICK G 44 (1), Ulrich Doering / Imagebroker 36cl; Alamy Images: Alan Edwards 108 (6), 119tr, Alison Bernier 45cr, 80tr, Amanda Ahn 76c, Anders Blomqvist 84 (5), Anyka 100cr, Blend Images 84 (1), blickwinkel 62tl, Blue Jean Images 27tr, Brand Z 68 (11), Collection 44 (5), 55tr, David R Frazier 108 (10), Denise Hager 97 (3), Design Pics Inc 56tl, Chuck Eckert 16tr, Ernie Janes 102br, Gabbro 112bl, GL Archive 68 (10), H ARMSTRONG ROBERTS 68 (12), 80b, H LEFEBVRE 68 (7), Ian Shaw 97 (1), Idris Ahmed 90tl, Ingolf Pompe 76tl, James Boardman 12tl, 12bl, Jeff Greenberg 108 (9), 113cl, Jeff Morgan 102cr, Jochen Tack 44 (6), Joe Sohm 69tr, johnrochaphoto 96cr, Jon Berkeley 56tr, Justin Leighton 84 (4), KidStock 85tr, T7B, Ladi Kirn 85cl, Lordprice Collection 102cl, M Itani 32br, 42bl, Michael Newman 97 (4), 103bl, David Page 16tl, 27tc, Pep Roig 74cl, Peter Stroh 62bl, Picture Partners 97 (2), Raga Jose Fuste 90cl, RGB Ventures LLC DBA Superstock 104b, RIA Novosti 76tr, Robert Landau 68 (1), Roux Olivier / SAGAPhoto. com 108 (8), Stacy Walsh Rosenstock 84 (6), Stock Illustrations Ltd 12cl, The Africa Image Library 56bc, Travelshots 61br, 93br, Vintage Images 68 (9), Wave Royalty Free / Design Pics Inc 68 (5), Wegner P 60b, Sara Zinelli 12r; Comstock Images: 35 (protein ); Corbis: Bettmann 75bc, Blue Jean Images 4 (2), George D. Lepp 56bl, Kazuyoshi Nomachi 90br, Mick Tsikas / Reuters 116cr, Pete Oxford / Minden Pictures 63br, Tetra Images 1l; DK Images: 35 (dairy ), Ian OLeary 35 (grains), 56tc, Laurie Noble 91br, Steve Gorton 35 (vegetables); Fotolia.com: 56br, 65br, Alekss 6-7 (sky background ), 18-19 (sky background), Alexander Yakovlev 108 (1), Alexstar 35 (Blueberries), ameli k 96tl, anankkml 57tr, Anna Omelchenko 57cl, 67r, 75cr, 100br, 113bl, Artranq 68 (4), Benicce 68 (3), Blend Images 32c (2), 40tr, 120tr, burakdemirezen 28cr, caimacanul 35 (spinach ), chasingmoments 9bl, 17br, 23bl, 39bl, 51l, 63cr, 103tr, 115cr, CJPhoto 96tc, creative soul 35 (yogurt), Andy Dean 29 (Ela), DenisNata 44 (3), DMM Photography Art 102bl, elen studio 85bc, ExQuisine 28bc, Fabio Lotti 60 (rhino), Flowerpower 85bl, 120tc, fotodesign-jegg.de 4 (4), freestyleone 28tl, Gelpi 10bl, goldenangel 109r, 120br, GoldPix 69c (background), Joe Gough 28tc, 28br, Michael Gray 32cl, haveseen T5B, iofoto 88bc, 88br, ivan kmit 96tr, Jacek Chabraszewski 21bl, 35 (salmon), 39br, 48bl, 63bl, 73br, 82bl, 91cl, 113tl, 115cl, Jarp 28c, Jiri Hera 35 (salty food), jjpixs 27tl, Jörg Beuge 36cr, Jurgen Falchle 96bl, Juri Samsonov 35 (water), karelnoppe 4 (3), T1B, Karen & Uwe Annas 13tr, kazakovmaksim 62br, Keith Frith 44 (10), Konstantin Li 108 (7), Valeriy Lebedev 11cr, 23cl, 48br, 73bl, 91bl, lilufoto 113cr, Max Topchii 10cl, Monkey Business 9br, 16cr, 21tr, 35 (girl), 40tc, 57cr, 67l, 75cl, 85c, 103tl, 113br, 115br, Monkey Business Images 77br, monticellllo 37br, 40bl, nami66 11cl, 17bl, 23cr, 63cl, 91cr, 97br, nina dezhda 28tr, Pavel Drozda 52cl, Thomas Perkins 29 (Mei Lin), pete pahham 32 (1), Pink Candy 96c, poonsap 28bl, 32cr, pzRomashka 44 (7), T4B, Ramona Heim 44 (2), rpo7 62tr, Sanjay Goswami 95br, sunabesyou 44 (8), 49br, Uryadnikov Sergey 60 (dragon), 64cr, Vitalinko 10tl, volff 35 (mango), WavebreakmediaMicro 117br, zest_marina 28cl, 32bc, 37tr; Getty Images: Fuse 4 (1), 57tl, Katarina Premfors 21br, 35 (boy), KidStock 5r, Amos Morgan 5l; Glow Images: Maskot 44 (4), Radius Images 17tr, 40br, T2B, Naho Yoshizawa 36tl; Imagestate Media: John Foxx Collection 108 (4); Omimages Photography: Photographersdirect.com 52c; Pearson

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Education Ltd: Gareth Boden 29 (Oliver), Jon Barlow 44 (9), 95bc, Tudor Photography 75tr; PhotoDisc: Jules Frazier 35 (fruit); Reuters: Str Old 116tr; Rex Features: David Thompson 11b, Sinopix 116cl; Shutterstock.com: 51bl/1, Andrey Eremin 44 (clipboard), archideaphoto 4-5b (floor), Artix Studio 36 (background), AVAVA 96bc, Bayanova Svetlana 68b (background), bds 68 (2), bikerider london 68 (6), bikeworldtravel 84 (3), Brandon Blinkenberg 4-5 (wall), BortN 45t, Franck Boston 29 (Isabella), Joy Brown 12l, bruno ismael da silva alves 36tr, Cheryl Casey 97tr, T8B, Jacek Chabraszewski 1r, Charlie Hutton 9cr, 74b, Chatchawan 57b, Chris Harvey 104cr, ciarada 108-109 (background), CLS Design 40bc, Denis Radovanovic 113tr, dpaint 84-85 (background), 92 (background), fusebulb 50l, Galyna Andrushko 57c (background), Ghenadie 50br, Innershadows Photography 108 (3), 112bc, irin-k 56t (background), Jezper 10 (background), 11r (background), Kalim 52tl, 80tc, Malgorzata Kistryn 36cr (background), Eleonora Kolomiyets 36tr (background), Lebendkulturen.de 50r, Olga Lipatova 22c, Luba V Nel 36cl (background), lucadp 5c, Lukasz Kurbiel 61c, Rob Marmion 29 (Alan), Monkey Business Images 1cl, 25, Juriah Mosin 105, naluwan 112br, 122tr, nikkytok 50cr, Donskaya Olga 4 (6), Peter Albrektsen 96cl, 120bc, Peter Weber 108 (5), Ru Bai Le 56-57 (background), Rudchenko Liliia 51tr, Sam Chadwick 74tr, Sebastian Kaulitzki 50cl, shama 80bc, strelka 52cr, Sura Nualpradid 44-45 (background), topten22photo 90bl, Tracy Whiteside 95bl, vadim kozlovsky T1B (Picture frame), T2B (Picture frame), T3B (Picture frame), T4B (Picture frame), T5B (Picture frame), T6B (Picture frame), T7B (Picture frame), T8B (Picture frame), T9B (Picture frame), Kiselev Andrey Valerevich 4 (5), Evlakhov Valeriy 28-29 (background), 36tl (background), Warren Goldswain 108 (2), 119cr, Jaren Jai Wicklund 10bc, wormdog 48cr, YorkBerlin 114cr, Yurchyks 51br/3, Zhukov 50-51 (background); SuperStock: 16cl, Asia Images 16bl, Blend Images 84 (2), Burger / Phanie 69cl, Corbis 1c, Denkou Images 29t, Glow Images 68 (8), Lisette Le Bon 85cr, RelaXimages 1cr, Stockbroker / Purestock 16br; TopFoto: Caro / Ruffer 75br Cover images: Front: Corbis: Tetra Images l; Shutterstock.com: Jacek Chabraszewski r, Monkey Business Images cl; SuperStock: Corbis c, RelaXimages cr All other images © Pearson Education Every effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. Illustrated by Matt Latchford, Sean@KJA-Artists, Victor Moshopoulos, Jamie Pouge, Christos Skaltsas

P E A R S O N E LT O N T H E W E B

PearsonELT.com offers a wide range of classroom resources and professional development materials. Access our coursespecific websites, product information and Pearson offices around the world. Visit us at pearsonELT.com

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Contents The Big Ideas behind Big English . . . . . . . . . . . . . . . . . . . . . . . . iv Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v A Pupil’s Book Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii Course Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi The First Day . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi Big English Song . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii 1

Kids in My Class . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

2

Our Schedule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

3

Food Around the World

4

How Do You Feel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44

5

Weird and Wild Animals . . . . . . . . . . . . . . . . . . . . . . .56

6

Life Long Ago . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68

7

Special Days. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84

8

Hobbies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96

9

Learning New Things

. . . . . . . . . . . . . . . . . . . . . . .28

. . . . . . . . . . . . . . . . . . . . . . . . . 108

YLE Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T124 Cutouts for Checkpoints . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T133 Stickers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T134 Game Bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T135 Audioscript . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T137 Activity Book Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . T147 Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T154 Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T156 Time Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T158 Wordlist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T160 International Phonetic Alphabet . . . . . . . . . . . . . . . . . . . . . . .T162 Big English Certificate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T163

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The Big Ideas behind Big English Big English reflects the most up-to-date and best practices of teaching and learning English. It is supported by research carried out by the authors and other professionals in the classroom and reinforced by internationally recognised educational standards, including the Common European Framework of Reference for Languages and the Global Scale of English. Let’s take a look behind the scenes and explore the big ideas that laid the foundation for Big English . . . Learning happens in context, not in isolation.

Core to our belief is the notion that human learning is a process of constructing meaning through interaction in social contexts. Our minds – whether we are children or adults – seek to make sense of our surroundings and our experiences. There are many cutting-edge and well-researched ideas in the world of education.

Three of the central principles of the Big English course philosophy are Assessment for Learning (AFL) techniques, a focus on 21st Century Skills and an approach supported by Content and Language Integrated Learning (CLIL). Children learn best when they engage with the language in a variety of ways.

Big English provides multiple and varied opportunities for success, including: singing thinking critically role playing participating in meaningful play discussing reading fiction and nonfiction texts creating journals viewing and responding to video doing research conducting interviews and surveys reflecting on values producing and presenting projects of different types Language learners need support to meet their goals.

Young learners learn about their world within their personal, social and educational domains. Big English provides opportunities to explore and personalise new language in these domains and helps develop pupils’ communicative language competence. It’s a digital world.

Today’s pupils are digital natives, who have never known a world without computers and the internet. Big English provides digital learning tools, the use of which reflects learners’ reality and expectations.

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Components Big English is a new, seven-level primary course that engages pupils with fun, exciting material and prepares them to succeed both in the classroom and the outside world. In addition to a balanced integrated-skills approach to instruction, the course includes a CLIL strand and an emphasis on 21st Century Skills, challenging pupils to be creative, to think critically and to collaborate with their classmates. Teachers can pinpoint areas where pupils require extra practice and encourage pupils to become independent, effective learners with the Assessment for Learning techniques.

Pupil’s Book/eText

•

Unit

Activities present language in context, motivating learners not only to understand key language but also to acquire it. Activities include songs, stories, phonics, content language and writing lessons.

•

2

1:18

1

4

Schedule

Listen and sing. Find the nine activities

There are lots and lots of things That I do every day, Like go to school, watch a film, Stay up late and play!

How often do you do these things? Every day? Once a week? Once a year? I take out the rubbish On Tuesdays before school. And I feed our funny cat But I don’t mind – she’s cool.

2 go on holiday

1 go to the dentist

Chorus

1:22

5

3 go to a wedding

Listen and complete. 1 I ? dentist twice a year. 3 She ? with her parents every Friday.

4 visit my grandparents

6

Look at 1. Ask and answer for

Culture Connection lessons give pupils an insight into different cultures and countries around the world.

2 They ? every winter. 4 We ? four times a month.

you. Use the words in the box.

once * twice ** three times *** every day/week/month/year/summer How often do you go to the dentist?

5 eat out

6 have a guitar lesson

1:19

•

Sam does.

Things We Do!

But there are lots of other things I don’t want to do so much, Like go to the dentist, do the dishes, Make my bed and such.

Content Connection lessons and Projects integrate use of learning strategies into content-based learning.

•

0 1:21 1:2

Listen, look and say.

Think Big activities help pupils develop 21st Century Skills.

•

Ou r

2

Listen, find and say.

3

What activities should you do

Play a game.

I go three times a year.

once a day? Explain.

16 Unit 2 vocabulary (schedules) M02_BE_SB_L04GLB_0776_U02.indd

song/vocabulary (expressions of

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frequency) Unit 2 17

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Three 4-page Checkpoints focus on Assessment for Learning and provide opportunities for pupils to assess their own progress.

Activity Book

1:23

Our

unit

Listen and circle.

3

Schedule

2

But there are lots of other things I don’t want to do so much, do the dishes, Like go / see to the dentist, make / Make / Do my bed and such.

Look and write.

1

eat

go (x3)

have

visit

Chorus

4

6

5

4

•

How often do you do these things? Every day? Once a week? Once a year? I take in / take out the rubbish On Tuesdays before school. And I feed our funny cat, But I don’t mind – she’s cool.

3

2

1

•

Things We Do! There are lots and lots of things That I do every day, Like go to school, have / watch a film, Stay up late and play!

What about you? Complete the

chart.

The Activity Book provides engaging additional practice for each lesson in the Pupil’s Book. The Activity Book is designed for independent study at home but can be used for reinforcement in the classroom as well.

I once a day

2

Read and write the verbs.

to the dentist? I go twice a year.

1 How often do you

3 When we

I twice a day

out once a month.

I 2 I love going to restaurants so

on holiday, we love eating out.

Spain 4 My grandparents now live in the summer and winter holidays.

I don’t 5 Weddings are great fun but

I

them in

so we only

every night I

to them very often. every summer

the guitar. I have to 6 At my cousin’s wedding I’m playing day! lots of guitar lessons before the

Unit 2 13

12 Unit 2

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Components

(continued)

Teacher’s Book

•

•

Ou Ourr

Unit Unit

2

This comprehensive overview of each unit includes step-by-step Lesson Plans, activities and ideas, a Game Bank, Pupil’s Book and Activity Book audioscript, Activity Book Answer Key and notes and audioscript for using the YLE Practice Materials found at the end of the Activity Book.

Schedu dule le

1:11:818

11

Warm-Up • Show the flashcards one at a time. Elicit from pupils what activity is depicted on each card. Ask: What’s she doing? (She’s eating.) Where is he? (at the dentist) Help pupils with new vocabulary such as dentist, wedding and guitar. 1 INVOLVE

Listen, Listen,look lookand andsay. say.

MONITOR

ASSIST

1:18

Assessment for Learning techniques and ideas for developing 21st Century Skills are incorporated into each Lesson Plan.

4 visit my 4 visit my grandpar ents grandparents

5 eat out 5 eat out

1:19

2 2

Listen, find and say. Listen, find and say.

3

3

Collaboration

Materials Flashcards 6–11 Index cards Marker pens or crayons, coloured pencils Audio tracks 1:18–19 Interactive activities (eText) Digital activities: MyEnglishLab

1:19

• Assign Activity Book page 12 and direct

Play a game. Play a game.

16 Unit 2 vocabulary (schedules) 16 Unit 2 vocabulary (schedules) M02_BE_SB_L04GLB_0776_U02.indd

21st Century Skills

Page 12 Answers on page T147

pupils to digital activities.

Application and Practice Activity st • 21 Collaboration Have pupils work in pairs to make cards for a game of Snap! Allocate 3 different activities to each pupil in the pair and ask them to draw a picture of the activity on one index card and to write the verb phrase on another index card. (So, each pupil makes 6 cards in total.) • Have each pupil put their six cards into a pile, shuffle the cards and then deal out six cards each. • Pupils play the game by taking turns to put a card face-up on a pile. If a card matches the preceding one (e.g., the verb phrase matches the picture), then the first person to say Snap! keeps the pair. The winner is the person with the most cards at the end of the game. While pupils are playing, check that MONITOR they are able to read and match verb phrases to the correct pictures. ASSIST Write up key vocabulary on the board for pupils to use on their cards.

6 have a 6 have lesson a guitar guitar lesson

1:19

Verb Phrases: eat out, go on holiday, go to a wedding, go to the dentist, have a guitar lesson, visit my grandparents

Listen, look and say.

Listen, find and say. • Point to the children in the pictures in Activity 1 and name each activity. Have pupils repeat after you. Randomly say an activity and have pupils point to the correct picture. • Read the directions aloud. Play audio track each activity in the photographs in Activity 1:19. Have pupils listen, point to 1. Ask them to show the answer by raising the correct number of fingers. For example, for visit my grandparents, pupils should find the corresponding image on the page, see that it’s number 4 and raise four fingers. Check to make sure pupils are pointing to the correct image. Pupils can also MONITOR repeat the activity in pairs, showing or saying the correct number for each verb phrase to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards. 3 Play a game. • Play Charades (See Game Bank, page T135, for details) with the class. Mime one of the activities in Activity 1 and have pupils guess what you are miming. The pupil who guesses correctly has a turn to mime another activity. Repeat until all pupils have had a turn. Listen for proper pronunciation and MONITOR appropriate intonation. Pupils can also play the game again in small groups or pairs.

2 2go on go on holiday holiday

3 go to a 3 go to a wedding wedding

Key Vocabulary

Explain the lesson objective – pupils will learn and use verb phrases to identify and name activities. • Read the directions aloud. Play audio track 1:18. Have pupils listen, look at the photo for each corresponding activity and then repeat the phrases. Replay the audio and pause after each phrase while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. Ask pupils to repeat each phrase aloud after you, if necessary. Replay the audio as needed.

2

11go to the go to the dentist dentist

OBJECTIVES To identify and name activities

Using Page 16

Unit 2 T16

16

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Teacher’s eText for IWB This digital tool includes helpful resources, such as:

•

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Theme-based CLIL related video with questions. Teacher Resources, which include supplementary materials such as games, activities and worksheets, a Grammar Handbook for pupils, interactive classroom games and flashcards.

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Mario Herrera Christopher Sol Cruz

Interactive versions of Pupil’s Book activities for use on a whiteboard or a computer and projector. Includes a full range of interactive tools.

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Assessment Pack

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The Assessment Pack is found on the Teacher’s eText for IWB and includes an overview of language assessment for young children and a comprehensive range of tests. These include a placement test, practice tests and unit tests for each unit, review tests (after every three units), a final exam and materials for oral assessment.

Level 4 Unit 3 Practice Test

Name

6

1

Listen and write

a.

the correc t numb

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b.

c.

d.

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2 Read the quest ions and complete

1. Would you like some Yes, 2. Would Miche lle Yes,

like some lamb meatb

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5. Would you and your friend No,

would or would

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Yes,

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watermelon?

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.

4 Tests © 2014 Pearso

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2014 PHOTOCOPIA BLE

Page 1 of 2

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Flashcards

• •

Class Audio CD

Perfect for big classes, A5 cards illustrate target vocabulary.

•

Cards are available in print or digital format on the Teacher’s eText for IWB.

• • BIG ENGLISH LEVEL 4

Songs, including karaoke versions Unit stories and CLIL readings CLASS AUDIO CD3

Track Unit

Page

Activity

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Mario Herrera • Christopher Sol Cruz

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Mario Herrera Christopher Sol Cruz

CLASS AUDIO CD1

All

Big English Level 4 © Pearson Education Ltd 2014

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FLC_BE_SB_04GLB_0806_FLC.indd 46

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Listening activities for the Pupil’s Book and Activity Book

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CLASS AUDIO CDs

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Big English Level 4 © Pearson Education Ltd 2014

17/02/2014 13:10

MyEnglishLab This optional online learning tool includes:

• • • •

An interactive Big English Activity Book CLIL videos Assignable tests Easy course management and record-keeping for teachers

Activity 1 Voca

bulary

Activity 2 Song

Activity 3 Stor

y

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A Pupil’s StudentBook BookUnit Unit How Do You

Unit

4

Each unit opens with the presentation of key unit vocabulary followed by a high-energy song to introduce the unit theme in a fun context.

4

Feel?

2:01

1

03 2:04 2:

Listen and sing. Who’s speaking?

Stay in Bed and Rest!

Listen, look and say.

1 allergies

2 cough

3 fever

You’re coughing and You’re sneezing. You need to stay in bed. I think you’ve got a fever. Here, let me feel your head. You shouldn’t go to School today. You should stay Home instead.

You’ve got a fever and A cold. Here’s what I suggest: You should drink some tea And juice. Stay in bed and rest! Listen to your dad, now, Taking care of yourself Is best.

When you’re ill or feeling blue, Your family takes good care Of you.

Chorus

4 headache

13 5

Choose the correct answer. 1 Ben has got bad stomachache/a bad headache. He ate something bad last night.

5 cut

6 sneeze

2 Philip fell and hurt himself on the playground. He’s got a big fever/cut on his knee.

7 sore throat

3 It’s spring and Pablo has got terrible allergies/cuts. He’s sore throat/sneezing. 4 Karen’s teeth are sore and she can’t eat. She’s got a terrible headache/ toothache. 5 Sandra has got a bad cold/cut. She’s allergies/coughing and she’s got a sore throat/sneezing. She has to stay home from school. 6 Liz has got a terrible fever/stomachache and headache/cut. She’s very hot and her head is sore.

8 stomachache

9 cold

10 toothache Read and say what’s wrong. 1 The trees are making Sarah sneeze.

2:02

2

3

Listen, find and say.

Play a game.

2 Emma is bleeding.

44 Unit 4 vocabulary (health problems)

song/vocabulary Unit 4 45

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Think Big questions prompt pupils to use critical thinking skills, to personalise language, to collaborate and to use key vocabulary in context.

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Story 2:06

6

Listen and read. Does Christina need a nurse?

You’re Hurt!

Oh, no! You’ve got a cut.

Oh, no!

Fun, highly visual stories engage learner’s imaginations.

1

Sam, it’s only ketchup. I don’t need a nurse. I just need a napkin!

2

Sam and Christina are eating lunch together at school. Christina’s got a problem.

You shouldn’t worry so much!

Sam gets upset when he sees Christina’s arm. He thinks she cut herself.

5

7

You shouldn’t wait! You should go straight away!

You should see the school nurse! You should put a plaster on that.

I thought that was blood!

What? I...

6

Christina cleans her arm.

Now Sam doesn’t feel very well.

Comprehension and discussion questions develop comprehension strategies and critical thinking.

Who says it? Say Sam or Christina. 1 “You’ve got a cut.”

But Sam...

2 “You should see the school nurse!”

But I...

3 “I don’t need a nurse.” 4 “You should put a plaster on that.” 5 “I just need a napkin!” 6 “You shouldn’t worry so much!”

Why did Sam get upset? Why didn’t Christina get upset? What should you do if you cut yourself? 3

4

Sam wants to help Christina.

Christina doesn’t need to go to the nurse. She’s OK.

reading Unit 4 47

46 Unit 4

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Language in Action

Language in Action 2:07

8

get some rest

put a plaster on it

stay up late

He should

take some medicine

eat so many sweets

stay in bed

You should

On the Language in Action pages, learners listen to new language and manipulate it to build meaningful sentences.

11

Listen and look at the sentences. Help Sam and Christina make more.

.

go to the doctor

We shouldn’t

go out

.

.

12

Read. Then complete the sentences. I

myself

you

yourself

he

himself

she

herself

we

ourselves

they

themselves

I should take better care of myself.

My sister should take better care of 1 ? .

We take good care of ourselves.

They take good care of 2 ? .

Activities based on dialogues and class interaction reinforce understanding of the new language.

Complete and match. 1 My dad eats a healthy breakfast. 2 My sister stays up very late. 3 We always wash our hands. 4 He’s got a cut on his arm.

9

a He should take better care of ? .

Complete with should or shouldn’t.

b We take good care of ? .

1 A: I’ve got stomachache.

c She should take better care of ? .

B: You ? eat so many sweets.

d He takes good care of ? .

2 A: He’s got a toothache. B: He ? go to the dentist.

13

3 A: They’ve got colds. B: They ? stay in bed and drink a lot of water.

2 My sister often goes to bed late.

B: She ? go out and play. She ? go to bed. 13 10

3 My brother exercises every day. 4 My family eat healthy food.

Role play with a partner. He’s got a cut.

Read and write in your notebook. Use take good care of or should take better care of. 1 I eat too many sweets.

4 A: Mary feels ill.

5 You’re hurt. He should go to the nurse.

6 My grandparents are 80.

language practice (You should take better care of yourself.) Unit 4 49

48 Unit 4 language practice (You should get some rest.)

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Content Connection

Science

2:09

14

Look, listen and repeat. bacteria

16

Read and choose the correct answer.

enemies fungi germs microscope nutrients poisons protozoa toxins viruses

1 Germs get into our bodies and make us... a ill.

2:10

In Content Connection, pupils learn additional language and engage with topics from curriculum areas such as social studies, science and maths.

15

Listen and read. What are the four main kinds of germs?

b healthy.

2 Bacteria, fungi, viruses and protozoa are all kinds of...

Germs

a fever.

b germs.

a glasses.

b a microscope.

4 Germs take away our... a energy.

b food.

5 Germs make a poison called... a a nutrient.

b a toxin.

2:11

protozoa

bacteria virus

17

Listen and write True or False in your notebook. Then play with a partner. Germs take away our energy and make us healthy.

fungi

Germs in Your Body

Germs are so small that we can only see them with a microscope. They get into our bodies, eat up the body’s nutrients and take away our energy. Many germs make a kind of poison called a toxin. Toxins can cause fever, coughing or other problems. It is important to stay away from germs as much as possible.

Germs in Your Home Germs are all around us and they get into a lot of places in our homes. The clipboard shows five places in your home that are perfect for germs.

1 the kitchen sink 2 your toothbru sh 3 the TV rem ote control 4 the compute r keyboard 5 the bath

False. They take away our energy and make us ill.

Germs get into our toothbrushes.

PROJECT 18

Protect Yourself

Not all germs are bad. But we should protect ourselves from dangerous germs. We can do this by washing our hands often and keeping our homes clean.

True.

Protect Yourself from Germs

Make a Protect Yourself checklist. Then present it to the class.

Germs get into a lot of places in our homes and make us ill. Here’s what we should do to protect ourselves.

Look up answers to these questions. Discuss with the class. 1 Why do you think the kitchen sink, the bathtub and your toothbrush are easy places for germs to get into?

You should wash your hands before eating.

2 What do you think we should do to protect ourselves from germs in those places?

You should cough or sneeze into your arm.

50 Unit 4

You shouldn’t eat or drink with dirty dishes.

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Culture Connection

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Around the World

Using Commas

2:12

17

21

Listen and read. Which remedy do some people use to help with fever?

Different Remedies

Writing

Read and choose the sentences where commas are used correctly. We use a comma (,) between items in a list. We don’t use a comma before and or or in a list.

Do you see a doctor every time you’ve got a cold? Of course not. Your parents just take care of you at home. Maybe they use home remedies. Let’s take a look at some popular home remedies used around the world.

1 I should rest, take medicine and drink tea. 2 I should rest, take medicine, and drink tea.

Chicken Soup When the first signs of a cold begin, people in

1 First I brush my teeth. Then, I wash my hands. 2 First, I brush my teeth. Then I wash my hands.

We use a comma after most sequence words. We don’t use a comma after Then.

many countries make a big pot of hot chicken soup. They eat the soup and rest. Many people believe that chicken soup is a natural and healthy cure for a cold.

In Culture Connection, pupils learn about different cultures and countries around the world.

Pupils reflect on the new content related to the theme of the unit and apply this in project work.

3 We can only see germs through...

Our bodies work hard to stay healthy. But there are many tiny enemies around us that can make us sick. These little enemies are called germs. There are four main kinds of germs: bacteria, viruses, fungi and protozoa.

We use a comma before too at the end of a sentence. 1 He should put a plaster on his cut and go to the nurse, too. 2 He should put a plaster on his cut and go to the nurse too.

Boiled Eggs In China, it is common to rub a hot hardboiled egg on your face, head and neck to cure a headache. You boil the egg, take off the shell and rub the egg on your head until the egg becomes cool. Many people believe this will help your headache and improve your sleep.

22 Copy the paragraph in your notebook. Put commas in the correct places.

Vinegar People in many countries use vinegar as a medicine.

For example, some people in Germany use vinegar to help with sunburn. They rub it onto the skin to make the pain go away. Some people in Russia rub vinegar on the skin to help with a fever.

Here’s how I take care of myself and stay healthy. First I exercise every day. I run play football ride my bike and do gymnastics. I like skateboarding too. Next I only eat healthy food. I eat fruit vegetables and yoghurt. I don’t eat unhealthy foods like crisps doughnuts or chips. I try to protect myself from germs too. I wash my hands take showers and brush my teeth. Finally I get enough rest and I go to bed early every night.

Tea Many people around the world use tea, especially herbal tea, to cure common problems. Some ingredients in home remedy teas include ginger, garlic, honey and lemon. Popular in Greece, Spain, Korea, Japan and other countries, tea is one of the world’s oldest home remedies.

20 Read and say the remedy. 1 People in Germany use this on sunburn.

2 You rub this on your head to cure a headache.

3 People around the world drink this to cure common problems.

4 Many people think this is a healthy cure for a cold.

Have you ever tried one of these home remedies? Explain. Do you think home remedies work? Why/Why not? What home remedies do people in your family use?

Models and examples of writing are broken down and explained in an easy-to-follow format. Pupils follow the model to do their own writing.

23 How do you take care of yourself? Write a paragraph in your notebook.

Unit 4 53

52 Unit 4

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Phonics

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Review

kn, wr

2:13

28 Complete the dialogues.

24 Listen, read and repeat. 1

kn

2

wr

allergies cold cut exercise plaster should shouldn’t stomachache sweets themselves

2:14

25

Listen and find. Then say.

On the Review page, pupils show what they have learnt in the unit. The I Can feature helps pupils assess their own learning and reflect on their progress.

1 A: Oh, no. I’ve got a ? . B: You should put a ? on it.

In the Phonics section, pupils learn about letters and their corresponding sounds in a systematic way.

2 A: They do ? every day. B: They take good care of ? . 3 A: My sister has got ? . B: She shouldn’t eat so many ? . 4 A: His ? are really bad today.

knee

B: He ? take some medicine and stay in the house.

write

5 A: I’ve got a ? . B: You ? go to school today.

2:15

26

Listen and blend the sounds. 1 kn-ow

know

2 wr-o-ng

3 wr-a-p

wrap

4 kn-o-ck

knock

5 kn-igh-t

knight

6 wr-i-s-t

wrist

7 kn-o-t

knot

8 wr-e-ck

wreck

29 Role play giving advice with a partner.

wrong

I’ve got a very bad toothache.

2:16

27

You should go to the dentist.

Read aloud. Then listen and chant. What’s wrong, wrong, wrong? The knight knocked his Knee, knee, knee And his wrist, wrist, wrist. I know! Wrap his knee And wrap his wrist!

I Can • talk about

illnesses and health problems.

• talk about

different kinds of germs.

• use commas correctly.

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54 Unit 4 phonics (kn, wr)

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• give advice.

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A Pupil’s Book Unit

(continued)

Checkpoint lessons consolidate material from the three previous units and help train learners in Assessment for Learning techniques (see page xi).

Checkpoint

Units 4–6

How Well Do I Know It? Can I Use It?

I Can Do It! 2:51

1

I know this.

Pupils review key language from the previous units and compare it with their current knowledge of that language.

2

Think about it. Read and draw. Practise. I need more practice.

Health problems: allergies, cough, cut...

PAGES

2

Remedies: drink some juice, get some rest, take some medicine, see a dentist...

45, 48–49

3

Endangered animals: angler fish, chimpanzee, Komodo dragon, tarsier...

56–61

4

Activities (present): travel by car, have electric lights, cook in a microwave, listen to an mp3 player... Activities (past): travelled by horse and carriage, had oil lamps, cooked on a coal stove, listened to the radio...

68–69

5

A Complete the dialogue. Use the phrases in the box. Then listen and check.

I don’t know this.

1

I should take care better care of myself. How many chimpanzees were there 100 years ago?

60

Why are Andean flamingos endangered? 61

They’re endangered because people are destroying their habitat. 8

What’s wrong, Kevin?

Kevin:

My eyes are sore.

Mum:

I know why. You watch too much TV! You 1 ? and get some exercise.

Kevin:

Oh, Mum!

Mum:

Listen, I think you 2 ? so much TV. You spend too much time using technology – TV, computer and mobile phone.

Kevin:

So... ?

Mum:

That’s why your eyes are sore. You 3 ? TV for only one hour a day.

Kevin:

Only one hour?

Mum:

Yes. A long time ago, people ? TV all the time.

Kevin:

What did they do?

Mum:

Well, they 5 ? and play. So go!

Kevin:

Oh, OK, Mum. Maybe you’re right.

4

1 What do you think of Kevin’s mum’s advice? 3 What should people do to stay healthy?

80 Checkpoint Units 4–6

Checkpoint Units 4–6 81

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5

STEP 2 Put the cards face down in two piles: green cards and

orange cards. Now you’re ready to Go!

The ‘Get set’ and ‘Go!’ tasks allow learners to consolidate and use the new language in pair and group activities featuring cutout materials.

04/12/2013 14:00

Units 4–6

Get set. STEP 1 Cut out the cards on page 123 of your Activity Book.

4

9

2 Do you think you should watch less TV? Why/Why not?

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Checkpoint

6

8

C Ask and answer the questions with a partner. 72–73

Before computers, how did people use to keep in touch? They used to write letters.

3

5

Write about yourself in your notebook. • Do you take care of yourself? Explain.

• What endangered animals do you know about?

• What kinds of technology have you got? Did people have this technology 100 years ago? If not, what did they use instead?

• Why are these animals endangered? • What can people do to help them?

1 2

Go! A Read the dialogues. Dialogue A

All About Me

Dialogue B

A: What’s wrong?

A: What’s wrong?

B: I’ve got stomachache.

B: I’ve got stomachache.

A: Why?

A: Why?

B: I watched too much TV.

B: I ate too many sweets.

A: That doesn’t make sense.

A: You should go to the school nurse.

3

Date:

4 5

B Now play the game. Pick one green card and one orange card. Use them to make a dialogue with a partner. Does the dialogue make sense? If not, pick another orange card. Keep picking orange cards until your dialogue makes sense. Use the card to give advice to your partner. Then change roles and play again.

How Well Do I Know It Now? 6

6

A Look at page 80 and your notebook. Draw again. B Use a different colour.

7

C Read and think. I can start the next unit.

You should go to the school nurse.

I can ask my teacher for help and then start the next unit. I can practise and then start the next unit.

C Act out one of the dialogues for your class.

7

Rate this Checkpoint.

very easy 82 Checkpoint Units 4–6

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The ‘Get ready’ task helps identify any gaps in learners’ knowledge of key language points so that teachers can focus review as needed.

7

B Practise the dialogue in A with a partner.

Did people have telephones in 1950? Yes, they did. Did your dad listen to an mp3 player when he was a child? No, he didn’t. He listened to the radio.

2

4

Mum:

48–49

There were more than a million. But now there are only about 200,000. 7

1

3

They take good care of themselves. 6

didn’t use to watch should go out should watch shouldn’t watch used to go out

44

You should stay in bed. We shouldn’t stay up late.

Get ready.

easy

8 9

hard

very hard

fun

OK not fun

Pupils have fun with a mini-portfolio section and then reassess their understanding of the key language points from the previous group of units in the ‘How Well Do I Know It Now?’ section.

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Course Features Learner-Centred Approach The Big English course ensures that all learners become active participants in every lesson by activating prior knowledge of topics and concepts and by encouraging them to share and express their personal experiences, ideas and opinions in English. Big English also incorporates activities that appeal to pupils having a variety of learning styles. Attention has been paid to visual, auditory and tactile/kinaesthetic learners through the inclusion of illustrations, photos, graphic organisers (visual learners), opportunities to hear and repeat key learning targets (auditory learners), sticker activities, routines and games using touch and movement (tactile/kinaesthetic learners). Furthermore, care has been taken to provide activities that capitalise on Howard Gardner’s Theory of Multiple Intelligences: logical-mathematical, linguistic, spatial, bodily-kinaesthetic, musical, naturalistic, existential, interpersonal and intrapersonal. Big English also considers classes with pupils of different abilities by providing differentiated instruction suggestions throughout the Teacher’s Book.

Assessment for Learning While all assessment is used to measure pupils’ progress and to motivate pupils to learn, the Big English Teacher’s Book offers opportunities for teachers to train pupils in a more dynamic type of assessment. As opposed to traditional, summative assessment tools that measure what is known or what has been learnt (assessment of learning), Assessment for Learning is based on the following three main principles: having pupils participate in setting goals, in performing ongoing assessment and helping pupils learn how to set goals and self-assess.

Principles of Assessment for Learning Set Goals Make sure each pupil has a clear understanding from the beginning of each unit what exactly the learning target is and what the expected outcomes are.

Perform Ongoing Assessment

Help Pupils Learn How to Set Goals and Self-Assess

With the individual pupil’s participation, informally and frequently assess where he or she is on the path to achieving those outcomes, usually during the course of a lesson.

Help pupils understand where the gaps are between what they have learnt and the expected outcome so they can address whatever areas are still lacking to achieve their goals.

Assessment for Learning in Big English The Teacher’s Book integrates and signposts the Assessment for Learning process throughout each lesson, as applied to all activities in the Pupil’s Book.

INVOLVE

Make sure pupils know what the lesson objectives are so they feel ownership of their own learning.

MONITOR

Build in opportunities to assess how well the pupils are learning the material and try to work out where the gaps are. Whenever possible, help pupils learn how to assess their own learning at this stage, too. xi

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Course Features

(continued)

ASSIST

Once you’ve determined where the gaps are, present the material again in another context or modality so pupils have another opportunity to learn the material.

CHALLENGE

Go beyond the page and get pupils to internalise the material by personalising it, applying it to new contexts, analysing it critically, etc.

These Assessment for Learning techniques, used in combination with the Big English Assessment Pack, provide teachers and pupils with a unique set of tools to achieve both personal and course goals.

21st Century Skills The term 21st Century Skills refers to the knowledge and skills that learners need to be successful in the increasingly complex life and work environment of today’s rapidly changing, digital world. These skills are divided into three key areas: learning and innovation, digital literacy and career/life skills. The Big English series combines rich content, a wide variety of tasks and specific teaching suggestions to ensure ample coverage and opportunities for development of these important skills. 21st Century Skills are reflected throughout the course.

21st Century Skills in Big English Learning and Innovation ‘The 4 C’s’

Critical thinking and problem solving Creativity and innovation Communication Collaboration

Digital Literacy

Information literacy Media literacy ICT literacy

Career and Life

Flexibility and adaptability Initiative and self-direction Social and cross-cultural interaction Productivity and accountability Leadership and responsibility

➝

Think Big tasks Personalisation tasks Communicative tasks Collaborative tasks Activity extension ideas

➝

Print/Digital reading genres Content-based research tasks Activity extension ideas

➝

Think Big tasks Content-based research tasks Values instruction Individual and group projects Content-based discussion tasks

The Big English classroom creates authentic learning experiences for pupils. Pupils are encouraged and motivated to think deeply about issues, to develop critical thinking skills and to work together to solve problems creatively. It brings the world into the classroom and takes pupils beyond the classroom out into the world.

Content and Language Integrated Learning (CLIL) The content-based materials in Big English provide countless benefits to young learners of English. Big English implements CLIL by using the target language – English – as the medium for teaching school content areas – for example, science, maths and social studies – as well as to raise learners’ awareness of cultural similarities and differences. xii

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Learning content language through the medium of English helps pupils deepen their comprehension of both the subject curriculum and English. This enhanced comprehension places them far beyond where they would be by studying only non-academic, everyday English. The content-based materials in Big English improve pupils’ language competence and oral communication skills. They help diversify classroom practices and increase learners’ motivation and confidence in both their acquisition of key language and development of content knowledge. Content Connections

In Big English, the content that learners are studying in their first language provides scaffolding for their learning of content-area English. CLIL also promotes learners’ application of learning strategies. As these learning strategies become part of a pupil’s repertoire of behaviours for learning, they transfer to other content areas and encourage greater pupil autonomy. Culture Connections

Big English also integrates another important category of CLIL in the Culture Connection lessons, which provide insights into how people all over the world have similarities as well as differences that enrich all of our lives. Big English content materials broaden pupils’ real-world knowledge and understanding, develop intercultural communication skills and multilingual interests and attitudes and provide opportunities to study content through different perspectives.

Theme-Based Units Big English provides a basis for English language learning through a variety of content areas and high-interest topics. Theme-related language and concepts are presented as a tightly integrated whole. All parts of a unit present, apply, review and/or expand upon the unit theme from a variety of perspectives, from the opening song or activities through to the review. Everything in the unit encourages a deeper understanding of the language, knowledge of the content and better communication.

Integrated Skills Big English provides a balanced approach to developing the four skills – listening, speaking, reading and writing. This approach strengthens communicative competency with presentation of language in a meaningful context. Learners learn to listen and speak in a multiplicity of ways – through singing, dialogues, asking and answering questions, role playing, games, summarising and presenting their own work. Reading and writing are developed through fiction and several types of nonfiction, dialogues, informational texts, songs, maps, graphic organisers and other reading materials, in both print and digital formats. Younger learners are also given opportunities to practise their skills in a developmentally appropriate manner.

Systematic Vocabulary Development In Big English, presentation of new language is done first in context, allowing pupils to develop important learning strategies that they will be able to apply to other learning areas. Vocabulary is then individually presented to make sure that pupils are able to understand each vocabulary item on its own. Pupils practise the new vocabulary in a variety of activities, including categorisation, providing multiple exposures in a variety of contexts. Each time they encounter a word in a new context, they increase their knowledge of the word, linking the new piece of information to other information in mental networks of meaning. xiii

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Course Features

(continued)

Big English also takes care to target vocabulary appropriate to the developmental age of children. Very young learners focus on concrete vocabulary items that relate to objects they can see and touch in the world around them. Older children are better able to handle abstract words and themes that are more removed from their immediate world and tend to learn the words in categories. The vocabulary is also systematically recycled many times.

Conceptually and Developmentally Appropriate Grammar Training In addition to the four skills and vocabulary development, Big English recognises that learners need systematic and repeated exposure over time to language structures if they are to make the new language their own. For younger children, due to their level of cognitive development, it is not conceptually appropriate for teachers to present grammar as a set of rules that require analysis and manipulation of the new structure in order to use it properly. Instead, young learners become aware of structures by learning them as ‘chunks’, which they see and hear again and again until they start using them in a natural way, as do infants learning their first language. As children become older and begin to think more analytically, they are able to elicit and apply rules to language structures. Big English gives pupils the opportunity to consider structures in such devices as grammar boxes in their books. But Big English never abandons the necessity of presenting language structures in meaningful contexts and highlights differences and similarities in language use to encourage pupils to work out the grammatical principle. This makes the grammatical ‘rule’ more meaningful and memorable.

YLE Practice Materials Pupils who plan to take the YLE (Young Learners English) Movers test gain exposure to the YLE exam format in combination with language they have learnt in Big English. The Activity Book provides practice materials for the three sections found in the YLE Movers exam: Listening; Reading and Writing; and Speaking. Notes for the Big English YLE Movers Practice Material are provided in the Teacher’s Book. Young Learners English Practice: Listening A – 5 questions –

3:57

Young Learners English Practice: Speaking A

Young Learners English Practice: Speaking B

Listen and look. There is one example.

Getting Ready for School Time Susan woke up: 7:30 1 What she’s having for breakfast: 2 How she’s getting to school: 3 What homework she did for today: 4 What she’s doing after school: 5 Her chore for today:

Listening A 107

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116 Speaking A

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Projects Big English includes a pupil-centred project linked to the Content Connection presented in each unit. The project stimulates creative thinking and pupil collaboration. It encourages pupils to use new language in meaningful contexts and also helps pupils to personalise the topic and language being taught in the lesson. Unit projects further aid the process of language acquisition through the exploration and development of the senses and sensory modalities. At the lower levels, they help pupils develop their small-muscle and hand-to-eye coordination, sensory discrimination and concentration. At upper levels, creativity and self-expression are cultivated. Individuals or groups of pupils present their projects to the class, which gives them the opportunity to build on their presentation skills.

Songs In Big English Starter Level and Levels 1–4, songs foster a sense of identity and increase rapport among pupils in the classroom. Singing generates positive feelings in pupils and strengthens motivation as it creates a state of relaxed receptivity.

Games: Meaningful Play Big English includes a variety of games to sustain pupils’ interest and motivation through meaningful play in the language classroom. The games help sustain learners’ interest through the hard work of understanding, reproducing and manipulating newly learnt language. Games provide enjoyable contexts for communication and provide the same density of practice as exercises while motivating learners to use their language capabilities to the fullest. Using new language in fun contexts intensifies the experience and helps pupils acquire it.

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The First Day Class Atmosphere It is very important to put your pupils at ease as soon as possible and to let them know that their English classroom is a fun, comfortable and exciting place to be. Structure your first class in such a way that pupils get acquainted or reacquaint themselves with their classmates, review some of the English they know, gain some familiarity with their new textbook and set some learning goals and classroom rules for the year, with your help. End with a rousing version of the Big English Song (see page xvii).

Getting Acquainted Activities For younger learners, a fun and simple way to begin is to provide each pupil with a sticker, geometric shape or coloured index card. Use these to combine and recombine pupils in pairs and groups for different activities throughout the class. For example, you may say, All pupils with a red triangle/blue card get into groups or find a person with the same red triangle. Once pupils are paired or grouped, you can have them ask questions such as the following: What’s your name? Have you got any brothers or sisters? Have you got a pet? What’s your favourite food? What’s your favourite sport? What’s your favourite TV programme? What’s your favourite school subject? At your signal, they can change groupings and repeat the activity and finally report back to the class. You may want to play a memory game to help with names. For the memory game, have one pupil begin by saying Hi. I’m (Allan). The pupil to his left then says Hi. He’s Allan and I’m (Sarah). Pupils continue until all of them have introduced themselves.

Textbook Scavenger Hunt Take a few minutes to familiarise your pupils with their new Big English Pupil’s Book. Plan a scavenger hunt – a game in which pupils must find certain things within a time limit. Either individuals or teams compete to find all of the required information first. 1. Name all the colours on page ... . 2. Is there a ... on page ... ? 3. Describe the ... on page ... . 4. What is the project on page ... ? 5. What sounds do you practise on page ... ? Even though pupils are looking for specific pieces of information to play the game, your real purpose lies in their becoming familiar with the parts of the units and with the layout of the book.

xvi

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3

:55 3:56

Big English Song From the mountaintops to the bottom of the sea, From a big blue whale to a baby bumblebee – If you’re big, if you’re small, you can have it all And you can be anything you want to be! It’s bigger than you. It’s bigger than me. There’s so much to do and there’s so much to see! The world is big and beautiful and so are we! Think big! Dream big! Big English! So in every land, from the desert to the sea We can all join hands and be one big family. If we love, if we care, we can go anywhere! The world belongs to everyone; it’s ours to share. It’s bigger than you. It’s bigger than me. There’s so much to do and there’s so much to see! The world is big and beautiful and so are we! Think big! Dream big! Big English! It’s bigger than you. It’s bigger than me. There’s so much to do and there’s so much to see! The world is big and beautiful and waiting for me. A one, two, three… Think big! Dream big! Big English!

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Kids in My

Class

Objectives Project

Vocabulary • To describe and compare people’s characteristics

Reading • To identify the main idea of a story (‘She’s Just Like You!’) • To use reading strategies to comprehend and appreciate a story

Grammar • To use comparative adjectives • To use possessive adjectives and possessive pronouns

Content Connection

• To make a ‘Famous Twins’ poster

Culture Connection • Around the World: To read about a world competition

Writing • To write parts of a paragraph

Phonics • To identify and say the letters and sounds ear and air individually and as part of words

Think Big

• Science: To learn about twins and other multiple births

• To develop 21st century skills and ‘bigger picture’ thinking

Key Vocabulary Hair blonde dark light long straight wavy

Size short tall

Character Features Traits bright glasses

clever friendly funny serious shy

Everyday English have in common... Just like yours! Oh, really? What’s she like?

Content Words beard birth category championship competition fraternal identical

moustache pair quadruplets rare style triplets twins

T1A Unit 1

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Materials Pupil’s Book, Unit 1 Main unit, pages 4–15 Class Audio CD, Tracks 1:02–16

Activity Book, Unit 1 Main unit, pages 2–11 Extra grammar practice, page 98 Class Audio CD, Tracks 1:06–17

Assessment Unit 1 Practice test Unit 1 Unit test Unit 1 Oral assessment

Unit Opener Activities Family Connection Have pupils tell their families that they are learning about their classmates and how to describe them. Encourage pupils to draw or make a family portrait at home. Suggest that pupils label each family member with words that describe their appearance or personality. Throughout the unit, allow pupils to revisit their portraits to add descriptive words and report back to the class about what they have added.

Additional Materials Flashcards 1–10 Video (eText), Unit 1 Interactive activities, Unit 1 Digital activities (MyEnglishLab), Unit 1

Kids in My Class Bulletin Board Make a bulletin board entitled Kids in My Class. Ask pupils to bring in photos of themselves to post on the bulletin board. Create descriptive headings such as Short, Tall, Short Hair, Long Hair, Friendly and Serious. Invite pupils to post their pictures under the heading of their choice. As pupils learn more vocabulary, invite them to create new labels and change the placement of their pictures.

Unit 1 T1B

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Unit

1

Kids in My

Class

1:02

1

Listen, look and say.

Class Yearbook 1

2

Trish is tall and has got long light brown hair. She plays the flute.

Darren is short. He has got straight black hair and glasses. He’s shy.

3

4

Sylvia has got brown hair. She carries a bright pink backpack.

Natalie has got wavy blonde hair. She’s clever and likes to read.

5

6

Brian has got dark brown hair and glasses. He’s serious.

Larry has got light brown hair. He’s friendly and very funny.

1:03

2

Listen, find and say.

3

Play a game.

4 Unit 1 vocabulary (appearance/personality traits)

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Warm-Up • Write descriptive words and phrases on cards or pieces of paper, such as boy, girl, tall, short, straight hair, long hair, red shirt, blue trousers. Explain that when you hold up a word or phrase that describes them, they should stand up. • Hold up a simple description, such as boy. Encourage all the pupils to say the word aloud and have all the boys in the class stand up. Do the same with girl. Continue with the other cards. Using Page 4 1

1:02 Listen, look and say. Explain the lesson objective – pupils will learn and use adjectives to describe INVOLVE people. • Point to one of the children on page 4 and ask questions about him/her. Ask: What colour is her hair? What’s he wearing? • Read the directions aloud. Play audio track 1:02. Have pupils listen, look at the photo for each corresponding description and then repeat the sentences. Replay the audio and pause after each description while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. MONITOR Ask pupils to repeat each description aloud after you, if necessary. ASSIST Replay the audio as needed.

OBJECTIVES To identify and describe features and attributes of people

Key Vocabulary Adjectives: blonde, bright, clever, dark, friendly, funny, glasses, light, long, serious, short, shy, straight, tall, wavy

21st Century Skills Collaboration

Materials Flashcards 1–10 Teacher-made cards with descriptive words and phrases Audio tracks 1:02–03 Interactive activities (eText) Digital activities: MyEnglishLab

2

1:03 Listen, find and say. • Point to the children in the pictures in Activity 1 and describe each child. Have pupils repeat after you. Randomly describe a child and have pupils point to the child you have described. • Read the directions aloud. Play audio track 1:03. Have pupils listen, point to each child in the photographs in Activity 1. Ask them to show the answer by raising the correct number of fingers. For example, for She’s got brown hair, pupils should find the corresponding image on the page, see that it is number 3 and raise three fingers. Check to make sure pupils are pointing to the correct image. Pupils can also repeat the activity in pairs, showing or saying the correct number for each MONITOR adjective to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards.

3

Page 2 Answers on page T147

Play a game.

• Play I Spy (see Game Bank, page T136, for details) with the class. Say: I spy with my little eye someone with dark wavy hair. Have pupils look at one another and guess who you are describing. The pupil who guesses correctly then has a turn to describe someone else using adjectives learnt in this lesson. (Note: you may use the flashcards for this game if it’s easier; describe children on the cards rather than pupils in your class.) Check that pupils can match each description to the correct person. Listen for proper pronunciation, appropriate intonation and correct language use. Pupils MONITOR can also play the game again in small groups or pairs. • Assign Activity Book page 2 and direct pupils to digital activities.

Application and Practice Activity st • 21 Collaboration Have pupils work in small groups to create a series of statements that describe one person in the group. I’m tall. I’ve got straight hair. I like pizza. • Have each group present their Who Am I? riddles to the class. Without giving the names, the group members should take turns making statements about the person they have chosen to describe. Then the class should try to guess who that person is. Unit 1 T4

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OBJECTIVES To identify and describe features and attributes of people To sing a song

Kids in My

Warm-Up • Help pupils remember the key vocabulary they learnt in the first lesson by saying each adjective aloud and asking them to point to someone in the class with that attribute or feature.

Class

Using Page 5 Key Vocabulary Adjectives: blond, bright, clever, dark, friendly, funny, glasses, light, long, serious, short, shy, straight, tall, wavy

21st Century Skills Critical Thinking

Materials Flashcards 1–10 Index cards Photos of celebrities such as popular actors, models, musicians or athletes Audio tracks 1:04–06 Interactive activities (eText) Digital activities: MyEnglishLab

Page 3 Audioscript on page T137 Answers on page T147

4

Listen look and sing. Which girl is Marie?

1:04 1:05

Explain the lesson objective – pupils will sing a song and use adjectives to describe people. • Read the directions aloud. Play audio track 1:04. Have pupils read along silently. • Replay the audio and have pupils sing along. Do this several times. Then ask pupils to read the song silently, look at the images in Activity 4 and identify which girl is Marie. • Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 1:05). Or, if you wish, save the karaoke version for use at another time as a fun way to review the song. Check pupils’ comprehension. Ask pupils to point to the girl who is Marie. Point to the girl on the left and ask: How did she change? (She’s got new glasses MONITOR and straight hair.) Point to the girl on the right and ask: How did she change? (She’s taller and she’s got curly dark hair.) (Answer: The girl on the right.) Replay the audio as needed. Use gestures and simple language to explain ASSIST unfamiliar words. INVOLVE

5

Look at the people in 1 and say True or False. • Read the directions aloud. Then read the first statement aloud. Have pupils look at the matching images and descriptions in Activity 1 and determine if the statement is true or not. • Have pupils complete the activity independently by reading each statement and deciding whether it is true or false. Review answers as a class. (Answers: 1 True, 2 False, 3 False, 4 True, 5 False, MONITOR 6 False) 6

TEACHING TIP Extending the Lesson Pupils are often motivated by reading about celebrities. Have pupils look through magazines for pictures of their favourite actors, models, musicians and athletes. Have pupils identify traits such as hair colour, hair length, size etc. Invite them to share a picture with the class and describe the person using some of the key vocabulary words.

Ask and answer about people in your class. • Read the directions aloud. Read the speech bubbles aloud while pupils follow in their books. Have pupils repeat the dialogue aloud after you. • Choose volunteers to model the dialogue. Have pupils reverse roles and repeat. • Have pupils work in pairs to ask and answer questions about people in the class, following the model given. Listen for proper pronunciation, appropriate intonation and correct use of MONITOR vocabulary. st

21 Critical Thinking • Read the questions aloud as pupils follow in their books. Discuss the questions as a class. Help pupils express their answers in English. (Possible answers: People in the same family don’t always look the same. Sometimes they look similar and sometimes they look different.) • Assign Activity Book page 3 and direct pupils to digital activities. Application and Practice Activity • Have pupils write their name on an index card. Shuffle the cards to give one to each pupil, making sure they don’t get their own names. Have each pupil write words that describe the person they selected on the back of the card. Provide a place for pupils to keep the cards. MONITOR As pupils work, check to make sure they are using a wide range of vocabulary.

T5 Unit 1

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04 1:05 1:

4

Listen, look and sing. Which girl is Marie?

Who’s That Girl? It’s the first day of school. We’re back in our classes. Everybody looks different And I’ve got new glasses! Who’s that girl Standing over there? She’s taller than me. She’s got curly dark hair. In my class are the same friends I know. But we all change. We all grow. (x2) It’s the first day of school And I’m back in my chair. Everybody looks different. Now I’ve got straight hair. Who’s that girl? Oh, wait, that’s Marie! Last time I saw her, She was shorter than me! Chorus

5

Look at the people in 1 and say True or False. 1 Sylvia has got brown hair. 2 Natalie wears glasses. 4 Brian is serious.

6

3 Larry is shy.

5 Trish plays the saxophone. 6 Darren is tall.

Ask and answer about people in your class.

She’s tall and has got long black hair. Who is she?

It’s Sarah.

Do people in the same family always look the same? Do they sometimes look different?

song/vocabulary (same/different) Unit 1 5

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Story 1:07

7

Listen and read. Who’s taller? Amanda or Christina?

Like She’s Just

You!

Is she nice?

Her name’s Amanda. She’s got curly dark hair.

Just like you!

There’s a new girl in our class.

I’m clever and nice but I’m not shy!

AW Photo 1.13-1.18

Oh, really? What’s she like?

1

Christina tells her dad about the new girl at school.

Yes... but my hair is curlier than hers. And her hair is longer than mine.

Yes, she’s nice. And she’s clever, too. But she’s also a bit shy.

Just like yours!

2

5

Christina and the new girl have got some things in common.

Is she tall?

No, she isn’t. I’m taller than her.

8

Christina likes her new classmate.

6

Christina is definitely not shy!

Copy the chart. Then read and 4 or 8. Christina...

Amanda...

1 has got curly dark hair. 2 has got long hair. 3 is tall. 4 is nice and clever. 5 is shy.

Think of a friend. Explain how you are the same and how you are different. 3

But Christina and Amanda are different in some ways, too.

4

Amanda is shorter than Christina.

6 Unit 1

reading Unit 1 7

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Warm-Up • Invite pupils to play a game called Just Like Me. Model how to play. One person will give clues that talk about someone in the class who is similar to them in different ways. The other pupils will try to guess who that person is. Say: I know someone who is just like me. We are both (wearing red shirts). Encourage the class to guess who you are describing. • Have the pupil you described come to the front and give clues about another pupil in the class. That person will be the next one to have a turn giving clues. Continue until everyone has had a turn. Using Page 6 7

1:07

Listen and read. Who’s taller? Amanda or Christina?

Explain the lesson objective – pupils will listen and answer questions about a story. • Read the story title aloud. Have pupils repeat it. Ask: Who is the story about? (Amanda and Christina) • Read the directions aloud. Draw attention to the question: Who’s taller? Amanda or Christina? Play audio track 1:07. Have pupils listen and read along silently. Ask comprehension questions about the story. Ask: Who’s Amanda? (She’s a new girl in Christina’s class.) Who’s got dark curly hair? (both Christina and Amanda) Is Amanda tall? MONITOR (No, she isn’t. Christina is taller than Amanda.) Replay the audio as necessary. Pause after each frame and explain the meaning of comparative adjectives such as taller, longer, curlier and shorter, as well as phrases such as have ASSIST in common. • Have pupils work in pairs to read the speech bubbles aloud to each other and role play the dialogue in the story. Have pupils work in pairs to look at the story and describe Christina’s dad. Ask: Is Christina’s CHALLENGE dad just like your dad? INVOLVE

T6 Unit 1

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Have pupils write a paragraph saying how Christina’s dad is similar to and different from their dad or another male in their family, such as an uncle or grandfather.

Using Page 7

OBJECTIVES To read unit language in context To read for understanding and enjoyment To read and draw conclusions

8

Copy the chart. Then ✓ or ✗. • Read the directions aloud. Have pupils copy the chart into their notebooks. • Do Item 1 with the whole class and then have pupils complete the activity independently. MONITOR Review answers as a class. (Answers: 1 ✓, ✓, 2 ✗, ✓, 3 ✓, ✗, 4 ✓, ✓, 5 ✗, ✓) Have pupils look at the story frames again. Ask questions such as: Who has got curly dark hair? Help pupils find the correct girl (or girls) in the story and ASSIST make a ✓ or ✗ in the correct column on their chart. Talk about Christina’s dad’s statement in Frame 6. Ask: How do we know he is joking with her? Make sure pupils understand the meaning of ‘Just like you!’ CHALLENGE Explain that sometimes we say the opposite of what we really think and this is meant to be funny. st

21 Communication • Read the questions aloud as pupils follow in their books. Discuss the questions as a class. Pair pupils and have them explain how they are the same and different from a friend. Allow time for each pupil to have a turn to explain their differences and similarities to a partner. Help pupils express their responses in English. • Assign Activity Book page 4 and direct pupils to digital activities. Application and Practice Activity • Write Same and Different in two columns on the board. Call to the front the pupil that you said was ‘Just like me!’ in the Warm-Up activity. Ask if anyone remembers the ways you and the pupil are the same. Then ask if anyone can tell the ways that you are different. Write their suggestions underneath each heading. • Have pupils fold a sheet of paper into four parts to make a booklet. Ask pupils to write sentences in the booklet saying how a friend, classmate or relative is similar to and different from themselves. • Allow pupils to share their booklets with the class. Offer suggestions to pupils who need help. You can refer to the examples you ASSIST have written on the board. For pupils who are struggling with this task, suggest that they write their booklet about you and the pupil you compared yourself with in the Warm-Up activity, using the language written on the board.

Key Vocabulary Adjectives: clever, curly, dark, long, shy, tall

21st Century Skills Communication

Materials Paper, folded into quarters Audio track 1:07 Interactive activities (eText) Digital activities: MyEnglishLab

Page 4 Answers on page T147

Summary Christina tells her dad about Amanda, a new girl in her class and describes the ways in which they are similar and different.

TEACHING TIP Using Pictures to Predict Have pupils look at the pictures and discuss who they think the girl and the man might be. Then have them look at the thought bubbles and discuss what they think the girl in the story might be thinking. Ask: Who do you think the other girl in the thought bubble is?

Unit 1 T7

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Story 1:07

7

Listen and read. Who’s taller? Amanda or Christina?

! u o Y e k i L t She’s Jus

Her name’s Amanda. She’s got curly dark hair.

There’s a new girl in our class.

AW Photo 1.13-1.18

Oh, really? What’s she like?

1

Christina tells her dad about the new girl at school.

Yes... but my hair is curlier than hers. And her hair is longer than mine.

3

But Christina and Amanda are different in some ways, too.

Just like yours!

2

Christina and the new girl have got some things in common.

Is she tall?

4

No, she isn’t. I’m taller than her.

Amanda is shorter than Christina.

6 Unit 1

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M01_

Is she nice?

Just like you!

I’m clever and nice but I’m not shy!

Yes, she’s nice. And she’s clever, too. But she’s also a bit shy.

5

8

Christina likes her new classmate.

6

Christina is definitely not shy!

Copy the chart. Then read and 4 or 8. Christina...

Amanda...

1 has got curly dark hair. 2 has got long hair. 3 is tall. 4 is nice and clever. 5 is shy.

Think of a friend. Explain how you are the same and how you are different.

reading Unit 1 7

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Language in Action 1:08

9

Listen and look at the sentences. Help Sam and Christina make more.

shorter

Chris is

darker

longer

taller than

brighter

. .

John’s

Kim’s

heavier than

Mary’s backpack is

.

Copy the chart. Then complete. +er 1

?

light 11

Tom

shorter than

Kevin’s hair is

10

smaller

y +ier

straighter curly 2

?

4

double consonant + er 3

?

?

wavier

5

?

red

bigger 6

?

Look at the picture. Make sentences using than. heavy

light

long

short

tall

Mia

1 Juan is ? Mia. 2 Mia is ? Juan. 3 Mia’s hair is ? Juan’s. 4 Juan’s hair is ? Mia’s. 5 Juan’s backpack is ? Mia’s.

Juan

8 Unit 1 language practice (Chris is taller than Tom.)

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Warm-Up • Ask a tall (but not the tallest) pupil to stand next to you. Hold your hand over the pupil’s head and say: [Maria] is tall. Then invite a taller pupil to stand next to the first one. Say: [Henry] is taller than [Maria]. Ask: Who is taller than [Henry]? • Play a game. The first volunteer asks: Who is taller than [name]? Another volunteer answers [Name] is taller than [name]. The next volunteer then asks who is taller than the last pupil named. Continue in this way, lining up the rest of the class in order. Using Page 8 9

Listen and look at the sentences. Help Sam and Christina make more. 1:08

INVOLVE

• • • •

MONITOR

ASSIST

Explain the lesson objective – pupils will use comparative adjectives to compare two people or things. Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. Read the directions aloud. Play audio track 1:08. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. Read the sentences aloud again. Point out how comparative adjectives are formed by adding -er, deleting the final ‘y’ and adding -ier or by doubling the final consonant and adding -er at the end. Have pupils practise the target language in pairs, using the alternative language on blocks at the top of the board. For example: Maria is shorter than Mike. Mike’s hair is darker than Maria’s. Check for understanding. Review possible sentences as a class. Ask pairs to say a sentence that they have made aloud. Make up a phrase using a comparative adjective + than. Help pupils complete the sentence by inserting two names or things.

OBJECTIVES To use comparative adjectives to compare people and things

Key Vocabulary Adjectives: bigger, brighter, darker, heavier, lighter, longer, smaller, shorter, straighter, taller, wavier

21st Century Skills Social Skills

Materials Index cards Audio tracks 1:08–09 Digital activities: MyEnglishLab

Page 5 Audioscript on page T137 Answers on page T147

10

Copy the chart. Then complete. • Read the directions aloud. Explain to pupils that they should copy and complete the chart with either the missing adjective or the comparative. • Go through the rules for forming comparative adjectives by adding -er, -ier or doubling the final consonant and then adding -er at the end. Elicit or give other examples of comparative adjectives that follow these rules. • Do the first item as a class. Then have pupils complete the activity independently. Review answers as a class. (Answers: 1 straight, 2 lighter, 3 curlier, 4 wavy, 5 big, MONITOR 6 redder) Write two possible answers for each item on the board (one correct and one ASSIST incorrect) and have pupils choose and copy the correct one. 11

Look at the picture. Make sentences using than.

• Read the directions aloud. Have pupils complete the activity independently. Review answers as a class. (Answers: 1 taller than, 2 shorter than, 3 longer than, MONITOR 4 lighter than, 5 heavier than) • Assign Activity Book page 5 and direct pupils to digital activities.

Application and Practice Activity • Have volunteers write these words on index cards: blonde, bright, curly, dark, friendly, funny, light, long, serious, short, shy, straight, tall, wavy. Then shuffle the cards and have each pupil choose one and make up a sentence using the adjective in its comparative form to compare two people or things.

TEACHING TIP st 21 Social Skills

Remind pupils that when you’re talking about or describing someone, it is important to always say things that would make them feel good. It is also important not to say things that would hurt their feelings. Explain that if someone said you were clever, you would feel happy. But if someone said you weren’t clever, it would hurt your feelings. Talk about the adjectives they are learning in this unit and how they would feel if the words were used to describe them.

Unit 1 T8

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OBJECTIVES To use comparative adjectives to compare things To use possessive adjectives and possessive pronouns To practise unit language in context

Warm-Up • Use objects in the classroom to demonstrate the meaning of the words bigger, smaller and heavier. Then hold up a pencil and say: Put up your hand if you can name something that is bigger than this pencil. To convey the meaning of the word younger, ask volunteers to tell you their birthdays and make up sentences about them. For example: Liam is younger than Eva because his birthday comes after hers. Using Page 9

Key Vocabulary Adjectives: bigger, brighter, curlier, darker, heavier, longer, shorter, smaller, straighter, taller, younger

21st Century Skills Communication

Materials Classroom realia Index cards Interactive activities (eText) Digital activities: MyEnglishLab

Page 6 Answers on page T147

12

Read. Then complete the sentences.

Explain the lesson objective – pupils will use comparative adjectives, possessive adjectives and possessive pronouns to compare people and things. • Write the possessive pronouns mine, yours, his, hers, ours, theirs on index cards. Place each card on an object in the room, making a statement using the adjective. For example, place the mine card on your chair and say: This chair is mine. Invite pupils to place the cards and make statements, too. • Read the directions aloud. Have volunteers read the grammar box aloud. Tell them they will be using possessive pronouns to complete the sentences. • Have pupils complete the activity independently. MONITOR Review answers as a class. (Answers: 1 yours, 2 his, 3 theirs) INVOLVE

13

Make new sentences. • Read the directions and the words in the text box aloud. Do the first item as a class. Then have pupils complete the activity independently. Review answers as a class. (Answers: 1 My sister is younger than yours., 2 His book is heavier than hers., 3 Annette’s hair is shorter than mine., 4 Their car is MONITOR bigger than ours.) 14

Make sentences.

• Read the directions aloud. Explain to pupils that they should make complete sentences using the words given. Do the first item as a class and then have pupils complete the activity in pairs. Review answers as a class by asking volunteers to read their sentences aloud. (Answers: 1 My sister is taller than yours., 2 His backpack is heavier than mine., 3 MONITOR Annette’s legs are longer than his., 4 My eyes are darker than hers., 5 Their house is smaller than ours.) 15

TEACHING TIP Formal and Informal Language Point out to pupils that the grammatically correct way to say Peter is taller than me. is Peter is taller than I am. While this is true, in informal conversation we generally say Peter is taller than me.

Describe things in your class with a partner. • Read the directions aloud and have two volunteers read the speech bubbles aloud. Elicit or give other possible sentences that make comparisons between pairs of things in the classroom. • Have pupils continue the activity in pairs. Ask volunteers to read their sentences aloud. While pupils are working, listen for proper pronunciation, appropriate MONITOR intonation, correct use of target language and vocabulary. Refer pupils to their answers from Activity 13 and Activity 14 for sentence ASSIST frames and ideas for topics to talk about. • Assign Activity Book page 6 and direct pupils to digital activities.

Application and Practice Activity • Play a short Mad Lib game. Ask pupils to name some comparative adjectives and write them on the board. Then write this sentence on the board: A mouse is … than an elephant. Have volunteers read the sentence, substituting a different comparative adjective in the blank space. • Once pupils understand the game, play a more challenging version using possessive adjectives and possessive pronouns, e.g.: My mouse is … than yours.

T9 Unit 1

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Language in Action 12

13

Read. Then complete the sentences. I

my

mine

she

her

hers

you

your

yours

we

our

ours

he

his

his

they

their theirs

My sister’s hair is longer than my hair.

My sister’s hair is longer than mine.

My brother’s hair is curlier than your hair.

My brother’s hair is curlier than 1 ? .

My hair is straighter than his hair.

My hair is straighter than 2 ? .

Our class is bigger than their class.

Our class is bigger than 3 ? .

Make new sentences. hers

mine

ours

yours

1 My sister is younger than your sister. 2 His book is heavier than her book. 3 Annette’s hair is shorter than my hair. 4 Their car is bigger than our car. 14

Make sentences. 1 my sister/tall/yours 2 his backpack/heavy/mine 3 Annette’s legs/long/his 4 my eyes/dark/hers 5 their house/small/ours

15

Describe things in your class with a partner. Lisa’s glasses are darker than Kim’s.

Shaun’s backpack is brighter than John’s.

language practice (My sister’s hair is longer than mine.) Unit 1 9

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Content Connection

Science

1:10

16

18

Look, listen and repeat. birth

common

fraternal

identical

quadruplets

rare

1:11

17

Listen and read. What’s more common? Twins or triplets?

Twins, Triplets

and

Copy the chart. Read 17 again and complete. Number of babies 2 3

triplets twins

6

Quadruplets

19

Sometimes, a mother has more than one baby at a time. We’ve got special names for these kinds of babies. When a mother has two babies, we call them ‘twins’. ‘Triplets’ means three babies and ‘quadruplets’ means four babies!

Number of births 1 out of 32

? ?

4

?

% identical 2

?

% fraternal 70%

8% Less than 1%

quadruplets 1 out of 9,000

5 7

? ?

more common

quadruplets

Twins are more common than triplets.

triplets

twins

Identical twins are less common than fraternal twins.

How common are they? Twins are the most common. 1 out of every 32 births is a pair of twins. Triplets are more common than quadruplets – about 1 out of every 625 births are triplets but only 1 out of every 9,000 births are quadruplets. Sometimes, a mother can have five or even six babies at a time but this is even less common.

PROJECT 20

Make a Famous Twins poster. Then present it to the class.

Famous twins!

Identical or fraternal?

triplets

1 3

Look at 18. Talk with a partner. less common

What are twins, triplets and quadruplets?

identical twins

?

Name

Some twins are ‘identical’ – they look the same. Other twins are ‘fraternal’ – they look different. 70% of twins are fraternal twins and 30% are identical twins. So, fraternal twins are more common than identical twins. Identical triplets and quadruplets are very rare. For example, only 8% of triplets are identical and 92% are fraternal. More than 99% of quadruplets are fraternal and less than 1% are identical.

Do you know any identical or fraternal twins? How would life be different if you were one of a set of quadruplets?

John and Edward are brothers. They are singers and TV presenters. They are called Jedward – John + Edward. They are identical twins from Ireland.

fraternal twins 10 Unit 1

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Warm-Up • Write the words brother and sister on the board. Ask if any pupils in the class have got a brother or a sister and let them talk about whether their siblings are older or younger to review target language. Ask if anyone has got a twin (if not a triplet or quadruplet!) • If there are any twins in the class, invite them to share some of their experiences as a twin with their classmates. Using Page 10 16

1:10 Look, listen and repeat. Explain the lesson objective – pupils will read and talk about twins, triplets and quadruplets. INVOLVE They will also make a ‘Famous Twins’ poster and present it to the class. • Read the directions aloud. Play audio track 1:10 and have pupils follow in their books. Play the audio again while pupils listen and repeat. • Tell pupils that they will learn the meaning of these words in the context of the article. Or, if you wish, have pairs of pupils look up the words in a dictionary before reading the text. Write words on the board, point to them and say them aloud. Have pupils listen and repeat. (Pupils can also do this in pairs, pointing randomly at words in their books and practising MONITOR saying them.) ASSIST Replay the audio as needed.

17

1:11 Listen and read. What’s more common? Twins or triplets? • Read the directions aloud and have pupils look at the photographs and read the headings in the text. Elicit possible answers to the questions before pupils listen and read the text. • Play audio track 1:11 and have pupils listen and read along silently. Ask questions to check for understanding. Have volunteers answer each question and point out where in the text they found the answer.Ask: What are twins, triplets and quadruplets? (When a mother has two babies at a time they are called ‘twins’; when she has three babies, MONITOR they are called ‘triplets’; four babies at a time are called ‘quadruplets’.) What’s the difference between identical and fraternal twins? (Identical twins look the same; fraternal twins don’t.) What’s more common? Twins or triplets? (twins)

T10 Unit 1

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ASSIST

Replay the audio as needed. Have pupils note down any words they don’t understand and help them to work out their meanings from context. st

21 Think Creatively • Read the questions aloud as pupils follow in their books. Discuss the questions as a class. Ask pupils to note down the names of any identical or fraternal twins they know and how they are same or different. Then ask them to imagine they were one of a set of quadruplets and note what things would be the same and what would be different. Help pupils express their responses in English. Using Page 11 18

Copy the chart. Read 17 again and complete.

• Read the directions aloud and have pupils copy the chart into their notebooks. Explain that pupils should read the text in Activity 17 to complete the chart. Do the first item as a class and then have pupils complete the activity independently or in pairs. • Check that pupils understand the expressions ‘1 out of (32)’ and (70) % by giving examples from around the class or by using the teaching tip provided on this page. For example: 1 out of 10 children (10%) has got (green eyes). Review answers as a class. (Answers: 1 twins, 2 30%, 3 triplets, 4 1 out of 625, 5 MONITOR 92%, 6 4, 7 more than 99 %) Model how to find the answers in the text by pointing to and reading aloud ASSIST the relevant words, numbers or percentages. 19

Look at 18. Talk with a partner.

• Read the directions aloud. Have pupils read the words in the box aloud and ask two volunteers to read the speech bubbles aloud. • Elicit or give one or two other possible sentences that you could make by looking at the chart. For example: Quadruplets are less common than triplets. Have pupils complete the activity in pairs. While pupils are working, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language and vocabulary.

OBJECTIVES To learn about twins, triplets and quadruplets To make a poster

Content Words birth, common, fraternal, identical, quadruplets, rare, triplets, twins

21st Century Skills Think Creatively

Materials A pile of coins or buttons Old magazines or newspapers A3 paper, glue, scissors, marker pens Pictures of (identical and fraternal) twins, triplets and quadruplets (from magazines, newspapers or the internet) Index cards Audio tracks 1:10–11 Interactive activities (eText) Digital activities: MyEnglishLab

Page 7 Answers on page T147

20

Make a Famous Twins poster. Then present it to the class. • Read the directions aloud. Have pupils look at the example of a ‘Famous Twins’ poster in their book and read the caption aloud. • Have pupils work alone, in pairs or in small groups to make their posters. They may draw or cut out pictures from old magazines, newspapers or the internet. They should write captions for their posters as well, following the example. Have pupils present their posters to the rest of the class. Listen for correct MONITOR pronunciation, appropriate intonation and correct use of language. While pupils are making their posters, help them make sentences about their ASSIST twins and to practise talking about their poster. • Assign Activity Book page 7 and direct pupils to digital activities.

Application and Practice Activity • Stick pictures of identical twins, identical triplets, identical quadruplets, fraternal twins, fraternal triplets and fraternal quadruplets onto index cards. • On other index cards, write identical twins, identical triplets, identical quadruplets, fraternal twins, fraternal triplets and fraternal quadruplets. • Have pupils play Concentration (see Game Bank, page T135, for details). Place the cards facedown. Invite teams to play. The first player turns over two cards. If the cards match (flashcard and phrase card), the player keeps the cards and reads the phrase aloud. If the cards don’t match, the player turns the cards back over. The team with the most cards wins.

TEACHING TIP Maths To help pupils understand the concept of odds, bring in a large amount of coins or buttons. Place ten coins or buttons on the table and point to one to demonstrate 1 out of 10. Do the same for 1 out of 50 and 1 out of 100.

Unit 1 T11

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Content Connection

Science

1:10

16

Look, listen and repeat. birth

common

fraternal

identical

quadruplets

rare

triplets

twins

1:11

17

Listen and read. What’s more common? Twins or triplets?

Twins, Triplets

and

Quadruplets

What are twins, triplets and quadruplets? Sometimes, a mother has more than one baby at a time. We’ve got special names for these kinds of babies. When a mother has two babies, we call them ‘twins’. ‘Triplets’ means three babies and ‘quadruplets’ means four babies!

identical twins

How common are they? Twins are the most common. 1 out of every 32 births is a pair of twins. Triplets are more common than quadruplets – about 1 out of every 625 births are triplets but only 1 out of every 9,000 births are quadruplets. Sometimes, a mother can have five or even six babies at a time but this is even less common.

Identical or fraternal?

triplets

Some twins are ‘identical’ – they look the same. Other twins are ‘fraternal’ – they look different. 70% of twins are fraternal twins and 30% are identical twins. So, fraternal twins are more common than identical twins. Identical triplets and quadruplets are very rare. For example, only 8% of triplets are identical and 92% are fraternal. More than 99% of quadruplets are fraternal and less than 1% are identical.

Do you know any identical or fraternal twins? How would life be different if you were one of a set of quadruplets?

fraternal twins 10 Unit 1

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M01_

18

Copy the chart. Read 17 again and complete. Number of babies 2 3 6

19

?

Name

Number of births 1 out of 32

? 3 ? 1

4

?

% identical 2

?

% fraternal 70%

8% Less than 1%

quadruplets 1 out of 9,000

5 7

? ?

Look at 18. Talk with a partner. less common

more common

quadruplets

Twins are more common than triplets.

triplets

twins

Identical twins are less common than fraternal twins.

PROJECT 20

Make a Famous Twins poster. Then present it to the class.

Famous twins!

John and Edward are brothers. They are singers and TV presenters. They are called Jedward – John + Edward. They are identical twins from Ireland.

content connection (twins, triplets and quadruplets) Unit 1 11

12:12

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Culture Connection

Around the World

1:12

21

Listen and read. How many different categories are there in the competition?

1

2

3

The World Beard and Moustache

Championship

4

In the 1990s, a group of men in Germany started a competition. They compared their beards and moustaches. Soon competitors came from other countries such as Switzerland, Norway and the United States. They held the World Beard and Moustache Championship every two years. The contest has got eighteen different categories, or types, of beards and moustaches. The English Moustache is long and goes out to the sides. The Dalí Moustache, named after Spanish painter Salvador Dalí, is long and points up. The Verdi category gets its name from Italian composer Giuseppe Verdi. This style has got a straight beard and a curly moustache. The Freestyle Beard is really fun. Competitors in this category have got beards of all different shapes and styles.

22 Look, read and match. The English Moustache

The Dalí Moustache

The The Freestyle Verdi Beard

Do you know any famous people with strange hair, moustaches or beards? Why do you think people like doing strange things?

12 Unit 1

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Warm-Up • If you’ve got a fake moustache and beard (or a real one), use them to introduce the key vocabulary moustache and beard. Let pupils take turns wearing the fake facial hair as they say the words aloud. • Show pupils the countries Germany, Switzerland, Norway and the United States on a world map or globe and tell them that they will read about a competition that people from these countries participated in.

OBJECTIVES

Using Page 12

beard, category, championship, competition, moustache, style

21

1:12 Listen and read. How many different categories are there in the competition?

Explain the lesson objective – pupils will read and talk about an unusual worldwide competition. • Write these vocabulary items on the board: beard, category, championship, competition, moustache, style. Have pupils listen for and locate these words in the article. • Read the directions aloud. Play audio track 1:12 and have pupils listen, read and follow in their books. Check for comprehension. Ask: What countries compete in the World Beard and Moustache Championship? (Germany, Switzerland, Norway and the United MONITOR States) What is a Freestyle Beard? (one with different shapes and styles) How many different categories are there in the competition? (eighteen) ASSIST Replay the audio as needed. INVOLVE

22

Look, read and match.

• Read the directions aloud. Have pupils read the labels in the boxes aloud. • Model how to match the first item to the relevant picture in Activity 21. Then have pupils complete the activity independently. Review answers as a class. (Answers: The English Moustache – 2, The Dalí MONITOR Moustache – 4, The Verdi – 1, The Freestyle Beard – 3) ASSIST Model how to find the description in the text that matches each photograph.

To read about a world competition To identify and classify items based on descriptions

Content Words

21st Century Skills Critical Thinking Think Creatively Global Awareness

Materials Fake moustache and/or beard World map or globe Audio track 1:12 Video (eText) Digital activities: MyEnglishLab

Page 8 Answers on page T147

st

21 Think Creatively • Read the questions aloud as pupils follow in their books. Discuss the questions as a class. Help pupils express their responses in English. For example: Einstein had strange hair and a moustache. People like doing strange things to get other people’s attention. • Assign Activity Book page 8 and direct pupils to digital activities. Application and Practice Activity st • 21 Global Awareness Have pupils return to the map or globe from the WarmUp and revisit the countries mentioned in the article. • Ask pupils to think about what the weather might be like in each of those countries. Explain that while the climate is different in different parts of a large country like the United States, each of the countries has got a cold winter in some parts. Ask: If you live in a cold place, is it good to have a beard? Why or why not? • Have pupils view the Unit 1 video segment. Use the Video Guide.

TEACHING TIP st 21 Critical Thinking Before pupils read about categories in the competition, introduce the idea of categories with some examples from pupils’ daily lives. Possible categories are types of drinks, types of clothing or types of hair. Write the category name on the board. Ask pupils to give examples to complete the categories and write their answers on the board under the category name. Ask: Why would it be important to put things into categories?

Unit 1 T12

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OBJECTIVES To identify, understand and write parts of a paragraph

Warm-Up • Ask pupils to bring in a photo of someone they like. • Have volunteers introduce the person in the picture to the class and use adjectives to describe him/her. Ask pupils to name traits that they’ve got in common with this person, e.g. We have both got long curly hair.

Materials Paper, magazines Red, green and blue marker pens, pencils Digital activities: MyEnglishLab

Page 9 Answers on page T147

Using Page 13 Explain the lesson objective – pupils will learn about the different parts of a paragraph: title, topic sentence, detail sentences and final sentence. They will INVOLVE use the Writing Steps to write a paragraph about a person they like. To check pupils’ understanding of the different parts of a paragraph, show pupils a paragraph from a magazine article and have pairs identify the title, MONITOR topic sentence, detail sentences and final sentence. 23

Read. Then find the title, topic sentence, detail sentences and final sentence.

• Read aloud the descriptions of each part of a paragraph with pupils. Help them to identify each part of the paragraph as a class. Review answers as a class. (Answers: title – My Best Friend, topic sentence – My best friend’s name is Karen., detail sentences –She’s taller than me and her hair is MONITOR longer than mine. Karen is clever and she is funny, too. We like playing computer games at the weekend., final sentence – I’m happy to have a friend like Karen.) • Point out the similarities between the topic sentence and the final sentence. 24

Read the sentences and say title, topic sentence, detail sentences and final sentence.

• Read the directions aloud. Review the parts of a paragraph and then have pupils complete the activity independently or in pairs. Review answers as a class. (Answers: 1 detail sentence, 2 final sentence, 3 detail MONITOR sentence, 4 topic sentence, 5 title, 6 detail sentence) 25

Look at 24. Order the sentences to make a paragraph. • Have pupils write the sentences in order in their notebooks and then check their answers with a partner. MONITOR Review answers as a class. (Answers: 5, 4, 1, 3, 6, 2) 26

Write about a friend of relative. • Read the Writing Steps aloud. • To help clarify the Writing Steps, explain to pupils that they don’t have to follow the order of the steps rigidly. For example, they may wish to give their paragraph a title after they have written it. • Remind pupils that the topic sentence should be a general statement about the person. Their detail sentences will give a bit of information about that person. The final sentence will end the paragraph by conveying the same idea as the topic sentence but express it in a different way. • Have pupils write a paragraph about a friend or favourite relative. MONITOR Check to see that pupils are applying the Writing Steps correctly. • Assign Activity Book page 9 and direct pupils to digital activities.

Application and Practice Activity • Have pupils choose a paragraph in a magazine and circle the title with a red marker pen, the topic sentence with a blue marker pen, the final sentence with a green marker pen and use a pencil to underline detail sentences. • Have pupils notice whether the topic sentence is the first sentence and whether the final sentence seems to be a conclusion to the paragraph. T13 Unit 1

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M01_

Parts of a Paragraph

Writing

23 Read. Then find the title, topic sentence, detail sentences and final sentence. A title says what you are going to read about. A topic sentence gives the main idea of a paragraph. Detail sentences give us more information. A final sentence talks about the subject in a different way. My Best Friend My best friend’s name is Karen. She’s taller than me and her hair is longer than mine. Karen is clever and she is funny, too. We like playing computer games at the weekend. I’m happy to have a friend like Karen. 24 Read the sentences and say title, topic sentence, detail sentence or final sentence. 1 She is very nice and a lot of fun. 2 I’m always happy to see Aunt Elsie. 3 She likes making biscuits with my sister and me. 4 My favourite aunt is Aunt Elsie. 5 My Aunt Elsie 6 She also likes playing games with us. 25 Look at 24. Order the sentences to make a paragraph.

Writing Steps 26 Write about a friend or relative. 1 Think of a friend or relative.

2 Make a list of what they are like and why you like him/her.

3 Write a title.

4 Write a topic sentence.

5 Write three detail sentences.

6 Write a final sentence.

Unit 1 13

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Phonics

ear, air

1:13

27

Listen, read and repeat. 1

ear

2

air

1:14

28

Listen and find. Then say.

hear

chair

1:15

29 Listen and blend the sounds. 1 f-ear

fear

2 y-ear

year

3 h-air

hair

4 p-air

pair

5 f-air

fair

6 d-ear

dear

7 n-ear

near

8 s-t-air-s

stairs

1:16

30

Read aloud. Then listen and chant. A boy with big ears and fair hair, Hears the twins on the stairs. A boy with big ears and fair hair, Hears the twins sit on their chairs.

14 Unit 1 phonics (ear, air)

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Warm-Up • Say the word ear aloud and have pupils touch one of their ears. Tell pupils to listen carefully as you say some words. Have them touch one of their ears if the word has got the same sound as ear. For example, say: boy, fear, pen, year, red, table, dear, cat, near. • Then say the word hair aloud and have pupils touch their hair. Tell pupils to listen carefully as you say some words and have them touch their hair if the word has got the same sound as hair. For example, say: blue, chair, man, doll, fair, stairs, cup, pair. Using Page 14 27

1:13

Listen, read and repeat.

Explain the lesson objective – pupils will identify and name the letters and sounds ear and air individually and as part of words. • Read the directions aloud. Play audio track 1:13 and have pupils listen and read each sound as it is said. Have pupils repeat. As pupils repeat, check they are pointing to the correct sound and listen for MONITOR correct pronunciation. INVOLVE

OBJECTIVES To identify and say the letters and sounds ear and air individually and as part of words

Materials Index cards Audio tracks 1:13–17 Game (eText) Digital activities: MyEnglishLab

Page 10 Audioscript on page T137 Answers on page T147

28

1:14 Listen and find. Then say. • Read the directions aloud. Play audio track 1:14 and have pupils listen, find and point to each word and its corresponding picture as it is said. Have pupils repeat each word. Replay the audio as needed. Pupils can also check that they are pointing to the ASSIST correct word and saying it properly with a partner.

29

1:15

Listen and blend the sounds.

• Read the directions aloud. Play audio track 1:15 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. • Replay the audio and have pupils repeat the activity. As pupils repeat, check they are pointing to the correct word and listen for MONITOR correct pronunciation and appropriate intonation. 30

1:16 Read aloud. Then listen and chant. • Read the directions aloud. Read the chant while pupils follow in their books. Have them choral-read the chant as a class. • Play audio track 1:16 and have pupils listen. Replay several times and encourage them to join in. As pupils repeat the chant, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language. • Assign Activity Book page 10 and direct pupils to digital activities.

Application and Practice Activity • Have pupils make word cards and use them to play Snap! • Divide the class into pairs and have each pair make enough word cards to create a set of ten cards. Have pupils create pairs of cards by writing a word starting with ear or air on one index card and the same word on another. • Have each pair play the game by shuffling the cards and then dealing out five each. Pupils should take turns to place down one of their cards and say the word aloud. If the word matches the previous one, the first pupil to say Snap! keeps the pair. The pupil who has the most matches wins. • Have pupils play Unit 1, Game 1 on the eText.

Unit 1 T14

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OUTCOMES Pupils can use the unit vocabulary. Pupils can use adjectives to describe people. Pupils can make comparisons.

21st Century Skills Social Skills Self-Direction

Materials Index cards Game (eText) Digital activities: MyEnglishLab

Page 11 Answers on page T147

Warm-Up • Remind pupils that adjectives are words that describe people, places or things. • Play a game in which you try to fill the board with as many adjectives as you can. Write adjectives as fast as pupils can say them, adding your own as well. • Then play Charades (see Game Bank, page T135, for details) in which you mime some of the adjectives and pupils have to guess which one it is. Then ask volunteers to come up and mime an adjective of their own choice. Using Page 15 31

Complete the dialogue.

Explain the lesson objective – pupils will review the language they learnt in this unit and assess their progress so far. • Read the directions aloud and have pupils read the words in the box aloud. Have pupils complete the dialogue independently. Review answers as a class. (Answers: 1 different, 2 glasses, 3 shy, 4 taller, 5 him, 6 MONITOR darker, 7 yours, 8 blonde, 9 clever, 10 funny) INVOLVE

32

Make cards with the words below. Then play a game. • Arrange pupils in groups. Give each group a set of ten index cards. • Read the directions aloud and ask pupils to write each word on a card. • Model how to play the game. Show pupils how to place the cards facedown. Turn over a card and use the word in a sentence to describe one of the pupils in the group: Max is shorter than me. Remind pupils how to form the comparative. Listen and identify pupils who are having difficulty producing language or MONITOR who are not using a wide range of new vocabulary. Have pupils play another round of the game in which they choose two cards. Explain that they should make comparisons and connect them with a CHALLENGE conjunction such as and or but. Provide the model Max is shorter than me but my hair is longer than his.

I Can st

• 21 Self-Direction This section asks pupils to assess their own learning and think about their progress. Read the statements aloud. Explain that pupils should write the skills they feel they can do in their notebooks. Help pupils appreciate their progress. Say: The I Can statements point out what you have learnt in this unit. • Assign Activity Book page 11 and direct pupils to digital activities.

TEACHING TIP st 21 Social Skills

If pupils have trouble waiting for their turn to add to the story, remind them that you will be giving a ribbon, sticker or another small ‘prize’ to anyone who shows good manners and is considerate of others.

Application and Practice Activity • Have pupils sit in a circle. Explain that you will be telling a story together and that each person in the circle will add a new part to the story to describe an imaginary friend. • Begin the story by saying I am going to the park with my friend. She is tall and clever. Have pupils take turns around the circle, repeating the previous statement and adding their own description of the imaginary friend. I am going to the park with my friend. She is tall and smart. She’s got long wavy hair. As pupils participate in the activity, check to see that they are accurately MONITOR repeating the previous statements and adding their own original statement, rather than copying someone else’s description. • Have pupils play Unit 1, Game 2 on the eText.

T15 Unit 1

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M01_

Review 31

Complete the dialogue. A: Is that your brother?

blonde clever darker different funny glasses him shy taller yours

B: Yes, that’s Max. We’re not the same, we’re very 1 ? . He wears

2

? and he’s shy.

A: You’re not 3 ? . B: No! And I’m 4 ? than 5 ? . A: But his hair is 6 ? than 7 ? . B: Yes. I’ve got 8 ? hair. His is brown. A: Is he 9 ? ? B: Yes, he’s very clever. But I’m 10 ? ! 32 Make cards with the words below. Then play a game. big

bright

curly

dark heavy

light

long

short

small

tall

Allie’s hair is longer than mine.

I Can • make

comparisons.

• describe people.

• talk about

twins, triplets and quadruplets.

• write a

paragraph.

review/self-assessment Unit 1 15

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Our

Schedule

Objectives Project

Vocabulary • To name activities and to say how often they are done

• To make an advert and present it to the class

Culture Connection

Reading • To identify important ideas in a story (‘A Lot of Weddings!’) • To use reading strategies to understand and enjoy a story

Grammar

• Around the World: To read about people’s unusual habits around the world

Writing • To use sequence words

• To use question words what and where to ask about activities • To use how often in questions

Content Connection • Social Science: To read and talk about advertisements

Phonics • To identify and say the letters and sounds ir and ur individually and as part of words

Think Big • To develop 21st century skills and ‘bigger picture’ thinking

Key Vocabulary Activities eat out go on holiday go to a wedding go to the dentist have a guitar lesson visit my grandparents

Expressions of Frequency

Everyday English

once twice three times every day/week/ month/year/summer

And a lot of dresses for me! How about you? That’s a lot of (weddings)! Wow!

Content Words advert /advertisement alphabetical order attractive believe company habits popular

remember secret strange tool unusual website

T2A Unit 2

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Materials Pupil’s Book, Unit 2 Main unit, pages 16–27 Class Audio CD, Tracks 1:18–33

Activity Book, Unit 2 Main unit, pages 12–21 Extra grammar practice, page 99 Class Audio CD, Tracks 1:23–34

Assessment

Unit Opener Activities Family Connection Have pupils work with their families to make a collage that shows activities they do frequently at home. Pupils can cut out pictures from magazines or newspapers, print them from the internet or draw them. Encourage pupils to add labels for the pictures on strips of coloured paper and glue those labels to the collage.

Unit 2 Practice test Unit 2 Unit test Unit 2 Oral assessment

Additional Materials Flashcards 11–16 Video (eText), Unit 2 Interactive Activities, Unit 2 Digital activities (MyEnglishLab), Unit 2

Unusual Habits Bulletin Board Make a bulletin board entitled Unusual Habits. Have pupils brainstorm to list unusual habits, such eating particular food, wearing particular clothes or doing particular activities. Invite pupils to draw a picture of an unusual habit. Post pupils’ pictures on the bulletin board, grouped and labelled according to habit.

Unit 2 T2B

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Unit

2

1:18

1

Our

Schedule

Listen, look and say.

2 go on holiday

1 go to the dentist

4 visit my grandparents

3 go to a wedding

5 eat out

6 have a guitar lesson

1:19

2

Listen, find and say.

3

Play a game.

16 Unit 2 vocabulary (schedules)

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Warm-Up • Show the flashcards one at a time. Elicit from pupils what activity is depicted on each card. Ask: What’s she doing? (She’s eating.) Where is he? (at the dentist) Help pupils with new vocabulary such as dentist, wedding and guitar. Using Page 16 1

1:18

Listen, look and say.

Explain the lesson objective – pupils will learn and use verb phrases to identify and name activities. • Read the directions aloud. Play audio track 1:18. Have pupils listen, look at the photo for each corresponding activity and then repeat the phrases. Replay the audio and pause after each phrase while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. Ask pupils MONITOR to repeat each phrase aloud after you, if necessary. ASSIST Replay the audio as needed. INVOLVE

2

1:19 Listen, find and say. • Point to the children in the pictures in Activity 1 and name each activity. Have pupils repeat after you. Randomly say an activity and have pupils point to the correct picture. • Read the directions aloud. Play audio track 1:19. Have pupils listen, point to each activity in the photographs in Activity 1. Ask them to show the answer by raising the correct number of fingers. For example, for visit my grandparents, pupils should find the corresponding image on the page, see that it’s number 4 and raise four fingers. Check to make sure pupils are pointing to the correct image. Pupils can also repeat the activity in pairs, showing or saying the correct number for each MONITOR verb phrase to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards.

OBJECTIVES To identify and name activities

Key Vocabulary Verb Phrases: eat out, go on holiday, go to a wedding, go to the dentist, have a guitar lesson, visit my grandparents

21st Century Skills Collaboration

Materials Flashcards 6–11 Index cards Marker pens or crayons, coloured pencils Audio tracks 1:18–19 Interactive activities (eText) Digital activities: MyEnglishLab

Page 12 Answers on page T147

3

Play a game. • Play Charades (See Game Bank, page T135, for details) with the class. Mime one of the activities in Activity 1 and have pupils guess what you are miming. The pupil who guesses correctly has a turn to mime another activity. Repeat until all pupils have had a turn. Listen for proper pronunciation and appropriate intonation. Pupils can also MONITOR play the game again in small groups or pairs. • Assign Activity Book page 12 and direct pupils to digital activities.

Application and Practice Activity st • 21 Collaboration Have pupils work in pairs to make cards for a game of Snap! Allocate 3 different activities to each pupil in the pair and ask them to draw a picture of the activity on one index card and to write the verb phrase on another index card. (So, each pupil makes 6 cards in total.) • Have each pupil put their six cards into a pile, shuffle the cards and then deal out six cards each. • Pupils play the game by taking turns to put a card face-up on a pile. If a card matches the preceding one (e.g., the verb phrase matches the picture), then the first person to say Snap! keeps the pair. The winner is the person with the most cards at the end of the game. While pupils are playing, check that they are able to read and match verb MONITOR phrases to the correct pictures. ASSIST Write up key vocabulary on the board for pupils to use on their cards.

Unit 2 T16

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OBJECTIVES To talk about regular activities To use expressions of frequency To sing a song

Key Vocabulary Expressions of frequency: once, twice, three times, every day/ week/month/year/ summer Verb Phrases: eat out, go on holiday, go to a wedding, go to the dentist, have a guitar lesson, visit my grandparents

21st Century Skills Critical Thinking

Materials Flashcards 11–16 Calendar, toothbrush or hairbrush, strips of paper Audio tracks 1:20–23 Audioscript, page T137 Interactive activities (eText) Digital activities: MyEnglishLab

Our

Warm-Up • Display a calendar. Point to your birthday date and say: I have a birthday once a year. I don’t have a birthday every day. Mark your birthday on the calendar and have volunteers come up and mark their birthdays. (If birthdays are not appropriate, mark your name day or another personal celebration.) • Hold up a toothbrush or a hairbrush. Say: I brush my teeth/hair every day. I brush my teeth/hair three times a day. Ask: How many times did you brush your teeth today? A volunteer can answer by making ticks on today’s date. • Have pupils play a guessing game. In small groups, pupils take turns choosing a flashcard and miming the activity while the others try to guess how often he/she does it.

Schedule Using Page 17 4

Listen and sing. Find the nine activities Sam does.

1:22

Listen and complete.

Explain the lesson objective – pupils will sing a song and use expressions of frequency to talk about regular activities. • Read the directions aloud. Play audio track 1:20. Have pupils read along silently. • Replay the audio and have pupils sing along. Do this several times.Then ask pupils to read the song silently and find the nine activities Sam does. • Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 1:21). Or, if you wish, save the karaoke version for use at another time as a fun way to review the song. Review answers as a class. (Answers: go to school, watch a film, stay up late, play, MONITOR go to the dentist, do the dishes, make my bed, take out the rubbish, I feed the cat) Replay the audio as needed. Use gestures and simple language to explain ASSIST unfamiliar words. INVOLVE

5 Page 13 Audioscript on page T137 Answers on page T147

1:20 1:21

• Read the directions aloud. Play audio track 1:22 and have pupils read and listen for the words to complete the sentences. Review answers as a class. (Answers: 1 go to the, 2 go on holiday, 3 eats out, MONITOR 4 have guitar lessons) ASSIST Replay the audio as needed. For additional support, use the flashcards. 6

Look at 1. Ask and answer for you. Use the words in the box.

• Read the directions aloud. Read the speech bubbles aloud while pupils follow in their books. Have pupils repeat the dialogue aloud after you. • Choose volunteers to model the dialogue. Have pupils reverse roles and repeat. • Have pupils work in pairs to ask and answer questions about activities they do, following the model given. Listen for proper pronunciation, appropriate intonation and correct use of MONITOR vocabulary. st 21 Critical Thinking • Pupils can discuss the question in pairs or small groups. Ask volunteers to share their responses with the rest of the class. (Possible answers: brush your teeth, make your bed, have a shower, do your homework) • Assign Activity Book page 13 and direct pupils to digital activities.

Application and Practice Activity • Have pupils make morning schedules. Model how to do this by writing the activities you do every morning on strips of paper, such as eat breakfast, make my bed, get dressed. Put the strips in the order in which you might do them. • Have pupils make their own schedules following your model. Then have them talk with a partner about their schedules using language learnt in the lesson. T17 Unit 2

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M02_

0 1:21 1:2

4

Listen and sing. Find the nine activities Sam does.

Things We Do! There are lots and lots of things That I do every day, Like go to school, watch a film, Stay up late and play! But there are lots of other things I don’t want to do so much, , Like go to the dentist, do the dishes Make my bed and such. How often do you do these things? r? Every day? Once a week? Once a yea I take out the rubbish On Tuesdays before school. And I feed our funny cat But I don’t mind – she’s cool. Chorus

1:22

5

6

Listen and complete. 1 I ? dentist twice a year.

2 They ? every winter.

3 She ? with her parents every Friday.

4 We ? four times a month.

Look at 1. Ask and answer for you. Use the words in the box. once *

twice **

three times ***

every day/week/month/year/summer

How often do you go to the dentist?

I go three times a year.

What activities should you do once a day? Explain.

song/vocabulary (expressions of frequency) Unit 2 17

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Story 1:24

7

Listen and read. Where is Christina going this weekend?

eddings! A Lot of W What are you doing this weekend, Amanda?

How often do you go to weddings?

How often do you see your grandma?

I’m going to my grandma’s house.

Wow! That’s a lot of weddings!

About three times a year. I’ve got lots of cousins!

And a lot of dresses for me! Every Saturday.

1

Christina and Amanda are talking about their weekend plans.

How about you? What are you doing this weekend?

I’m going to my cousin’s wedding.

2

5

Amanda sees her grandma once a week.

Oh! Do you like going to weddings?

8

Christina has to go to a lot of weddings.

6

Christina is thinking about all the dresses she has to wear to her cousins’ weddings.

Find the mistakes and correct the sentences. 1 Amanda is going to her friend’s house this weekend. 2 Amanda visits her grandma every Sunday. 3 Christina is going to her uncle’s wedding. 4 Christina is happy about her weekend. 5 Christina goes to weddings three times a week. 6 Christina likes wearing dresses.

Do you like wearing different clothes for special occasions? Is it good to have lots of cousins? Why/Why not?

No, I don’t because I have to wear a dress.

3

Christina isn’t happy about her weekend plans.

4

Christina doesn’t like wearing dresses.

18 Unit 2

reading Unit 2 19

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Warm-Up • Review family words: grandma, grandad, mother, father, sister, brother, aunt, uncle, cousin. Draw a family tree on the board, using Grandma and Grandad labels at the top of the tree and then branching down to show other family members, including cousins. • Give pupils index cards with words for family members written on them. Have pupils stand in a family tree formation based on the words on their cards. Using Page 18 7

1:24 Listen and read. Where is Christina going this weekend? Explain the lesson objective – pupils will listen and answer questions about a story. • Read the story title aloud. Have pupils repeat it. Ask: What are Christina and Amanda talking about? (They are talking about their plans for the weekend.) • Read the directions aloud. Draw attention to the question: Where is Christina going this weekend? Play audio track 1:24. Have pupils listen and read along silently. Ask comprehension questions about the story. Encourage pupils to answer using complete sentences. Ask: Where is Christina going this weekend? (She’s going to her cousin’s wedding.) MONITOR Look at Frame 4. How can you tell Christina doesn’t like wearing dresses? (She says she doesn’t. She doesn’t look happy.) Replay the audio as necessary. Pause after each frame and explain unfamiliar words. Draw ASSIST attention to everyday language such as: That’s a lot of (weddings)! • Divide the class into two groups and assign one group to read Christina’s lines and the other group to read Amanda’s lines. INVOLVE

Have pupils use the illustrations to tell the story in their own words. Remind them that, just as speech bubbles tell you what the characters are saying, the thought bubbles use pictures to show what the characters are thinking.

T18 Unit 2

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Using Page 19 8

Find the mistakes and correct the sentences.

• Read the directions aloud. Read the first item aloud and ask a volunteer to answer. Have pupils correct the mistake. Then have pupils complete the activity independently. Review answers as a class. (Answers: 1 Amanda is going to her grandma’s house this weekend., 2 Amanda visits her grandma every Saturday., 3 Christina is going MONITOR to her cousin’s wedding., 4 Christina isn’t happy about her weekend., 5 Christina goes to weddings three times a year., 6 Christina doesn’t like wearing dresses.) Have pupils look at the story frames again to check details and find the ASSIST answers. To extend the activity, have pupils work in pairs to make up their own correct and incorrect sentences based on the story and then exchange sentences with CHALLENGE another pair of pupils. st

21 Critical Thinking • Read the questions aloud. Have pupils discuss in pairs. Allow time for each pupil to have a turn to express their opinions to a partner. At the end of the discussion, have volunteers share their responses with the whole class. • Assign Activity Book page 14 and direct pupils to digital activities. Application and Practice Activity • Use the flashcards to do a class survey. Make a T-chart on the board with the column headings Like/Likes and Don’t Like/Doesn’t Like. Have volunteers come up, one at a time and choose a flashcard. Then they should ask: Do you like to (activity shown on card)? The pupil should record the class’s answers by making tally marks in each column of the chart. Then have pupils talk about the information shown on the chart. Model: Most people like to eat out.

OBJECTIVES To read unit language in context To read for understanding and enjoyment To read and draw conclusions

Key Vocabulary Expressions of frequency: every Saturday, three times a year Verb phrase: go to a wedding

21st Century Skills Communication Critical Thinking

Materials Flashcards 11–16 Index cards with these words written on them: grandma, grandad, mother, father, brother, sister, aunt, uncle, cousin (more than one card for some words, particularly cousin) Small balls Audio track 1:24 Digital activities: MyEnglishLab

Page 14 Answers on page T147

Summary Christina and Amanda talk about their weekend plans. Christina has to go to her cousin’s wedding and she isn’t happy about it. She doesn’t like wearing dresses and she has to go to weddings three times a year because she has so many cousins.

TEACHING TIP st 21 Communication When pupils ask and answer questions in pairs, remind them of the importance of listening closely and giving their partner enough time to finish speaking during a conversation. As they work with their partners, give each pair a ‘talking ball’. Explain that only the person holding the ball can speak. Have partners pass the ball to each other as they ask and answer questions.

Unit 2 T19

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Story 1:24

7

Listen and read. Where is Christina going this weekend?

gs! n i d d e W f A Lot o What are you doing this weekend, Amanda?

How often do you see your grandma?

I’m going to my grandma’s house.

Every Saturday.

1

Christina and Amanda are talking about their weekend plans.

How about you? What are you doing this weekend?

I’m going to my cousin’s wedding.

2

Amanda sees her grandma once a week.

Oh! Do you like going to weddings?

No, I don’t because I have to wear a dress.

3

Christina isn’t happy about her weekend plans.

4

Christina doesn’t like wearing dresses.

18 Unit 2

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M02_

How often do you go to weddings?

Wow! That’s a lot of weddings!

About three times a year. I’ve got lots of cousins!

And a lot of dresses for me!

5

8

Christina has to go to a lot of weddings.

6

Christina is thinking about all the dresses she has to wear to her cousins’ weddings.

Find the mistakes and correct the sentences. 1 Amanda is going to her friend’s house this weekend. 2 Amanda visits her grandma every Sunday. 3 Christina is going to her uncle’s wedding. 4 Christina is happy about her weekend. 5 Christina goes to weddings three times a week. 6 Christina likes wearing dresses.

Do you like wearing different clothes for special occasions? Is it good to have lots of cousins? Why/Why not?

reading Unit 2 19

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Language in Action 1:25

9

Listen and look at the sentences. Help Sam and Christina make more.

go to a wedding

is she

Where

are you

What I

11

going

eat out

tonight

’s visiting her grandparents

She

10

go to the dentist

doing

? .

after school

’m having a guitar lesson

?

.

Complete the questions. Then match. 1 ? are they doing after school?

a She’s going to the library.

2 ? is your sister going?

b They’re going shopping.

3 ? are we going after dinner?

c He’s helping in the school garden.

4 ? is Mr Lee doing after school?

d We’re visiting our grandparents.

Put the words in order. Make questions and answers. Then make your own to test your partner. 1

he

2

tonight?

3

eating out

4

going

5

visiting

tomorrow?

Where

are

doing

is What

We’re

town.

on

My family

are He’s

his

going

next

your parents

in holiday weekend.

this summer. friend

20 Unit 2 language practice (What are you doing tonight? Where are you going this weekend?)

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Warm-Up • Play a combination of Hide-and-Seek and Charades (See Game Bank, page T135, for details) with the class. Explain that one pupil will hide while the other pupils cover their eyes and count. Explain to the hiding pupil that when he or she is discovered, the pupil will have to mime one of the activities on the flashcard and the class will guess what it is. • Ask: Where’s (pupil’s name)? Have pupils look around and locate the hidden pupil. Have the pupil mime one of the activities. Ask: What’s he doing? Have pupils guess. Repeat the activity with other volunteers. Using Page 20 9

Listen and look at the sentences. Help Sam and Christina make more. 1:25

INVOLVE

• • • • MONITOR

ASSIST

Explain the lesson objective – pupils will use the words what and where to ask about activities. Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. Read the directions aloud. Play audio track 1:25. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. Read the sentences aloud again. Elicit or give one or two other possible sentences, which can be formed using the phrases on the board. Have pupils practise the target language in pairs, using the alternative language on blocks at the top of the board. Check for understanding. Review possible sentences as a class. Ask pairs to say a sentence that they have made aloud. Ask questions about activities using what and where. Have pupils repeat each question and help them to answer using different verb phrases.

OBJECTIVES To use the words what and where to ask about activities

Key Vocabulary Verb phrases: eat out, go on holiday, go to the dentist, have a guitar lesson, visit my grandparents

Materials Flashcards 11–16 Magazines or books Audio tracks 1:25–26 Digital activities: MyEnglishLab

Page 15 Audioscript on page T138 Answers on page T147

10

Complete the questions. Then match. • Read the directions aloud. Explain to pupils that they should complete each question with what or where and then match each question to the correct answer. Complete the first item as a class. • Have pupils complete the rest of the activity independently. Review answers as a class. (Answers: 1 What – b, 2 Where – a, 3 Where – d, MONITOR 4 What – c) 11

Put the words in order. Make questions and answers. Then make your own to test your partner.

• Read the directions aloud. Have pupils put the sentences in order. Then have pupils make up their own muddled sentences for a partner to put in order. Review answers as a class. (Answers: 1 Where’s he going tomorrow?, 2 What are your parents doing tonight?, 3 We’re eating out in town., 4 My family are going on MONITOR holiday this summer., 5 He’s visiting his friend next weekend.) • Have volunteers write up one of their muddled sentences on the board to test the class. ASSIST Write a few muddled sentences on the board for pupils to put in order. • Assign Activity Book page 15 and direct pupils to digital activities.

Application and Practice Activity • Arrange pupils in pairs and give each pair a magazine or book. Have pupils browse through the pictures and make up questions and answers about what the people in the pictures are doing. Model: Where are they going? They’re going shopping. What are they doing tonight? They’re eating out in a restaurant.

Unit 2 T20

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OBJECTIVES To talk about activities using expressions of frequency To ask about activities using how often, what and where

Key Vocabulary Expressions of frequency: once/twice/ three times /every day/ week /month /year/ summer Verb phrases: eat out, go to a wedding, go to the dentist

21st Century Skills Communication

Materials Flashcards 11–16 Index cards with days of the week Small balls Photocopies of calendar months with days circled to indicate expressions of frequency such as every Tuesday, twice a month and once a week Interactive activities (eText) Digital activities: MyEnglishLab

Page 16 Answers on page 147

Warm-Up • Have seven pairs of pupils stand in front of the class. Give one pupil in each pair an index card with a day of the week. Give the other pupil in the pair a flashcard. Say: They are showing my schedule for the week. What do I have to do on Monday? Have the ‘Monday pair’ work together to make a statement. Model: It’s Monday. I have to go to the dentist. Continue with the rest of the week. Explain the phrase ‘Let’s swap’, then encourage them to swap cards and restate their sentences. Using Page 21 12

Read. Then put these phrases in order. Start with twice a day. Then make sentences for you.

Explain the lesson objective – pupils will use how often, what, where and expressions of frequency to ask and talk about about activities. • Read the directions aloud. Have pupils read the word box aloud with you. Tell them that they should order the phrases from most frequent to least frequent. Write twice a day on the board. Elicit the next phrase that follows and write this on the board (once a day). • Have pupils continue putting the phrases in order, independently. Review answers as a class. (Answers: twice a day, once a day, three times a week, MONITOR every Tuesday, every month, twice a year, every spring) • Read the speech bubbles aloud. Model or elicit one or two sentences using different phrases, as an example. Have pupils write down their own sentences. Ask volunteers to read aloud their sentences to the class. ASSIST Write a list of activities on the board for pupils to use in their sentences. INVOLVE

13

Answer the questions for you. • Read the directions aloud and have pupils read the questions aloud. Elicit or model a possible answer for the first item and then have pupils complete the activity independently. Ask volunteers to read aloud their answers to the class. Check for appropriate MONITOR expressions of frequency, correct language and vocabulary. 14

Correct these sentences for you. • Read the directions aloud. Explain to pupils that they should correct each sentence with an appropriate expression of frequency. Do the first item as a class and then have pupils complete the activity independently. MONITOR Ask volunteers to read aloud their answers to the class. 15

Ask and answer st

• 21 Communication Read the directions aloud and have two volunteers read the speech bubbles aloud. Elicit other possible questions to ask and answer. • Have pupils continue the activity in pairs. Remind them of the importance of listening quietly when someone is speaking. Encourage them to use the ‘talking ball’ during their conversation. Check to see that pupils are able to ask and answer questions about a variety MONITOR of activities and that they listen closely while their partners are speaking. • Assign Activity Book page 16 and direct pupils to digital activities.

Application and Practice Activity • Have pupils work in pairs. Give each pair a photocopy of a calendar month on which you have circled days to represent every, once, twice and three times. Have pupils work in pairs to write a sentence about something they do using that expression of frequency. Model: My family eats out once a month.

T21 Unit 2

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M02_

Language in Action 12

Read. Then put these phrases in order. Start with twice a day. Then make sentences for you. twice a week

every Thursday

once a month

three times a year

every month every spring every Tuesday once a day twice a year three times a week twice a day

every summer I visit my grandparents every month. What do you do every month?

13

Answer the questions for you. 1 How often do you go to the dentist? 2 How often do you play sports? 3 How often does your English teacher give tests? 4 How often does your best friend come to your house?

14

Correct these sentences for you. 1 I go to the dentist once a week. 2 My family eat out every weekend. 3 My sister does the dishes twice a year. 4 My grandma makes her bed every winter. 5 I go to a wedding every Saturday.

15

Ask and answer. What are you doing this weekend?

How often do you eat out?

I’m going to the park and eating out on Sunday. About once a month.

language practice (How often...? Expressions of frequency) Unit 2 21

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Content Connection

Social Science

1:27

16

18

Look, listen and repeat. advert

attractive

believe

company

popular

remember

Read and answer. 1 Where can you find advertisements?

tool

2 Why do companies advertise their products? 3 What tools do advertisers use to sell their products?

1:28

17

Listen and read. What do companies want you to do?

4 What do companies tell you about their products?

Advertising

19

YUMMY BEAR’S

Companies spend a lot of money on advertising. Advertisements, or adverts, are everywhere. They are all around you! Here are some places you can find adverts:

TV

magazines

s website

n e ws

radio

Companies want you to buy things. The job of advertising is to make you want to buy those things. What kinds of tools do advertisers use? They use tools such as these: Characters: a cartoon character on a box of cereal Famous People: a basketball player selling sports shoes Slogans and Jingles: words and tunes that you remember all day Design: bright colours and interesting images to catch your eye

pape

no w !

Only

2.99

This delicious new cereal is good for you. It will make you healthier.

billboards

make you happier. make you more popular. make you look more attractive. make you look older or younger.

Bu y it

CRISP Y CRUNCH

rs

Many companies try to sell things to kids. Do you believe adverts? Be careful! Advertisers know what you like. They try to make you think that their product can do these things for you: • • • •

Read. Then talk about the advert.

Do you like this advert?

Yes, and the advert tells you that the cereal will make you healthier.

Yes, I do. It uses a character to sell the product. I like the bear, he’s cool!

FANTASTIC BIK E!

PROJECT 20

Make an advert.. Then present it to the class.

This fantastic bike makes you go faster. It makes you healthier, too. Buy it now! Only €100.

Describe your favourite advert. What tools do the advertisers use? What does the advert tell you? 22 Unit 2

content connection (advertising) Unit 2 23

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Warm-Up • Hold up a pencil. Tell pupils that this pencil is the best pencil in the world. If they use this pencil, their answers on tests will always be correct. Ask pupils how much they might pay for such a pencil. Then hold up another pencil. Tell pupils that this pencil is just an ordinary pencil. Ask how much they might pay for it. Have a volunteer write with both pencils. Ask if they notice any difference between them. Then talk about how persuasive words can be. Using Page 22 16

1:27 Look, listen and repeat. Explain the lesson objective – pupils will read and talk about advertisements. They also make INVOLVE an advert and present it to the class. • Read the directions aloud. Play audio track 1:27 and have pupils follow in their books. Play the audio again while pupils listen and repeat. • Tell pupils that they will learn the meaning of these words in the context of the article. Or, if you wish, have pairs of pupils look up the words in a dictionary before reading the text. Write words on the board, point to them and say them aloud. Have pupils listen and repeat. (Pupils can also do this in pairs, pointing randomly at words in their books and practising MONITOR saying them.) ASSIST Replay the audio as needed.

17

1:28

Listen and read. What do companies want you to do?

• Read the directions aloud and have pupils read the headings in the text. Elicit possible answers to the question before pupils listen and read the text. • Play audio track 1:28 and have pupils listen and read along silently. • Ask questions to check for understanding. Ask: What is the job of advertising? (to get people to buy things) What tools do they use? (characters, famous people, slogans and jingles, design) What do they try to make you think? (that their product can make you happier/more popular/ more attractive/younger) Ask the question: What do companies want you to do? Pupils look back at the text to find the MONITOR answer. (They want you to buy their products.) Replay the audio as needed. Have pupils note down any words they don’t understand and ASSIST help them work out their meanings from context.

T22 Unit 2

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st

21 Critical Thinking • Write the names of some well-known adverts on the board and ask pupils to tell you what words and tools the advertisers use to persuade people buy the product. Make notes of pupils’ answers on the board. Have pupils discuss the questions in pairs or small groups. Ask volunteers to share their responses with the rest of the class. Encourage pupils to refer to information they learnt in the text when thinking critically about their favourite advert.

OBJECTIVES To read and talk about advertisements To think critically about the message in adverts To make an advertisement

Using Page 23 18

Read and answer.

• Read the directions aloud and have pupils read aloud the questions. Explain that pupils should read the text in Activity 17 to answer the questions. Do the first item as a class and then have pupils complete the activity independently or in pairs. Review answers as a class. (Answers: 1 They are on TV, radio, magazines, billboards, websites and newspapers., 2 They want you to buy them., 3 They MONITOR use characters, slogans, jingles, famous people and designs., 4 They tell you their product will make you happier/more popular/look more attractive/look older or younger.) Model how to find the answers in the text by pointing to and reading aloud ASSIST the relevant sentences. 19

Read. Then talk about the advert. • Read the directions aloud. Have pupils look at the advert and ask two volunteers to read the speech bubbles aloud. • Elicit or model one or two other possible sentences that you could make about the advert. For example: I like the name, Crispy Crunch. I can remember it well. Have pupils complete the activity in pairs. While pupils are working, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language and vocabulary. 20

Make an advert. Then present it to the class.

• Read the directions aloud. Have pupils look at the example of the advert in their book and read the caption aloud while they follow. • Have pupils work alone, in pairs or in small groups to make their own adverts. They may draw pictures or cut out pictures from old magazines, newspapers or the internet. They should write captions for their adverts as well, following the example. Encourage them to use at least one advertising tool mentioned in Activity 17. Have pupils present their adverts to the rest of the class. Listen for correct MONITOR pronunciation, appropriate intonation and correct use of language. While pupils are making their adverts, help them with ideas for advertising ASSIST their product as necessary. • Assign Activity Book page 17 and direct pupils to digital activities.

Application and Practice Activity • Working in pairs or in small groups, have pupils find an advert they like in a magazine or newspaper. Write these questions on the board and ask: What is the advert for? Who is the advert for? What tools does the advertiser use? Have each pair or group hold up their advert to the class and share their responses to the questions. Check to make sure that pupils think critically about each advert. Point out features that might signal that the advert is designed for children, such as a MONITOR cartoon character or a celebrity popular with young people. If pupils have difficulty answering the questions, model how to restate the question using the conjunction because. For example: This advert is for children ASSIST because it has got a popular cartoon character. • Have pupils view the Unit 2 video segment. Use the Video Guide.

Content Words advert, attractive, believe, company, popular, remember, tool

21st Century Skills Critical Thinking

Materials Two pencils Old magazines or newspapers A3 paper Marker pens and/or crayons Audio tracks 1:27–28 Interactive activities (eText) Video (eText) Digital activities: MyEnglishLab

Page 17 Answers on page T148

TEACHING TIP Ethics Ask pupils to think about how they feel when someone tricks or fools them. Explain: Imagine that your friend promises you that playing video games with him will make you do better in a test. You believe your friend and play video games but then you fail the test. Ask: How might you feel? Remind pupils of these feelings when you discuss what adverts promise to do for people. Ask: Is it right to make people believe something that isn’t true?

Unit 2 T23

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Content Connection

Social Science

1:27

16

Look, listen and repeat. advert

attractive

believe

company

popular

remember

tool

1:28

17

Listen and read. What do companies want you to do?

Advertising

Companies spend a lot of money on advertising. Advertisements, or adverts, are everywhere. They are all around you! Here are some places you can find adverts:

magazines

TV

s e t i s b we

radio

Companies want you to buy things. The job of advertising is to make you want to buy those things. What kinds of tools do advertisers use? They use tools such as these: Characters: a cartoon character on a box of cereal Famous People: a basketball player selling sports shoes Slogans and Jingles: words and tunes that you remember all day Design: bright colours and interesting images to catch your eye

n

pe a p s ew

rs

billboards

Many companies try to sell things to kids. Do you believe adverts? Be careful! Advertisers know what you like. They try to make you think that their product can do these things for you: • • • •

make you happier. make you more popular. make you look more attractive. make you look older or younger.

Describe your favourite advert. What tools do the advertisers use? What does the advert tell you? 22 Unit 2

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18

Read and answer. 1 Where can you find advertisements? 2 Why do companies advertise their products? 3 What tools do advertisers use to sell their products? 4 What do companies tell you about their products?

19

Read. Then talk about the advert.

YUMMY BEAR’S

Bu y it

CRISP Y CRUNCH

n ow!

On ly

2.99

This delicious new cereal is good for you. It will make you healthier.

Do you like this advert?

Yes, and the advert tells you that the cereal will make you healthier.

Yes, I do. It uses a character to sell the product. I like the bear, he’s cool!

FANTASTIC BIK E!

PROJECT 20

Make an advert.. Then present it to the class.

This fantastic bike makes you go faster. It makes you healthier, too. Buy it now! Only €100.

content connection (advertising) Unit 2 23

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Culture Connection

Around the World

1:29

21

Listen and read. What does hatman22 do?

l a u s u n U

Habits

People all over the globe have got unusual habits. Here is a page from a website that explores this secret world.

What unusual habits have you got? I live in Libya, Africa. It’s REALLY hot all the time. So I take a birdsong shower three times a day. I know it’s a lot. But it cools me off 11:38 a.m. and I like to feel clean! reply racerXYZ 11:40 a.m. reply snowflake 11:43 a.m. reply hatman22 11:44 a.m. reply ABC_girl 11:49 a.m. reply tbear02 11:57 a.m. reply

I’ve got a strange habit. I never touch doorknobs. I really like sliding doors because they haven’t got doorknobs. Lucky for me that I live in Tokyo, Japan. We’ve got lots of sliding doors here. My habits aren’t really unusual. Well, there’s one. I drink milk twice a day. But always WITH ICE. I can only drink really COLD milk. Our milk here in Hertfordshire, England, is delicious. I wear a hat every day. I wear it to school. I wear it to bed. I even wear it in the shower! I guess that’s pretty strange. But it’s cold where I live – in Rio Grande, Argentina. You guys haven’t got strange habits. Listen to this! I always put the books on my shelf in alphabetical order. I check them every morning. If one is in the wrong place, I fix it. I’m a little like you, ABC_girl. I make my bed every morning. Then I put all my stuffed animals on the bed. The animals have to be in the same place every day.

22 Find these words in the text. What do they mean? alphabetical order

doorknobs

ice

sliding doors

Has anyone in your family got unusual habits? Explain. 24 Unit 2

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Warm-Up • Give each of four teams an index card with one of these places written on it: Libya, Africa; Tokyo, Japan; Hertfordshire, England; Rio Grande, Argentina. • Explain that team members will work together to find their place on a world map or globe. Time each team as they locate their place and record it. Mark each place with a sticky note. After the places have been located, share the teams’ times and congratulate the winning team. Have pupils talk about what they think each place might be like. Using Page 24 21

1:29 Listen and read. What does hatman22 do? Explain the lesson objective – pupils will read and talk about unusual habits INVOLVE people around the world have. • Write the word unusual on the board. Underline the prefix un-. Ask if anyone can remember what the prefix means. Remind pupils that un- means ‘not’, so unusual means ‘not usual’ or ‘strange’. • Write these vocabulary items on the board: alphabetical order, habits, secret, strange, unusual. Have pupils listen for and locate these words in the article. • Read the directions aloud. Play audio track 1:29 and have pupils listen, read and follow in their books. Check for comprehension. Ask: What does hatman22 do? Pupils look back at MONITOR the text to find the answer. (Hatman22 wears a hat every day.) ASSIST Replay the audio as needed. Discuss the screen names of the bottom four people and how they reflect the person’s habit. Have pupils make up new screen names for the first two people CHALLENGE to make the screen names reflect their habits.

OBJECTIVES To read and talk about habits people have got around the world and compare with those of the pupils

Content Words alphabetical order, habits, secret, strange, unusual

21st Century Skills Think Creatively

Materials World map or globe Index cards labelled Libya, Africa; Tokyo, Japan; Hertfordshire, England; Rio Grande, Argentina Watch with second hand or timer Sticky notes Audio track 1:29 Digital activities: MyEnglishLab

Page 18 Answers on page T148

Have pupils make up fictional characters with unusual habits. Invite them to write an entry that their character might have written. Remind pupils to use expressions of frequency in their entry, such as twice a day or every night. 22

Find these words in the text. What do they mean?

• Read the directions aloud. Have pupils read the words in the box aloud. • Have pupils find each word in the text and work out their meaning from context. They may use a dictionary to help them. Do the first item as a class. Then have pupils complete the activity independently. Review answers as a class. (Answers: alphabetical order: to put something in order from A-Z, doorknobs: you turn them to open doors, ice: frozen water, sliding MONITOR doors: doors that don’t open outwards but slide) Model how to work out the meaning of a word from context and/or to check ASSIST its meaning in the dictionary. st

21 Think Creatively • Read the question aloud as pupils follow in their books. Write one of your unusual habits on the board and tell pupils why you have got this habit. Pupils can discuss the questions in pairs, in small groups or as a class. • Assign Activity Book page 18 and direct pupils to digital activities. Application and Practice Activity • Have pupils choose one of the people from the message board who they would like to write an email to. Group pupils who choose the same person so they can work together to create the email. Model: Snowflake, I thought your habit was interesting. I drink water with ice five times a day. Allow pupils to share their emails with the class. Unit 2 T24

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OBJECTIVES To use sequence words in writing

Materials Flashcards 11–16 Index cards Paper, drawing materials Digital activities: MyEnglishLab

Warm-Up • Have pairs of pupils use index cards with sequence words written on them to mime their morning routine. One pupil should hold up a card while the other mimes one of his or her morning activities. Model: First, I get out of bed. Then I eat breakfast. After that, I brush my teeth. Finally, I get dressed. • Have volunteers use complete sentences to say what the pair is doing. Using Page 25 23

Read and find.

Explain the lesson objective – pupils will learn how to use sequence words in a paragraph to describe their daily routine and what they do at weekends. • Read the examples aloud. Ask pupils to point to and name the sequence word in each sentence. • Then have pupils read the paragraph and find the sequence words. Have pupils point to and name each sequence word. Do the first item as a class. Then have pupils complete the activity independently or in pairs. MONITOR Review answers as a class. (Answers: First, Next, Then, After that, Finally) Have pupils review the sequence of activities in the box and compare and CHALLENGE contrast the schedule to their own school day. INVOLVE

Page 19 Answers on page T148

24

Complete with sequence words. • Read the directions aloud. Model the first item. Ask: What sequence word tells you what happens as soon as the family gets to the beach? (First) • Have pupils complete the activity independently. Review answers as a class. (Answers: 1 First, 2 Next, 3 After that/Then, 4 Then/ MONITOR After That, 5 Finally) 25

Write a list of things you do on Saturdays. Then number them in the correct order.

• Read the directions aloud. Model making the list of Saturday activities: Every Saturday, I have pancakes for breakfast. I go to the gym. I visit my sister. Have pupils complete the activity independently. MONITOR Check pupils’ lists, pointing out uses of new vocabulary. If pupils are having difficulty thinking of activities they do on Saturdays, have ASSIST them refer to the flashcards for ideas. 26

In your notebook, write a paragraph about what you do on Saturdays. Use sequence words. Share your paragraph with the class.

• Read the directions aloud. Model creating a topic sentence for the paragraph: My Saturdays are very busy. Then model the next sentence: First, I make pancakes for breakfast. • Have pupils complete the activity independently. Check to make sure that pupils are using the sequence words and vocabulary MONITOR correctly. • Assign Activity Book page 19 and direct pupils to digital activities.

TEACHING TIP Writing Process Display the paragraph Writing Steps that were introduced to pupils in Unit 1. Encourage pupils to refer to them as they write their paragraphs.

Application and Practice Activity • Have pupils make a comic strip that shows the steps in a process they do frequently e.g., making a sandwich or riding bikes. • To begin, pupils should list the steps of the process. Then they should draw a blank storyboard with a panel for each step. • Then pupils should draw a picture of each step in each panel. Have pupils complete their comic strips by writing captions that begin with sequence words.

T25 Unit 2

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M02_

Sequence Words

Writing

23 Read and find. Sequence words tell the order in which things happen. Here are some examples: My Day at School Fi rst, we’ve got a Maths lesson. Next, we’ve got a spelling test. Then we have lunch. After that, we’ve got an English lesson. Finally, we’ve got a P.E. lesson. Use first for the first activity. Use finally for the last activity. For the activities in between, you can use the sequence words in any order. This weekend I’m going to visit my grandparents. First, we’re going to the park to fly kites. Next, we’re going to the zoo to feed the animals. Then we’re going home for lunch. After that, we’re playing basketball outside. Finally, we’re going to watch a film and eat pizza!

24 Complete with sequence words. My family and I always go to the beach on Saturdays in the summer. 1 ? , we go swimming in the sea. 2 ? , we have a picnic under our big yellow umbrella. 3

? my mum and dad read magazines and my brothers and I go swimming again

all afternoon. 4 ? , we all get in the car to go home. 5 ? , we stop for ice cream! 25 Write a list of things you do on Saturdays. Then number them in the correct order. 26 In your notebook, write a paragraph about what you do on Saturdays. Use sequence words. Share your paragraph with the class. Unit 2 25

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Phonics

ir, ur

1:30

27

Listen, read and repeat. 1

ir

2

ur

1:31

28

Listen and find. Then say.

bird

surf

1:32

29 Listen and blend the sounds. 1 g-ir-l

girl

2 sh-ir-t

shirt

3 f-ur

fur

4 h-ur-t

hurt

5 s-k-ir-t

skirt

6 s-ir

sir

7 c-ur-l

curl

8 t-ur-n

turn

1:33

30

Read aloud. Then listen and chant. Two girls with red curls, Two cats with black fur, Two boys with white shirts, Are watching birds!

26 Unit 2 phonics (ir, ur)

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Warm-Up • Say aloud the word girl and have pupils point to a girl in the class. Tell pupils to listen carefully as you say some words. Have them point to a girl if the word has got the same sound as girl. For example, say: bat, skirt, pencil, shirt, blue, tap, bird, cat, sir. • Then say aloud the word curl and have pupils point to someone with curly hair. Tell pupils to listen carefully as you say some words and have them point to someone with curly hair if the word has got the same sound as curl. For example, say: blue, turn, man, doll, fur, hurt, cup, surf. Using Page 26

OBJECTIVES To identify and say the letters and sounds ir and ur individually and as part of words

Materials Index cards Audio tracks1:30–34 Game (eText) Digital activities: MyEnglishLab

27

1:30 Listen, read and repeat. Explain the lesson objective – pupils will identify and name the letters and INVOLVE sounds ir and ur individually and as part of words. • Read the directions aloud. Play audio track 1:30 and have pupils listen and read each sound as it is said. Have pupils repeat. As pupils repeat, check they are pointing to the correct sound and listen for MONITOR correct pronunciation.

Page 20 Audioscript on page T138 Answers on page T148

28

1:31 Listen and find. Then say. • Read the directions aloud. Play audio track 1:31 and have pupils listen, find and point to each word and its corresponding picture as it is said. Have pupils repeat each word. Replay the audio as needed. Pupils can also check that they are pointing to the ASSIST correct word and saying it properly with a partner.

29

1:32 Listen and blend the sounds. • Read the directions aloud. Play audio track 1:32 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. • Replay the audio and have pupils repeat the activity. As pupils repeat, check they are pointing to the correct word and listen for MONITOR correct pronunciation and appropriate intonation.

30

1:33

Read aloud. Then listen and chant.

• Read the directions aloud. Read the chant while pupils follow in their books. Have them choral read the chant as a class. • Play audio track 1:33 and have pupils listen. Replay several times and encourage them to join in. As pupils repeat the chant, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language. • Assign Activity Book page 20 and direct pupils to digital activities.

Application and Practice Activity • Have pupils play Concentration (see Game Bank, page T135, for details.). Divide the class into pairs and have each pair make enough word cards to create a set of 12–16 cards. Have pupils write a word with ir or ur on one index card and the same word on another. • Have each pair play the game by mixing up their cards and laying them facedown. Pupils should take turns to pick up two cards and read the words aloud. If the cards match, the pupil keeps the pair. If they don’t match, the pupil should put them back and the next person has a turn. The aim of the game is to concentrate and to remember where matching cards are. The pupil who’s got the most matches wins. • Have pupils play Unit 2, Game 1 on the eText. Unit 2 T26

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OUTCOMES Pupils can talk about activities people do on a regular basis. Pupils can say how often they do things.

21st Century Skills Social Skills Self-Direction

Materials Index cards Flashcards 11–16 Paper and pens or pencils Game (eText) Digitial activities: MyEnglishLab

Page 21 Answers on page T148

Warm-Up • Divide pupils into four groups and have the groups line up. Give the leader of each group a labelled index card with an expression of frequency written on it. • Explain that each group will take turns making sentences using the word or phrase on their index card. If the group has got the word every, they should talk about something they do every day/week/month/year/summer. Model: I eat breakfast every day. Same use for once, twice and three times. Tell pupils that each person at the front of the line can get help from their partners in the group. Using Page 27 31

Look and answer the questions.

Explain the lesson objective – pupils will review the language they learnt in this unit and assess their progress so far. • Read the directions aloud. Then read the first question aloud. Complete the first item as a class. Have pupils complete the activity independently. Review answers as a class. (Answers: 1 They’re going on holiday., 2 He’s going to MONITOR the dentist., 3 I’m visiting my grandparents/family.) INVOLVE

32

Read and choose. • Read the directions aloud. Point out that only one of the words correctly completes the sentence. Have pupils read the sentences twice using each word before deciding on their answer. • Have pupils work independently to choose their answers. Review answers as a class. (Answers: 1 often, 2 once, every, 3 always, 4 three MONITOR times) 33

Play the Silly Sentences game.

• Read the directions aloud. Explain that pupils will make two sets of cards: one set with activities written on them and another set with expressions of frequency written on them. Then pupils will take turns choosing a card from each set and making silly sentences. • Model how to play the game. Show pupils how to choose a card from each deck and put them together to make a sentence. MONITOR Listen for correct pronunciation and appropriate intonation. If pupils have difficulty determining what is silly, ask questions such as: Would you go to a wedding once a week? Would you clean your room twice a year? and ASSIST have them say why or why not.

I Can st

TEACHING TIP st 21 Social Skills Remind pupils that it is considerate to share materials and take turns when working and playing with friends. Explain that as pupils make cards and play the card game, they should share and take turns with their partners.

• 21 Self-Direction This section asks pupils to assess their own learning and think about their progress. Read the statements aloud. Explain that pupils should write the skills they feel they can do in their notebooks. Help pupils appreciate their progress. Say: The I Can statements point out what you have learnt in this unit. • Assign Activity Book page 21 and direct pupils to digital activities.

Application and Practice Activity • Have pupils interview each other. Ask them to write three questions that they would like to ask others about their activities. Then have them work in small groups to ask the questions and record their friends’ answers. • When pupils are finished interviewing, have them share a profile of their friend using the answers to their questions. Model: Maria likes football a lot. She plays football every day. She goes to football camp in the summer. • Have pupils play Unit 2, Game 2 on the eText.

T27 Unit 2

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Review 31

Look and answer the questions. 1

2

What are they doing this summer?

3

Where is he going after school?

What are you doing this afternoon?

32 Read and choose. 1 How often/many do you visit your grandparents? 2 We see them once/times a week. We go on/every weekend. 3 That’s nice. My grandma always/twice makes a big pie. It’s delicious! 4 Cool. I only see my grandparents three/three times a year. 33 Play the Silly Sentences game. I go to the dentist every morning.

That’s silly!

every morn ing

go to ist ent the d

once a week

go to a wedding

clean m room y

twice a year

I Can • talk about what people • say how often people are doing and where they are going at different times.

do things.

• talk about adverts and how they work.

review/self-assessment Unit 2 27

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Food Around the

World

Objectives Project

Vocabulary • To name different foods • To describe the tastes of different foods

Reading • To identify the main idea of a story (‘Homemade Lemonade’) • To use reading strategies to understand and enjoy a story

Grammar • To use the verb phrases would like, do you like and would like to try

Content Connection • Science: To read and talk about a balanced diet

• To make a ‘Healthy Eating’ leaflet

Culture Connection • Around the World: To learn about school lunches around the world

Writing • To use conjunctions because and so to combine sentences

Phonics • To identify and say the letters and sounds for le, el, al and il individually and as part of words

Think Big • To develop 21st century skills and ‘bigger picture’ thinking

Key Vocabulary Foods cereal with milk chicken curry lamb meatballs noodle soup paella porridge steamed buns toasted cheese sandwich watermelon

Tastes sour sweet

Countries Brazil China Italy Japan Scotland Spain Turkey United States Zambia

Everyday English Content Words I’d like some ..., please. How is it? Ugh! Yuck! Um! It’s ... OK. Would you like to try?

balanced canteen dairy diet grains maize nshima organic protein risotto sauces

T3A Unit 3

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Materials Pupil’s Book, Unit 3 Main unit, pages 28–39 Checkpoint Units 1–3, pages 40–43 Cutouts for Checkpoint Units 1–3, Activity Book, page 121 Class Audio CD, Tracks 1:35–53

Activity Book, Unit 3 Main unit, pages 22–31 Checkpoint Units 1–3, pages 32–33 Extra grammar practice, page 100 Class Audio CD, Tracks 1:40–52

Unit Opener Activities Family Connection Have pupils record what their families eat at each meal for a week. Invite them to make a chart with the headings Breakfast, Lunch and Dinner. They can label the rows with the days of the week. Pupils can write notes about family meals in each cell of the chart and share the information with the class.

Assessment Package Unit 3 Practice test Unit 3 Unit test Unit 3 Oral assessment Review test Units 1–3

Additional Materials Flashcards 17–25 Video (eText), Unit 3 Interactive Activities, Unit 3 Digital activities (MyEnglishLab), Unit 3

We’re Healthy Eaters Bulletin Board Display a photo or name tag for each pupil in the class on the bulletin board. Have each pupil name a healthy food that he or she enjoys eating. If using photos, put a speech bubble next to the pupil’s photo and write in it: (Pupil name) likes (food name). If using name tags, write the statement underneath each name.

Checkpoint Activities Units 1–3 Pupil’s Book, pages 40–43, AB121

Activity Book, pages 32–33

Guide pupils in discussions (spontaneous class, group or pair discussions) that enable them to put the vocabulary and structures they have learnt into practice. Encourage pupils to assess themselves on how well they remember the material. As they do, pay attention to their performance and target areas that need more practice before moving on to the next part of the lesson.

Pupils use critical thinking and collaboration skills to plan and write a paragraph about a robot. Pupils choose a pathway through a maze with different options and organise the information they gather along the way. Then they use synthesis skills to write about the characteristics of their robot. Pupils can share their work in groups or pairs.

Unit 3 T3B

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Food Around the

Unit

3

World

1:35

1

Listen, look and say.

V A F 1 ste amed buns

D S 0 E F O R I T O U SPEC IALS

2 chicken curry

4 watermelon

5 cereal with milk

7 noodle soup

8 paell a

3 porridge

6 lamb me atballs

9 toasted cheese sandwich

1:36

2

Listen, find and say.

3

Play a game.

28 Unit 3 vocabulary (food)

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Warm-Up • Have pupils help you make a ‘fridge’ and fill it with food. Fold a sheet of card in half vertically. Cut the top side in half horizontally to create a freezer door on top and a fridge door below. • A pair of pupils can use marker pens to decorate the refrigerator while other pupils look through newspapers and magazines and cut out pictures of their favourite foods. • Have pupils stick their favourite foods into the fridge. Ask them to name the food if they can. If they are not able to name the food, tell them the name and have them repeat it after you. • Continue taking turns putting food items in the refrigerator until everyone has had a turn. Using Page 28 1

1:35 Listen, look and say. Explain the lesson objective – pupils will talk about different types of food INVOLVE around the world. • Point to one of the food pictures on page 28 and say: These pictures show different types of food. Ask: Which food would you like to try? • Read the directions aloud. Play audio track 1:35. Have pupils listen, look at the photo for each corresponding food item and then repeat the phrases. Replay the audio and pause after each phrase while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. Ask pupils MONITOR to repeat each phrase aloud after you, if necessary. ASSIST Replay the audio as needed. Ask pupils to describe the different types of food they would like to try by writing their descriptions in their notebooks. Have volunteers read aloud their CHALLENGE descriptions to the class.

OBJECTIVES To talk about different types of food

Key Vocabulary Nouns: cereal with milk, chicken curry, lamb meat balls, noodle soup, paella, porridge, steamed buns, toasted cheese sandwich, watermelon

Materials Large piece of card Magazines and newspapers Marker pens, tape Flashcards 17–25 Bingo cards Index cards with the words breakfast, lunch and dinner written on them Audio tracks 1:35–36 Interactive Activities (eText) Digital activities: MyEnglishLab

Page 22 Answers on page T148

2

1:36 Listen, find and say. • Point to the food items in Activity 1 and say each one aloud. Have pupils repeat after you. • Read the directions aloud. Play audio track 1:36. Have pupils listen, point to each food item in the pictures in Activity 1. Ask them to show the answer by raising the correct number of fingers. For example, for porridge, pupils should find the corresponding image on the page, see that it is number 3 and raise three fingers. Check to make sure pupils are pointing to the correct pictures. Pupils can also repeat the activity in pairs, showing or saying the correct number for each MONITOR item to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards.

3

Play a game.

• Play Bingo (see Game Bank, page T135, for details) by having pupils fill in Bingo cards with food words from Activity 1, in random order. Listen for proper pronunciation, appropriate intonation and correct language MONITOR use. Pupils can also play the game again in small groups or in pairs. • Assign Activity Book page 22 and direct pupils to digital activities.

Application and Practice Activity • Display index cards labelled breakfast, lunch and dinner. Have pupils return to the fridge from the Warm–Up activity and take out the food pictures. Have them work in pairs to sort the foods under each index card according to whether they would eat the food for breakfast, lunch or dinner. • Have pupils present their menus to the class. Unit 3 T28

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OBJECTIVES To talk about food from different countries To sing a song To talk about which meals pupils like

Key Vocabulary Nouns: cereal with milk, chicken curry, lamb meatballs, noodle soup, paella, porridge, steamed buns, toasted cheese sandwich, watermelon Countries: China, Scotland, Spain, Turkey, United States

21st Century Skills Social Skills

Materials World map or globe Flashcards 17–25 Audio tracks 1:37–40 Audioscript, page T138 Interactive Activities (eText) Digital activities: MyEnglishLab

Page 23 Audioscript on page T138 Answers on page T148

Food Around the Warm-Up st • 21 Social Skills Use a world map or globe. Point to different countries e.g. Spain, China, Scotland, Turkey and the United States. Ask pupils if they know what foods are associated with them. Write their answers on the board. • Ask pupils to tell you what foods they eat in their countries.

World

Using Page 29 4

Listen and sing. Find the food. Explain the lesson objective – pupils will sing a song and talk about food from INVOLVE different countries. • Read the directions aloud. Play audio track 1:37. Have pupils read along silently. • Replay the audio and have pupils sing along. Do this several times. Then ask pupils to read the song silently, look at the images in Activity 1 and find which food items are mentioned in the song. • Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 1:38). Or, if you wish, save the karaoke version for use at another time as a fun way to review the song. MONITOR Review answers as a class. (Answers: noodle soup, steamed bun, chicken curry) Replay the audio as needed. Use gestures and simple language to explain ASSIST unfamiliar words. 1:37 1:38

5

1:39 Listen and say the food from 1. • Read the directions aloud. Play audio track 1:39 and have pupils point to the corresponding food item in Activity 1 for each child. • Do the first item as a class and then have pupils continue the activity in pairs. Review the answers as a class. (Answers: Isabella: paella, Mei Lin: steamed buns, noodle soup, Oliver: porridge, chicken curry, Ela: lamb meatballs, rice, Alan: cereal MONITOR with milk, toasted cheese sandwich) st

21 Think Creatively • Have pupils make a note of three foods they like and three they dislike in their notebooks. Ask them to read their notes aloud for the class and tell you which foods they like to eat for breakfast, lunch or dinner. • Assign Activity Book page 23 and direct pupils to digital activities. Application and Practice Activity • Have pupils put together a few pictures to show a meal that they would make to share with a friend. Have them talk about why they chose the foods for that meal.

TEACHING TIP Auditory Learners For pupils who enjoy music, you may wish to play the karaoke version of the song first (audio track 1:38). Recognising the tune and song structure can help prepare these pupils to sing the words when you play the complete song.

T29 Unit 3

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M03A

7 1:38 1:3

4

Listen and sing. Find the food.

Would You Like Some? “Would you like some noodle soup? Tonight it tastes really nice!” Sam says, “No, Dad, not right now. But thanks so much – thanks, anyhow.” Come on, Sam, please have a little taste! Come on, Sam, don’t make a funny face!

Chorus “Come on, Sam. Just one little bite!” “Oh, really, Dad. Oh, all right! Mmm. Hey, you’re right. It’s great! Please put some more on my plate!”

“How about a sweet steamed bun? It’s really yummy. Come on, try one!” Sam says, “No, Dad, not right now But thanks so much – thanks, anyhow.” “Would you like some chicken curry?” “No thanks, Dad. I’m in a hurry!” Sam says, “No, Dad, not right now But thanks so much – thanks, anyhow.” 1:39

5

Listen and say the food from 1. 1

2

Isabella Spain

3

Mei Lin China

4

Oliver Scotland

5

Ela Turkey

Alan United States

Which child’s meals in 5 do you like? Which do you not like? What do you like eating for breakfast and for lunch?

song/vocabulary Unit 3 29

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Story 1:41

6

Listen and read. Does Christina like Sam’s cake?

nade Homemade Lemo Mmm. Yes, I would. Oh! Lemonade and cake! Mmm!

Would you like to try some?

I think you forgot the sugar in the cake, too!

I’d like some cake, please.

1

Sam makes some lemonade and cake.

2

How is it?

5

Christina would like some cake.

Would you like some lemonade?

Um! It’s... OK.

Yes, I would. Thanks!

Oh... lemons... water... ice... and... Oh, no! I forgot the sugar!

Ugh! Yuck! What’s in this lemonade?

What would you like first?

7

Christina can’t drink the lemonade. It’s too sour.

6

Sam realises why Christina doesn’t like the lemonade and the cake.

Read and choose. Make correct sentences. 1 Sam makes some lemons/lemonade and cake. 2 Christina wants/doesn’t want to try some. 3 First, she has some cake/a lemon but she doesn’t like it. 4 Then she has some lemonade but she can/can’t drink it. 5 In the lemonade, there’s oranges/lemons, water and ice. 6 Sam forgot to put in the salt/sugar.

Lemons are sour. Can you think of any other sour foods? Lemonade is sweet. Can you think of any more sweet foods? Which do you prefer? Sour food or sweet food? 3

Christina doesn’t like the cake.

4

Christina would like some lemonade.

30 Unit 3

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Warm-Up • Show pupils the lemon and the orange. Taste the orange and say: sweet. Taste the lemon, scrunch up your face and say: sour. • Squeeze the orange half into one of the cups and the lemon into another. Hold up the orange juice and have pupils repeat sweet after you. Hold up the lemon juice and have pupils repeat sour after you. • Pour the lemon juice into the glass of water. Add some sugar and stir. Hold up the glass and say, lemonade. Ask: Is the lemonade sweet or sour? Have pupils share their opinions. • Write the word homemade on the board. Explain that the lemonade is homemade because you made it yourself; you didn’t buy it in a shop. Using Page 30 6

1:41 Listen and read. Does Christina like Sam’s cake? Explain the lesson objective – pupils will listen and answer questions about a story. • Read the story title aloud. Have pupils repeat it. Ask: Who is the story about? (Sam and Christina) • Read the directions aloud. Draw attention to the question: Does Christina like Sam’s cake? Play audio track 1:41. Have pupils listen and read along silently. Ask comprehension questions about the story. Say: Look at Frame 2. What does Christina ask for first? (some cake) Look at Frame 4. What is Christina going to have? (some lemonade) Look MONITOR at frame 5. Why can’t Christina drink the lemonade? (It’s too sour.) Ask: Does Christina like Sam’s cake? (No, she doesn’t.) Replay the audio as necessary. Pause after each frame and point out what is going on in each ASSIST picture. Use simple language and gestures to explain unfamiliar words. • Have pupils work in pairs to read the speech bubbles aloud to each other and role play the dialogue in the story. INVOLVE

T30 Unit 3

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Have pupils think of polite ways that Christina could tell Sam that his lemonade didn’t taste good. Have pairs of pupils take on the roles of Christina and Sam and role play the story up to Frame 3. Then have them change the ending of the story by having the pupil that plays Christina say something like this: I’m sorry, Sam. This lemonade is too sour for me.

Using Page 31 7

Read and choose. Make correct sentences.

• Read directions aloud. Read the first item aloud and have pupils repeat after you. Ask them to look back to the story and find the correct answer. • Have pupils complete the activity independently. Review answers as a class. (Answers: 1 lemonade, 2 wants, 3 some cake, 4 can’t, MONITOR 5 lemons, 6 sugar) Have pupils look at the story frames again. Ask questions such as: What is Sam making? What does Christina want to try first? Have pupils find the correct ASSIST answers in the story. Intentionally say incorrect sentences and have pupils correct you, e.g.: Christina loves Sam’s cake., The lemonade has got lots of sugar in it., Christina is CHALLENGE very angry., Sam made sweet lemonade.

OBJECTIVES To read unit language in context To read for understanding and enjoyment To read and draw conclusions

Key Vocabulary Adjectives: fresh, homemade, lemonade, sour, sweet

21st Century Skills Critical Thinking

Materials Flashcards 17–25 Half a lemon, half an orange, a glass of water, sugar, a spoon, two cups Audio track 1:41 Digital activities: MyEnglishLab

st

21 Critical Thinking • On the board, write the words sweet and sour. Under sour, write lemon and under sweet, write cake. Then ask pupils to tell you what other foods are sweet and sour. Write their answers on the board. Ask them if they prefer sweet or sour foods. Have pupils substitute cake and lemonade in the story with other sweet and CHALLENGE sour foods and read to each other. • Assign Activity Book page 24 and direct pupils to digital activities. Application and Practice Activity • Talk about the different ways that you can tell someone that you don’t like or want something. Write the heads Polite and Impolite and have pupils choose in which column to put different phrases you say aloud. No way! That’s disgusting., No, thank you, I already ate., Yuck, I hate that., Oh, I’m sorry, I’m not hungry right now. If pupils offer their own suggestions, add them to the chart. • Pretend that you are serving food to the class. Offer each pupil a flashcard ‘meal’. Have pupils accept or decline the food politely. Model: Thank you. I love chicken curry. or No, thank you. I’d like … . As pupils respond, listen for correct pronunciation and appropriate MONITOR intonation.

Page 24 Answers on page T148

Summary Sam makes fresh lemonade and cake and gives it to Christina to try. Christina tries to hide the fact that she doesn’t like it but then Sam realises that he forgot to add sugar.

TEACHING TIP Working in Pairs To save time, write the names of the paired pupils on the board before the lesson begins. It’s important to give pupils the opportunity to work with new partners often so that they don’t get bored and so that they develop their social skills by working with a range of different personalities.

Unit 3 T31

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Story 1:41

6

Listen and read. Does Christina like Sam’s cake?

nade o m e L e d a m e m Ho Mmm. Yes, I would. Oh! Lemonade and cake! Mmm!

Would you like to try some?

What would you like first?

I’d like some cake, please.

1

Sam makes some lemonade and cake.

2

How is it?

Would you like some lemonade?

Um! It’s... OK.

3

Christina doesn’t like the cake.

Christina would like some cake.

Yes, I would. Thanks!

4

Christina would like some lemonade.

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M03A

Oh... lemons... water... ice... and... Oh, no! I forgot the sugar!

Ugh! Yuck! What’s in this lemonade?

I think you forgot the sugar in the cake, too!

5

7

Christina can’t drink the lemonade. It’s too sour.

6

Sam realises why Christina doesn’t like the lemonade and the cake.

Read and choose. Make correct sentences. 1 Sam makes some lemons/lemonade and cake. 2 Christina wants/doesn’t want to try some. 3 First, she has some cake/a lemon but she doesn’t like it. 4 Then she has some lemonade but she can/can’t drink it. 5 In the lemonade, there’s oranges/lemons, water and ice. 6 Sam forgot to put in the salt/sugar.

Lemons are sour. Can you think of any other sour foods? Lemonade is sweet. Can you think of any more sweet foods? Which do you prefer? Sour food or sweet food?

reading Unit 3 31

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Language in Action 1:42

8

Listen and look at the sentences. Help Sam and Christina make more.

porridge

chicken curry

What would I

’d like

Would Yes,

9

he he

you

cereal with milk

like

steamed buns

?

a toasted cheese sandwich, please like would.

some noodle soup No,

he

.

?

wouldn’t

.

Look and complete.

1 What ? Jessie ? ? ? some porridge.

2 What ? Jin-Soo ? ? ? some noodle soup.

? 3 What ? Ms Roberts ? ? ? some watermelon.

4 What ? you ? ? ?

32 Unit 3 language practice (What would he like? He’d like some porridge.)

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Warm-Up • On the board, write Would you like ...? Yes, I would./No, I wouldn’t. Explain that this is a polite way of asking people if they want something to eat or drink. • Ask pupils to name different types of food and drink and write them on the board. Encourage them to name foods they dislike as well. Have a volunteer come to the front. Ask: Would you like some ...? (a food from the board). Elicit: Yes, I would. or No, I wouldn’t. Have pupils continue the activity in pairs.

OBJECTIVES

Using Page 32

Nouns: cereal with milk, chicken curry, noodle soup, porridge, steamed buns Question words: Would you like

8

1:42 Listen and look at the sentences. Help Sam and Christina make more.

INVOLVE

• • • •

MONITOR

Explain the lesson objective – pupils will use the verb phrases would like and would like to try to make questions. They will also make contractions with would. Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. Read the directions aloud. Play audio track 1:42. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. Read the sentences aloud again. Point out how would is contracted. Have pupils practise making questions and answers in pairs using the alternative language provided on blocks at the top of the board. For example: Would you like a steamed bun? Check for understanding. Review possible questions and answers as a class. Ask pairs to say aloud a question and an answer that they have made. Write Countable and Uncountable on the board. Explain that when talking about food that you can count, you say a (sandwich) or two (tomatoes). When talking about food that you can’t count, you say some (rice) or some (milk). Have pupils make lists of countable and uncountable foods and then use the sentence frames I would like a/ some (food name) to ask for one of the foods.

9

Look and complete.

• Read the directions aloud. Have pupils name the foods they see in the activity. Ask each pupil individually: Would you like ...? using the foods in the activity. • Do Item 1 as a class. On the board, write: What ... Jessie ...? (porridge) Ask pupils to help you complete the sentences. (What would Jessie like? She’d like some porridge.) • Have pupils complete the activity independently. Review answers as a class. (Answers: 1 would, like, She’d like, 2 would, like, He’d MONITOR like, 3 would, like, She’d like some, 4 would, like, I’d like… , Pupil’s own answer) • Assign Activity Book page 25 and direct pupils to digital activities.

Application and Practice Activity • Give each pupil two index cards and have them write two of their favourite foods on them. Then have pupils form a circle. Stand next to a pupil and ask to see his index cards. Model: He’d like a/some and a/some … . Then choose a pupil and ask him to look at his classmate on the left and his index cards and repeat the model. Continue the activity until all pupils have had a turn. Write the phrases He’d like ... . and She’d like ... . on the board for pupils’ ASSIST reference. Have pupils ask their classmate on the left: What would you like? The pupil CHALLENGE answers with the names of food he has written on his index card.

To use the verb phrase would like To form the contractions I’d, you’d, he’d, she’d

Key Vocabulary

21st Century Skills Social Skills

Materials Flashcards 17–25 Index cards Audio tracks 1:42–43 Digital activities: MyEnglishLab ROM

Page 25 Audioscript on page T139 Answers on page T148

TEACHING TIP st 21 Social Skills

Remind pupils of the polite words and phrases they can use to tell someone that they don’t want something. Write the verb want on the board and the verb phrase would like next to it. Explain that while they have both got similar meanings, would like is a more polite way to ask someone if they want something or to say that you want something. Have pupils practise the unit vocabulary by using the flashcards and asking a partner: Would you like some/a (food name)? The partner should respond: Yes, I would like some/a (food name) or No, thank you, I would not like some/a (food name).

Unit 3 T32

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OBJECTIVES To form questions using do, like or would like To learn the verb phrase would you like

Warm-Up • Write who and is on the board. Have pupils close their eyes. While pupils’ eyes are closed, change who is to who’s. • Write he and is on the board. Have a volunteer change it to its contracted form while the other pupils’ eyes are closed. Continue with other contractions including he’d and she’d, etc. Provide help as needed.

Key Vocabulary Nouns: curry, lemonade, steamed bun, watermelon Verbs: like, try, would like

Materials Flashcards 17–25 Strips of coloured paper Interactive activities (eText) Digital activities: MyEnglishLab

Page 26 Answers on page T148

Using Page 33 10

Copy the charts. Then complete with the correct form of do, like or would like.

Explain the lesson objective – pupils will ask and answer questions using the verb phrases do/does like and would like to try. Pupils will also make contractions with would. • Read the directions aloud. Have pupils copy the chart in their notebooks. • Do Item 1 as a class and then have pupils complete the activity independently. Review answers as a class. (Answers: 1 like, 2 like, 3 do, 4 does, 5 don’t, 6 doesn’t, MONITOR 7 Would, 8 like, 9 would, 10 wouldn’t) ASSIST Model how to find the correct answer to complete the chart. Have pupils form their own questions and answers using different food. Then have them ask each other using the form: Do you like? and Would you CHALLENGE like to try? INVOLVE

11

Read and complete.

• Read the directions aloud. Do the first item as a class. Ask: Would your dad like to try a steamed bun? (Yes, he would.) • Have pupils complete the activity independently. Review answers as a class. (1 Yes, he would., 2 No, she wouldn’t., 3 Yes, we MONITOR would., 4 Pupil’s own answer., 5 Would you like to try ... ?) 12

Put the words in order to make answers. Then match. • Read the directions aloud. Explain to pupils that first they should put the words in order and then match the questions to the answers. • Do the first item as a class. Then have pupils continue the activity in pairs. While pupils are working, listen for proper pronunciation, appropriate intonation, correct use of target language and vocabulary. Review answers as a class. (Answers: 1b, She’d like an apple., 2 d, I’d like some noodle soup, please., 3 MONITOR a, He’d like to try some cake., 4 e, They’d like some lamb meatballs., 5 f, No, they wouldn’t., 6 c, Yes, I would. Thanks.) • Ask pairs to read the sentences to each other – one pupil reads the questions, the other one the answers and then they swap over. • Assign Activity Book page 26 and direct pupils to digital activities.

TEACHING TIP Comprehension Check A good way to check pupils’ understanding of the content is to pretend that you are a new pupil who has just come into the class and ask pupils to teach you what they have just learnt.

Application and Practice Activity • Give one half of the class a strip of coloured paper and a set of flashcards. Have pupils write a question using would like and the food on the flashcard. Model: Would you like (some) (paella)? • Give the other half of the class a strip of a different coloured paper and a second set of flashcards. Have pupils write a statement to say whether they would or wouldn’t like to try the food on the card. • Have pupils ask their questions aloud to one another to find the pupil with the matching flashcard and answer to their question.

T33 Unit 3

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Language in Action 10

Copy the charts. Then complete with the correct form of do, like or would like. Do

you/we/they

1

Does

he/she

4

? ?

curry? Yes,

I/we/they

2

he/she

5

you 7

? he/she

?.

No,

I/we/they

3

?.

he/she

6

?.

I 8

?

to try some curry?

Yes,

I

he/she

they 11

?.

9

we

he/she

? . No,

we

they

10

?.

they

Read and complete. 1 Would your dad like to try a steamed bun? Yes, ? . 2 Would your mum like to try some curry? No, ? . 3 Would you and your friends like to try some lemonade? Yes, ? . 4 Would you like to try some watermelon? ? 5 ? ? Yes, I would.

12

Put the words in order to make answers. Then match.

1 What would Helena like for breakfast?

a

some cake.

2 What would you like for lunch?

b

apple.

She’d

like

3 What would your uncle like to try?

c

would.

Yes, I

Thanks.

4 What would they like to eat?

d

please.

I’d like

5 Would they like a burger and chips?

e

meatballs.

6 Would you like to try some paella?

f

wouldn’t.

to try

like an

noodle soup,

They’d they

He’d

like

some

lamb

No,

language practice (Would you like some curry? Yes, I would.) Unit 3 33

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Content Connection

Science

1:44

13

15

Look, listen and repeat. balanced

dairy

diet

grains

guide

Listen and read. What are the five food groups?

A Healthy Diet

1 Eat enough food but not too much.

2 Don’t eat too much dairy food.

3 Eat more protein than vegetables.

4 Eat more grains than fruit.

5 Choose a lot of drinks with sugar in them.

1:45

14

Read and say True or False. Correct the sentences that are false.

16

Look at the pictures. Talk to your partner about eating a healthy diet.

For a balanced diet, you should eat food from each of the five food groups every day: grains, vegetables, fruit, protein and dairy. But how much of each food group should you have? The chart below is called ‘My Plate’. It shows which foods to eat more of and which to eat less of. The Vegetables section is bigger than the Protein section. This means you should eat more vegetables than protein. The Grains section is bigger than the Fruit section, so eat more grains than fruit. The Dairy section is smaller than the others, so eat fewer dairy foods than any other.

fruit

For a healthy body and mind, use the My Plate chart as a guide when you eat and follow these simple rules:

My Plate

●

●

●

Eat a lot of fruit and vegetables – about half of what you eat should be fruit and vegetables. Eat whole grains – half of your grains should be whole grains such as wholemeal bread and pasta. Drink fat-free or low-fat milk, not whole milk.

●

Stay away from food that is too salty. Drink a lot of water – don’t choose drinks with a lot of sugar in them.

grains

dairy

Don’t eat too much salty food.

Eat food you like, but don’t eat too much.

●

●

vegetables

For a healthy body, have a balanced diet.

protein

water

salty food

Eat a lot of fruit and vegetables.

PROJECT 17

Design a Healthy Eating leaflet. Then present it to the class.

Can you name two things from each food group? Why is it important to eat a balanced and healthy diet?

34 Unit 3

H ea lth y

E a ti n g

Eat a lot of frui

t and vege tabl es. Don ’t eat too muc h dair y food . Don ’t eat food that is too salty . Drin k enou gh wate r.

content connection (healthy eating) Unit 3 35

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Warm-Up • Draw a plate on the board and say: I’d like to eat something healthy. Who can put something healthy on my plate? Have a volunteer pupil come to the board and write the name or draw a food on or around the plate. Ask pupils if they think the food is healthy. Continue in this way until all pupils have had a turn. • Talk about the importance of eating a wide variety of foods. Say: This food is healthy but is it healthy to eat only one type of healthy food for every meal? Using Page 34 13

1:44

Look, listen and repeat.

Explain the lesson objective – pupils will read and talk about a balanced diet. They will also make a ‘Healthy Eating’ leaflet and present it to the class. • Read the directions aloud. Play audio track 1:44 and have pupils follow in their books. Play the audio again while pupils listen and repeat. • Tell pupils that they will learn the meaning of these words in the context of the article. Or, if you wish, have pairs of pupils look up the words in a dictionary before reading the text. Write words on the board, point to them and say them aloud. Have pupils listen and repeat. (Pupils can also do this in pairs, pointing randomly at words in their books and practising MONITOR saying them.) ASSIST Replay the audio as needed. INVOLVE

14

1:45 Listen and read. What are the five food groups? • Read the directions aloud. Have pupils look at the image and read the headings in the text. Elicit possible answers to the question before pupils listen to and read the text. Write them on the board. Have pupils name a food item they can place under each food group. • Play audio track 1:45 and have pupils pupils listen and read along silently. Ask questions to check for understanding. Have volunteers answer each question and point out where in the text they found the answer. For example, ask: What’s a balanced diet? (eating from all five food groups) How much fruit should you eat? (about half of what you eat) What MONITOR types of whole grains are there? (bread and pasta) What food should you stay away from? (salty food) What are the five food groups? (The five food groups are fruits, grains, vegetables, protein and dairy.)

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ASSIST

Replay the audio as needed. Have pupils note down any words they do not understand and help them work out their meanings from context. st

21 Critical Thinking • Read the questions aloud as pupils follow in their books. Ask pupils to look back at the ‘My Plate’ image, where the five food groups are written. Have pupils name foods for each category but this time write them on the board. Then ask why it’s important to eat a balanced and healthy diet. (Answer: It’s important to eat a balanced and healthy diet because it helps us stay healthy and fit.) Using Page 35 15

Read and say True or False. Correct the sentences that are false. • Read the directions aloud. Then read the first statement aloud. Have pupils look back at Activity 14 and determine if the statement is true or not. • Do Item 1 as a class. Then have pupils complete the activity independently by reading each statement and deciding whether it is true or false. Review answers as a class. (Answers: 1 True, 2 True, 3 False, Eat more vegetables MONITOR than protein., 4 True, 5 False, Drink a lot of water.) Have pupils write two false sentences about the text and show them to their CHALLENGE partners who must correct them. 16

Look at the pictures. Talk to your partner about eating a healthy diet.

• Read the directions aloud. Have pupils read the words aloud and ask two volunteers to read the speech bubbles aloud. • Elicit or give one or two other possible sentences that you could make by looking at the pictures. For example: Drink a lot of water. Have pupils complete the activity in goups. While pupils are working, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language and vocabulary. Have pupils do a survey amongst their groups by asking each other how much CHALLENGE of the balanced foods they eat and which ones.

OBJECTIVES To learn about a balanced diet To make a leaflet

Content Words Nouns: balanced, dairy, diet, grains, guide

21st Century Skills Health Literacy Critical Thinking

Materials A3 paper, crayons, marker pens, coloured pencils Audio tracks 1:44–45 Interactive activities (eText) Video (eText) Digital activities: MyEnglishLab

Page 27 Answers on page T148

17

Design a Healthy Eating leaflet. Then present it to the class. • Read the directions aloud. Have pupils look at the example of the ‘Healthy Eating’ leaflet in their book and read the caption aloud. • Direct pupils to Activity 14 and ask them to recall why they should eat a healthy diet and what types of food they should eat. Write their answers on the board. • Have pupils work alone, in pairs or in small groups to make their leaflets. They may draw or cut out pictures from old magazines, newspapers or the internet. They should write captions for their posters as well, following the example. Have pupils present their leaflets to the rest of the class. Listen for correct MONITOR pronunciation, appropriate intonation and correct use of language. While pupils are making their leaflets, help them make sentences about ASSIST healthy eating and to practise talking about their leaflet. • Assign Activity Book page 27 and direct pupils to digital activities.

Application and Practice Activity • Tell pupils to pretend they are in a health food restaurant and they have to order their dinner. Place pupils in small groups to role play using the vocabulary items from Activity 14. Pupils may write down the dialogue or make it up as they go along, according to their preferences. Have pupils perform their roleplays for the class. Ask listeners to raise their hands each time they hear one of the words.

TEACHING TIP st 21 Health Literacy

Write the words carbohydrates, proteins and fats on the board. Tell pupils that these are three basic components of food. Carbohydrates (found in fruits, vegetables and grains) give the body energy. Proteins (found in meats, eggs, fish and beans) rebuild your body’s muscles, organs and other cells. Fats (found in butter and oils) control the body’s digestive system.

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Content Connection

Science

1:44

13

Look, listen and repeat. balanced

dairy

diet

grains

guide

1:45

14

Listen and read. What are the five food groups?

A Healthy Diet For a balanced diet, you should eat food from each of the five food groups every day: grains, vegetables, fruit, protein and dairy. But how much of each food group should you have? The chart below is called ‘My Plate’. It shows which foods to eat more of and which to eat less of. The Vegetables section is bigger than the Protein section. This means you should eat more vegetables than protein. The Grains section is bigger than the Fruit section, so eat more grains than fruit. The Dairy section is smaller than the others, so eat fewer dairy foods than any other.

My Plate

For a healthy body and mind, use the My Plate chart as a guide when you eat and follow these simple rules: ●

●

●

Eat food you like, but don’t eat too much. Eat a lot of fruit and vegetables – about half of what you eat should be fruit and vegetables. Eat whole grains – half of your grains should be whole grains such as wholemeal bread and pasta.

●

Drink fat-free or low-fat milk, not whole milk.

●

Stay away from food that is too salty.

●

Drink a lot of water – don’t choose drinks with a lot of sugar in them.

Can you name two things from each food group? Why is it important to eat a balanced and healthy diet?

34 Unit 3

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15

Read and say True or False. Correct the sentences that are false. 1 Eat enough food but not too much.

2 Don’t eat too much dairy food.

3 Eat more protein than vegetables.

4 Eat more grains than fruit.

5 Choose a lot of drinks with sugar in them. 16

Look at the pictures. Talk to your partner about eating a healthy diet.

fruit

vegetables

grains

dairy

For a healthy body, have a balanced diet. Don’t eat too much salty food.

protein

water

salty food

Eat a lot of fruit and vegetables.

PROJECT 17

Design a Healthy Eating leaflet. Then present it to the class.

Healthy

Eating

Ea t a lo t of fr ui

t an d ve ge ta bl es

D on ’t ea t to o m

uc h da ir y fo od .

D on ’t ea t fo od th

.

at is to o sa lt y.

D ri nk en ou gh w at

er .

content connection (healthy eating) Unit 3 35

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Culture Connection

Around the World

1:46

18

Listen and read. Where is lunch bigger than dinner?

School Lunches Every day, kids all over the world eat lunch at school. Some kids bring their lunch from home. But many kids get their lunch from the school canteen. School lunches are different in different parts of the world.

Japan

In Japan, kids eat lunch in their classroom. Pupils clear their desks. Then four or five pupils take turns serving the food each day. Rice and soup are often part of school lunches in Japan.

Zambia

In Zambia, many kids eat a dish called nshima for lunch. In fact, people in Zambia often eat nshima for both lunch and dinner. Nshima is a sticky dough made from white ground maize. People eat nshima with their hands. They dip it into tasty sauces and usually eat it with some meat or fish.

Brazil

School lunch in Brazil is usually a meal with a balance of meat or fish, fruit and vegetables and some bread. However, the main part of the meal is almost always rice and beans. Brazilian school lunches are healthy and filling. For most people in Brazil, lunch is bigger than breakfast or dinner.

Italy

In Italy, the food in school lunches is often organic, or grown naturally, without chemicals. The food also comes from farms near the school. These lunches usually include pasta or a rice dish called risotto. Kids eat salad for lunch, too. Most schools in Italy serve meat only a few times each week.

19 Read and say the country. 1 You eat in your classroom.

2 Food comes from farms near the school.

3 You eat with your hands.

4 There is always rice and beans.

Would you like to try any of the food from this unit? Why/Why not? What is your favourite school lunch? Explain.

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Warm-Up • Write the names of the countries Japan, Italy, Brazil and Zambia on the board. Display a map or globe and invite pupils to play a game. • Have a volunteer close his/her eyes and point to a place on the map or globe. Write the name of the country he/she pointed to on the board and have pupils repeat it after you. Ask: Do you think [country] is closer to Italy, Brazil, Japan or Zambia? • Have pupils guess. Then have the volunteer find the correct answer by looking at the map or globe and measuring the distances. The pupil who answered correctly can go next. Using Page 36 18

Listen and read? Where is lunch bigger than dinner?

1:46

Explain the lesson objective – pupils will read and talk about school lunches around the world. • Write these vocabulary items on the board: canteen, maize, nshima, organic, risotto, sauces. Have pupils listen for and locate these words in the article. • Read the directions aloud. Play Audio track 1:46 and have pupils listen, read and follow in their books. Check for comprehension. Ask: What foods are often part of school lunch in Japan? (rice and soup) What is the main part of lunch in Brazil? (rice and beans) What is nshima? (It’s a sticky dough made from white ground maize.) What is MONITOR organic food? (It is food grown naturally without the use of chemicals.) Where is lunch bigger than dinner? (Brazil) ASSIST Replay the audio as needed. INVOLVE

OBJECTIVES To read and talk about school lunches around the world

Content Words Nouns: canteen, maize, nshima, organic, risotto, sauces

21st Century Skills Communication

Materials World map or globe Paper, drawing materials, scissors and glue Pictures of food Audio track 1:46 Video (eText) Digital activities: MyEnglishLab

Page 28 Answers on page T148

19

Read and say the country. • Read the directions aloud. Read the items aloud and have pupils repeat them. • Model how to find the answers by looking at the text in Activity 21. Then have pupils complete the activity independently. MONITOR Review answers as a class. (Answers: 1 Japan, 2 Italy, 3 Zambia, 4 Brazil) st

21 Communication • Ask pupils if they have eaten any of the food from the text and if they like it. Then ask which of these foods is closest to their traditional food. Ask if they eat rice and beans and if they eat organic food. • Continue by asking if they would like to taste any of these foods and why or why not. Finish by asking pupils what they had/are having for lunch today and what their favourite lunch is. • Assign Activity Book page 28 and direct pupils to digital activities. Application and Practice Activity • Have pupils plan school lunches for a week. Divide the class into five groups and assign a day of the week to each group. • Give each group a sheet of paper, drawing and writing materials, as well as pictures of food from magazines, newspapers or the internet. Have the pupils write the name of the day of the week at the top of the paper. Then have them talk about which foods they want to include in their lunch. Remind them of the ‘My Plate’ chart and what types of food would make a balanced meal. • Have pupils draw or cut and paste pictures to show the lunch menu for their day. They should label each picture. • Have each group present their menus to the class. Display the menus around the classroom. • Have pupils view Unit 3 video segment. Use the Video Guide.

TEACHING TIP Comparing Options Point out that some pupils eat lunch in a cafeteria, some eat lunch in their classrooms and others go home for lunch. Have pupils say which they think would be best. Group pupils who agree together and have them come up with a list of reasons supporting their choice. Then have a group discussion about where the best place to have lunch during school is.

Unit 3 T36

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OBJECTIVES To use conjunctions because and so To use unit vocabulary in sentences To write about food pupils like or don’t like

Key Vocabulary because, so

Materials Strips of paper Audio track 1:47 Audioscript, page T139 Game (eText) Digital activities: MyEnglishLab

Page 29 Answers on page T148

Warm-Up • On the board, write the words so and because in two different columns. Under them write the sentences I like chocolate because it’s sweet., I don’t feel well so I’m going to the doctor. Read them aloud and have pupils repeat after you. • Then write on the board I like going to the museum … it’s interesting. It’s my birthday tomorrow … mum’s making me a cake. Ask pupils if they can explain the difference between so and because by giving MONITOR you sentences as examples. Write their answers on the board. Using Page 37 20

1:47 Complete the sentences. Use so or because. Then listen and check.

Explain the lesson objective – pupils will learn how to use because and so to join sentences. • Read the directions aloud and then read the text in the box. Play audio track 1:47 and have pupils listen, read and follow in their books. • Have pupils complete the activity independently. MONITOR Review answers as a class. (Answers: 1 because, 2 so) INVOLVE

21

Join the sentences. Use the conjunction. • Read the directions aloud. Read the sentences aloud and have pupils repeat them. • Do Item 1 as a class. Write the answer on the board.Then have pupils complete the activity independently. Review answers as a class. (Answers: 1 My sister likes chicken curry so she eats it twice a week., 2 I usually eat fruit in the morning because it’s tasty., 3 We can have MONITOR Mexican food tonight because there’s a new restaurant in town., 4 I’m going to Spain next month so I’d like to try some paella.) 22

Find the conjunctions.

• Read the directions aloud. Ask pupils to read the paragraph silently. • On the board write and, but and or. Remind pupils that these words also join sentences. Have pupils complete the activity in pairs. MONITOR Review answers as a class. (Answers: so, because, and, but, so, But, Because, or) CHALLENGE Have pupils write or say a few more sentences using and, but and or. 23

TEACHING TIP Correcting Writing Look for common mistakes that pupils are making in their writing and copy examples of them on the board. Model how to correct a few of them. Then invite volunteers to come up and fix the rest of the mistakes.

In your notebook, write three sentences about food you like or don’t like. Use because and so once.

• On the board, write the names of food pupils have learnt in this unit. Ask pupils to give you some more foods. Write these on the board as well. • Point to each food word and ask pupils if they like it and why or why not. Write a few of their answers on the board. • Have pupils complete the activity independently. Have pupils read their sentences aloud for the class. Listen for correct MONITOR pronunciation, appropriate intonation and correct use of language. • Assign Activity Book page 29 and direct pupils to digital activities.

Application and Practice Activity • Give pupils three strips of paper each. Have them write a sentence on each one using a conjunction. Then take the strips and cut them just before the conjunction. Place them in two bundles – one bundle with the first phrase of the sentence, the second bundle with the conjunction phrase. Mix each bundle up well. • Place pupils in small groups and hand them strips from the two separate bundles. Have pupils make sentences using the strips. • Have pupils play Unit 3, Game 1 on the eText.

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Conjunctions: because, so

Writing

1:47

20

Complete the sentences. Use so or because. Then listen and check. We use so and because to connect sentences. I like being healthy. I eat yoghurt and fruit for breakfast. I like being healthy so I eat yoghurt and fruit for breakfast. I love eating watermelon. It’s delicious. I love eating watermelon because it’s delicious. 1 I like eating porridge for breakfast ? it’s warm and yummy. 2 I like eating meat ? I often have lamb meatballs.

21

Join the sentences. Use the conjunction. 1 My sister likes chicken curry. She eats it twice a week. (so) 2 I usually eat fruit in the morning. It’s tasty. (because) 3 We can have Mexican food tonight. There’s a new restaurant in town. (because) 4 I’m going to Spain next month. I’d like to try some paella. (so)

22 Find the conjunctions. I like eating vegetables so I eat them every day. I eat them because they make me feel healthy and are good for my body. I also like drinking fruit juice but I don’t really like fruit so I don’t eat a lot of fruit. But, I love watermelon! Because I really love it, I sometimes eat it at lunch or dinner! 23 In your notebook, write three sentences about food you like or don’t like. Use because and so once.

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Phonics

le, el, al, il

1:48

24 Listen, read and repeat. 1

le

2

el

3

al

4

il

1:49

25 Listen and find. Then say.

apple

camel

medal

pencil

1:50

26 Listen and blend the sounds. 1 b-u-bb-le

bubble

2 u-n-c-le

uncle

3 t-r-a-v-el

travel

4 a-p-r-il

April

5 s-a-n-d-al-s

sandals

6 t-o-w-el

towel

7 p-u-p-il

pupil

8 l-o-c-al

local

1:51

27 Read aloud. Then listen and chant. Take your pencil, Draw a camel, Draw a medal, Draw some bubbles.

a/w 3.61 chant aw

38 Unit 3 phonics (le, el, al, il)

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Warm-Up • Make flashcards (words only) using index cards for the words in this lesson (apple, camel, medal, pencil) and a few other words with the same sounds that pupils know (pedal, people, wheel, snail). • Write the sounds le, el, al and il on the board. Show the cards one by one and read the words aloud. Invite volunteers to come to the board and place the index cards under the correct sounds. Using Page 38 24

1:48 Listen, read and repeat. Explain the lesson objective – pupils will identify the letters and sounds le, el, INVOLVE al and il individually and as part of words. • Read the directions aloud. Play audio track 1:48 and have pupils listen and read each sound as it is said. Have pupils repeat. As pupils repeat, check they are pointing to the correct sound and listen for MONITOR correct pronunciation.

OBJECTIVES To identify and say the letters and sounds le, el, al and il individually and as part of words

Materials Index cards A4 paper Audio tracks 1:48–52 Digital activities: MyEnglishLab

Page 30 Audioscript on page T139 Answers on page T148

25

1:49 Listen and find. Then say. • Read the directions aloud. Play audio track 1:49 and have pupils listen, find and point to each word and its corresponding picture as it is said. Have pupils repeat each word. Replay the audio as needed. Pupils can also check that they are pointing to the ASSIST correct word and saying it properly with a partner.

26

1:50 Listen and blend the sounds. • Read the directions aloud. Play audio track 1:50 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. • Replay the audio and have pupils repeat the activity. As pupils repeat, check they are pointing to the correct word and listen for MONITOR correct pronunciation and appropriate intonation.

27

1:51 Read aloud. Then listen and chant. • Read the directions aloud. Read the chant while pupils follow in their books. Have them choral read the chant as a class. • Play audio track 1:51 and have pupils listen. Replay several times and encourage them to join in. As pupils repeat the chant, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language. • Assign Activity Book page 10 and direct pupils to digital activities.

Application and Practice Activity • Write a list of at least twelve le, el, al and il words on the board. Then have pupils turn a piece of A4 paper on its side (landscape) and divide it into four columns. Have them write the headings le, el, al and il at the top of each column. • Have pupils copy the words from the board into the correct columns. They can also illustrate the words with simple drawings if they wish.

Unit 3 T38

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OUTCOMES Pupils can use the unit vocabulary. Pupils can make polite requests. Pupils can use because and so.

Warm-Up • Review the unit vocabulary by playing a quick game of Simon Says (see Game Bank, page T135, for details). Scatter several flashcards around the room. Give directions such as Simon says make a circle around the noodle soup., Simon says line up behind the chicken curry., Pick up the porridge. Using Page 39

21st Century Skills Social Skills Self-Direction

Materials Flashcards 17–25 A3 paper Game (eText) Digital activities: MyEnglishLab

Page 31 Answers on page T148

28

Complete the dialogue.

Explain the lesson objective – pupils will review the language they learnt in this unit and assess their progress so far. • Read the directions aloud and have pupils read the words in the box aloud. Have pupils complete the dialogue independently. Review answers as a class. (Answers: 1 would, 2 like, 3 Would, 4 like, 5 would, MONITOR 6 Do, 7 like, 8 do) Place pupils in pairs and have them write their own short similar dialogue and CHALLENGE role play it. INVOLVE

29

Make your own restaurant. First, make a menu for breakfast and lunch. Next, take food orders from your classmates. Write the orders.

• Arrange pupils in groups. Give each group a set of ten index cards and writing materials. • Read the directions aloud. Point to the sample menu. Tell pupils that menus have got both the name of the food and a price. Ask pupils to think about how much they will charge for each item on their menu. • Have pupils share their menus with the class. Remind pupils to ask each classmate a question such as: Would you like some orange juice? Tell pupils to write each classmate’s name, listen closely to his or her answers and write down the classmate’s orders. Listen and identify pupils who are having difficulty producing language or MONITOR who are not using a wide range of new vocabulary. Have pupils refer to the classmates’ orders that they have written down as they CHALLENGE read them aloud to the class.

TEACHING TIP st 21 Social Skills

Public speaking can be a difficult task for both adults and children. Some pupils may feel uncomfortable speaking in a loud, public voice. For pupils who speak softly, turn speaking loudly into a game. When it’s their turn to take orders from their classmates, have them stand on one side of the room while their classmates stand on the other side. Explain that pupils will have to talk very loudly in order to hear each other. Remind them when they are making presentations to the class, they should use this loud voice so that everyone can hear them.

Help pupils connect the items on their menus to the flashcards or page 28 of their books.

I Can st

• 21 Self-Direction This section asks pupils to assess their own learning and think about their progress. Read the statements aloud. Explain that pupils should write the skills they feel they can do in their notebooks. Help pupils appreciate their progress. Say: The I Can statements point out what you have learnt in this unit. • Assign Activity Book page 31 and direct pupils to digital activities.

Application and Practice Activity • Have pupils choose the healthiest item from each classmate’s menu to make a ‘Very Healthy Class Menu’. Have pupils work in groups to write their class menu on A3 paper. Have them decide the five healthiest items on the menu and put a star next to them. • Have pupils play Unit 3, Game 2 on the eText.

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M03A

Review 28 Complete the dialogue. A: What 1 ? you 2 ? to eat for lunch?

do (x2)

like (x3)

would (x3)

B: I’m not sure. A: 3 ? you 4 ? to go to the new Thai restaurant? B: Yes, I 5 ? . What’s Thai food like? A: Some of it is spicy. 6 ? you 7 ? spicy food? B: Yes, I 8 ? ! A: Great. Let’s go. 29 Make your own restaurant. First, make a menu for breakfast and lunch. Next, take food orders from your classmates. Write the orders.

Ray’s Restaurant Breakfast

eggs and toast ................ €3.00 yoghurt and fruit ........... €3.50 cereal with milk .............. €2.75 porridge .......................... €2.75 orange juice ................... €2.00 milk ................................. €1.75 What would you like for breakfast?

Would you like a drink with that?

Lunch

noodle soup .................... €3.50 chicken curry ................. €5.25 paella .............................. €4.95 toasted cheese sandwich .. €4.50 burger and chips ............. €3.75 lemonade ....................... €2.00

I’d like some porridge, please.

Yes, I would. Thank you. I’d like some juice, please.

I Can • talk about what people eat.

• make polite requests.

• talk about a

balanced diet.

• find and use

because and so.

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Checkpoint

Units 1–3

How Well Do I Know It? Can I Use It? 1

Think about it. Read and draw. Practise. I know this.

I need more practice.

I don’t know this. PAGES

1

Appearance: tall, short, straight black hair, wavy blonde hair...

2

Personality: friendly, funny, clever, shy, serious...

4

3

Activities: go to the dentist, go on holiday, go to a wedding, visit my grandparents, eat out, have a guitar lesson...

16

4

Expressions of frequency: every day, once a week, three times a year...

17

5

Food: porridge, noodle soup, lamb meatballs, watermelon...

28

6

Chris is taller than Tom.

4

Mary’s backpack is heavier than Kim’s. My sister’s hair is longer than my hair.

8–9

My sister’s hair is longer than mine. 7

What are you doing on Friday? We’re eating out. How often do you have a guitar lesson?

20–21

I have a guitar lesson once a week. 8

What would you like? I’d like some porridge. Would she like to try some chicken curry? Yes, she would./No, she wouldn’t.

32–33

40 Checkpoint Units 1–3

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Warm-Up • Have pupils create sentence puzzles to review key vocabulary from Units 1–3. Invite pupils to write sentences using vocabulary words from these units and then rewrite the sentences, leaving a blank in place of each vocabulary word. Challenge classmates to guess the missing words.

OBJECTIVES

Using Page 40

21st Century Skills

1

Think about it. Read and draw. Practise.

Explain the lesson objective – pupils will say how well they can use what they have learnt in Units 1–3. • Read the directions aloud. Have pupils point to the face icons at the top of the page as you read the descriptions aloud. Then have pupils repeat after you, using intonation and facial expressions to mime the meanings. • Have pupils use a marker pen or coloured pencil to complete the exercise in their notebooks. (They will then choose a different colour when they review this list at the end of the Checkpoint.) Follow the suggestions below to review the key language in the unit. Check to see how well pupils are able to use the language. Remind pupils that they will MONITOR be asked to assess their own abilities. You may wish to review all the language in the checklist first and then have pupils complete the checklist or have pupils complete the checklist as each language point is reviewed. Encourage pupils to turn to the page references when they need additional ASSIST support or to refresh their memories. Appearances (page 4) Have pupils play Who Am I? Invite them to pretend to be one of the pupils on page 4 and give clues to help classmates guess which pupil they are. Use only descriptions for physical appearances. Model: I wear glasses and I’ve got dark brown hair. (Brian) Personality (page 4) Have pupils play Who Am I? again. Invite them to pretend to be one of the pupils on page 4 and give clues to help classmates guess which pupil they are. Use only descriptions for personality. Model: I’m serious. (Brian) Activities (page 16) Whisper an activity in a pupil’s ear. The pupil can then mime, draw or describe it to his/her classmates, who try to guess it. Expressions of frequency (page 17) Have pupils place sticky notes on days on a calendar to represent the expressions of frequency on page 17. Then have pupils look through each other’s calendars and name the expressions. Food (page 28) Invite pupils to describe one of the foods shown on page 28 and ask classmates to guess the food. taller, heavier, my, mine (pages 8–9) Have pupils choose an action figure or photo of a person in a magazine. Then have them compare and contrast their selections. Model: The hero in red is taller than the one in black. My hero is stronger than yours. What/How often …? (pages 20–21) Have pupils talk about what they and their families do every day. Tell them to ask and answer questions about what they are doing or where they are going. Encourage pupils to use the words what, where or how often. would/wouldn’t like (pages 32–33) Have pupils say if they would like to try the foods on page 28. Then have classmates ask and answer questions about these statements. INVOLVE

To self-assess comfort with target skills and key language for Units 1–3

Self-Direction

Materials Flashcards 1–25 Marker pens or coloured pencils Sticky notes, calendar Magazine cutouts of action figures or people For more information about using Checkpoints, see Introduction, page x.

TEACHING TIP st 21 Self-Direction

Remind pupils that there are no right or wrong answers on this page. Emphasise the fact that they should draw in their notebooks the face that shows how they feel about each skill. Say: This page will help us find out what you know well and what you should study more.

Checkpoint Units 1–3 T40

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OBJECTIVES To complete a dialogue To ask and answer questions using the target language To describe people

21st Century Skills Critical Thinking Cross-Cultural Skills

Materials

Warm-Up • Have volunteers identify India, Italy and Spain on a world map or globe. Invite them to share any information they know about these countries. • Ask: How can you find out more about a country? (read information, talk to people from the country, try food from the country) Using Page 41 2

INVOLVE

Restaurant menus World Map or globe Sticky notes Audio track 1:53 Audioscript, page T139

• •

• •

MONITOR ASSIST

1:53 Get ready. Explain the lesson objective – pupils will put together what they learnt in Units 1–3. They will complete a dialogue and then ask and answer questions about it. Part A: Read the directions aloud. Say: A dialogue is a conversation between two or more people. Have volunteers read the statements aloud. Point out that they will use clues in the dialogue to decide in which blank each labelled statement makes sense. Point out that Dad asks Anna many questions in this dialogue. The labelled statements often give her answers. Ask: What’s Dad’s first question? (What’s she like?) Who’s he asking about? (Ms Hart, the new Social Science teacher) Have pupils complete the dialogue independently. Remind them that reading aloud as they work can help them find the correct answer. Play audio track 1:53 twice. First, have pupils focus on listening comprehension. Then have them check to see if they put the questions in the correct order. Check answers as a class (Answers: 1 b, 2 a, 3 e, 4 d, 5 c) Suggest that pupils write the labelled statements on separate sticky notes. They can then test each statement in the dialogue to find where it makes sense. st

• 21 Critical Thinking Have pupils name the clues in the dialogue that helped them fill in the missing statements. Model: When Anna says, ‘No, that’s Ms Roberts’. I know that Anna’s dad is getting Ms Hart and Ms Roberts mixed up. So Anna gives information to help. She says, ‘Ms Hart’s hair is shorter than Ms Roberts’.’ • Part B: Read the directions aloud and invite pupils to practise the dialogue. Encourage pupils to switch roles. MONITOR Listen for correct pronunciation and intonation as pupils practise. • Part C: Read the directions and questions aloud. Have pupils talk about their answers in pairs. MONITOR Check to make sure pupils use correct vocabulary and grammar.

TEACHING TIP st 21 Cross-Cultural Skills

Explain that food is an important part of every culture. Say: Learning about food can help you understand more about other places. Show pupils restaurant menus or print-outs. Have them name the country where the food comes from and describe what types of food they find on the menus.

T41 Checkpoint Units 1–3

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M03B

I Can Do It!

1

1:53

2

Get ready. A Complete the dialogue. Then listen and check.

2 3 4

a Ms Hart’s hair is shorter than Ms Roberts’. b She’s really nice. c Ms Hart is bringing pizza to class. d Ms Hart brought some Indian vegetable curry to class. e Every Tuesday and Thursday. Anna:

We’ve got a new Social Science teacher. Her name is Ms Hart.

Dad:

What is she like?

Anna:

1

Dad:

Oh, I think I saw her. Has she got long blonde hair?

Anna:

No, that’s Ms Roberts. 2 ? And Ms Hart wears glasses.

Dad:

Interesting. When have you got Social Science?

Anna:

3

Dad:

Really? Was it good?

Anna:

Yeah. I loved it! Yesterday we learned about Spain and Ms Hart brought us paella. Today we’re learning about Italy. 5 ? .

Dad:

Stop. You’re making me hungry!

? . And she’s funny, too!

? . Right now we’re learning about India. 4 ? .

5 6 7 8

B Practise the dialogue in A with a partner. C Ask and answer the questions with a partner. 1 Would you like to try the food in A? 2 What countries do you learn about in Social Science?

9

Checkpoint Units 1–3 41

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Checkpoint 3

Units 1–3

Get set. STEP 1 Create information about someone you would like to have as a

pen pal. What is he/she like? Where does he/she live?

STEP 2 Cut out the book outline on page 121 of your Activity Book. Fold

it to make a book.

STEP 3 Write about your pen pal in your book. Now you’re ready to GO!

4

Go! A Swap books with three classmates. Write notes about their pen pals in your notebook. Ask and answer questions like the ones below. • What are the pen pals’ names? • What are they like?/What do they look like? • What do they like doing? • What food do they like eating?

?

’s Pen Pal Name: Is like/Looks like: Likes doing: Likes eating:

B Tell your class about some of your group’s pen pals.

Maria’s pen pal lives in China. She likes watching films. She likes eating steamed buns.

42 Checkpoint Units 1–3

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Warm-Up • Have pupils preview the cutouts on Activity Book page 121. Say: You will use these pages to create a book about a pen pal. Have volunteers read each page aloud. Say: The words in brackets will help you write your book. Point to the blanks labelled His/Her and He/She. Say: You will write one of these words to complete the sentence. Then point to other words or phrases in brackets, such as Name or City, Country. Say: These words say what information you will include. Using Page 42 3

Get set.

INVOLVE

• • • MONITOR ASSIST

•

Explain the lesson objective – pupils will make up pen pals that live in other countries. They will write books about their pen pals and then read and take notes on classmates’ books. Say: A pen pal is someone you write to. Many pupils have got pen pals in other countries. You may write to a friend who moved to another country. Or you might write to someone you have not met in person. Read the directions aloud. Have pupils work independently to create and write about pen pals. Encourage them to cut out and fold their books before they begin to fill in the blanks. Allow pupils to use reference materials, including books and the internet, to help them complete their books. Check to see that pupils’ answers match the requested information. Allow pupils to review flashcards 1–25 for support as they complete their notes. Provide them with additional vocabulary as needed. List adjectives to help pupils fill in the blanks. For page 2: sweet, sour, spicy, salty. For page 3: long, short, black, brown, blonde, straight, curly; clever, friendly, funny, serious.

OBJECTIVES To write mini-books about pen pals To read classmates’ books

21st Century Skills Collaboration Technology Literacy

Materials Cutouts on Activity Book page 121 Flashcards 1–25 World maps

Invite pupils to add one additional sentence to each page of their My Pen Pal books. 4

Go! • Part A: Read the directions aloud. Have each pupil place his or her book on a desk. Then invite pupils to go to a desk to read the book they find there to learn about a classmate’s pen pal. Remind them to take notes as they read. Then have them go to another desk to read about another pen pal. Have pupils read about three pen pals. • Part B: Read the directions aloud. Ask a volunteer to read the speech bubble aloud. Then have pupils share information about pen pals with the class. Check for proper pronunciation, appropriate intonation and correct use of language. Encourage pupils to verify that others report information from their MONITOR own books correctly. st

• 21 Collaboration Invite pupils to create a classroom display labelled Pen Pals Around the World. Have them work in small groups or in pairs to arrange pen pals geographically by continent and then by country. Suggest that pupils collect data about the complete set. For example, pupils can create a bar graph showing the class pen pals by continent. st

• 21 Technology Literacy Have pupils explore the internet to find ways to connect with pen pals around the world. Invite them to share their findings with the class.

Checkpoint Units 1–3 T42

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OBJECTIVES To write a journal entry To reassess comfort with target skills and key language for Units 1–3

21st Century Skills Communication Self-Direction

Materials Marker pens or coloured pencils Game (eText) Digital activities: MyEnglishLab

Pages 32–33 Answers on page T149

Warm-Up • Write the word journal on the board. Say: A journal is a record you write. You can write about yourself, your friends or your ideas. • Explain that writing a journal can be helpful now and in the future. Say: When you write a journal today, it can help you put your ideas in writing. When you read a journal later, it can help you remember what you were thinking. • Ask: What might a journal from last year say about you? Discuss pupils’ responses. Using Page 43 5

Write about yourself in your notebook.

Explain the lesson objective – pupils will write a journal entry. Then they will look back at Units 1–3 again and think about how well they can use what they have learnt. • Read the directions and journal title aloud. Invite volunteers to read the questions aloud. • Have pupils begin by writing today’s date in their notebooks. Then have them write answers to the questions. MONITOR Check pupils’ writing for correct use of language. Provide pupils with sentence frames to complete. Model: I am ... than my best friend. My best friend is ... than I am. My best friend is ... and ... . After school, I ASSIST like to ... . I would like to try ... . Invite pupils to read their All About Me journal entries aloud and compare their answers. INVOLVE

6

How Well Do I Know It Now?

• Part A: Read the directions aloud. st

• 21 Self-Direction Have pupils turn to Activity 1 on page 40 and think about each of the categories again. Remind pupils to take their time to think about each category carefully. Suggest that they look at the reference pages listed as they review their skills. • Part B: Make sure that pupils use a different marker pen or coloured pencil as they reassess their understanding and use of each checklist item. • Part C: Read the directions aloud. Say: Choose the statement that tells how you feel about Units 1–3. 7

TEACHING TIP Using Checkpoint Evaluations Pupil evaluations of the Checkpoint (easy/hard, fun/not fun) can give you insight into pupils’ reactions to classroom activities. Review their answers to help you engage and motivate them as they continue to review Units 1–3 and move on to the next units. Consider whether pupils require additional assistance, deeper challenges or more inspiring activities.

Rate this Checkpoint.

• Read the directions aloud. Tell pupils that they will choose two stars. Say: First, you will say if the Checkpoint was very easy, easy, hard or very hard. Then you will say if it was fun, OK or not fun. • Have pupils complete the rating individually. • Have pupils play the Checkpoint Game on the eText. • Assign Activity Book pages 32–33 and direct pupils to digital activities.

T43 Checkpoint Units 1–3

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M03B

5

Write about yourself in your notebook. • Who is taller, you or your best friend?

• What do you like doing after school?

• What is your best friend like?

• How often do you play with your friends?

• What does your best friend look like?

• What food would you like to try?

All About Me

Date:

1 2 3 4 5

How Well Do I Know It Now? 6

6

A Look at page 40 and your notebook. Draw again. B Use a different colour.

7

C Read and think. I can start the next unit. I can ask my teacher for help and then start the next unit. I can practise and then start the next unit. 7

Rate this Checkpoint.

very easy

easy

8 9

hard

very hard

fun

OK not fun Checkpoint Units 1–3 43

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How Do You

Feel?

Objectives Project

Vocabulary • To name and describe illnesses and injuries • To name and describe remedies

• To make a ‘Protect Yourself’ checklist

Culture Connection • Around the World: To read about home remedies around the world

Reading • To identify important ideas in a story (‘You’re Hurt!’) • To use the reading strategies to understand and enjoy a story

Grammar

Writing • To learn how and when to use commas

Phonics

• To use the modal auxiliary should • To use reflexive pronouns myself, yourself, himself/herself, ourselves, themselves

• To identify and say the letters and sounds for kn and wr individually and as part of words

Think Big

Content Connection • Science: To read and talk about the germs that make people sick

• To develop 21st century skills and ‘bigger picture’ thinking

Key Vocabulary Illnesses allergies cold cough cut fever headache

sneeze sore throat stomachache toothache

Everyday English Oh, no!

Content Words bacteria fungi germs herbal tea ingredients medicine

protozoa remedies sunburn toxins vinegar viruses

T4A Unit 4

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Materials Pupil’s Book, Unit 4 Main unit, pages 44–55 Class Audio CD, Tracks 2:01–16

Activity Book, Unit 4 Main unit, pages 34–43 Extra grammar practice, page 101 Class Audio CD, Tracks 2:05–17

Assessment Package Unit 4 Practice test Unit 4 Unit test Unit 4 Oral assessment

Unit Opener Activities Family Connection Have pupils interview their family members about times when they were ill or injured. Ask pupils to make a chart that has got each family member’s name, a description of the illness or injury and what helped that person get better. Encourage pupils to report back to the class any interesting information they learn.

Additional Materials Flashcards 26–35 Video (eText), Unit 4 Interactive Activities, Unit 4 Digital activities (MyEnglishLab), Unit 4

Parts of the Body Bulletin Board Draw a large body shape on A2 paper, cut it out and pin it to a bulletin board. Have pupils work together to label the body shape with names of parts of the body. As pupils work through the unit, have them write the names of illnesses (sore throat, headache, stomachache, toothache, etc.) on pieces of card and add them to the appropriate part of the display.

Unit 4 T4B

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How Do You

Unit

4

Feel?

2:01

1

Listen, look and say.

1 allergies

2 cough

5 cut

8 stomachache

3 fever

4 headache

6 sneeze

7 sore throat

9 cold

10 toothache

2:02

2

Listen, find and say.

3

Play a game.

44 Unit 4 vocabulary (health problems)

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Warm-Up • Show the class a picture of a doctor’s office with a patient. Ask pupils why people go to doctors and what a doctor can do to help them (give them medicine, a check-up). Ask if they have recently been to a doctor. • Ask how they feel when they are ill and what they do to get better.

OBJECTIVES To identify and talk about different illnesses and injuries

Key Vocabulary

Using Page 44 1

2:01 Listen, look and say. Explain the lesson objective – pupils will learn and talk about different INVOLVE types of illnesses and injuries. Ask: Which one is an injury? Why do we get stomachaches? • Point to the pictures on page 44 and say: These pictures show different types of illnesses and injuries. Ask: Which one is an injury? Why do we get stomachaches? • Read the directions aloud. Play audio track 2:01. Have pupils listen, look at the corresponding picture and then repeat the phrases. Replay the audio and pause after each phrase while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. Ask pupils MONITOR to repeat each phrase aloud after you, if necessary. ASSIST Replay the audio as needed.

2

2:02

Listen, find and say.

Nouns: allergies, cold, cough, cut, fever, headache, sneeze, sore throat, stomachache, toothache

Materials Picture of a doctor’s office with a patient Flashcards 26–35 Audio tracks 2:01–02 Interactive activities (eText) Digital activities: MyEnglishLab

Page 34 Answers on page T149

• Point to the children in the pictures in Activity 1 and say each phrase aloud. Have pupils repeat after you. Randomly describe an illness and have pupils point to the picture you have described. • Read the directions aloud. Play audio track 2:02. Have pupils listen, point to each picture in Activity 1 and say the words. Check to make sure pupils are pointing to the correct images. Pupils can also repeat the activity in pairs, showing or saying the correct number for each MONITOR illness to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards. 3

Play a game. • Have pupils look at Activity 1. Explain that you are going to mime an illness and that they have to say what it is. Mime having a headache and elicit headache from pupils. Do this for two more illnesses. Have pupils play the game in pairs. Listen for proper pronunciation, appropriate intonation and correct language MONITOR use. Pupils can also play the game again in small groups. Mix pupils into groups or pairs of different abilities while they play the game ASSIST again so that stronger pupils can assist weaker ones. • Assign Activity Book page 34 and direct pupils to digital activities.

Application and Practice Activity • Ask pupils what they do if they have a headache, a cold, an allergy, etc. Write their answers on the board (take an aspirin, stay in bed, take special pills, etc). • Then arrange pupils in small groups to role play being ill. Have one member of the group be the patient and say what is wrong with them. Then have the others in the group discuss and make suggestions for what they need to do to feel better.

Unit 4 T44

13:13

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OBJECTIVES To identify and talk about different illnesses and injuries To sing a song

Key Vocabulary Nouns: allergies, cold, cough, cut, fever, headache, sneeze, sore throat, stomachache, toothache

21st Century Skills Critical Thinking

Materials Flashcards 26–35 Audio tracks 2:03–05 Interactive activities (eText) Digital activities: MyEnglishLab

Page 35 Audioscript on page T140 Answers on page T149

How Do You

Warm-Up • Invite pupils to play a game. Say: I ate a pizza, drank two glasses of lemonade and then had a piece of cake. I’ve got a ... . Elicit stomachache. Then say: I ate too many chocolates. I didn’t brush my teeth. I’ve got a ... . Elicit toothache. • Have a few volunteers come to the front and continue the activity, until you have covered the key vocabulary items.

Feel?

Using Page 45 4

Listen and sing. Who’s speaking? Explain the lesson objective – pupils will sing a song and talk about different INVOLVE illnesses and injuries. • Read the directions aloud. Play audio track 2:03. Have pupils listen and read along silently. • Replay the audio and have pupils sing along. Do this several times. Then ask pupils to read the song silently and identify who’s speaking. • Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 2:04). Or, if you wish, save the karaoke version for use at another time as a fun way to review the song. MONITOR Review answer as a class. (Answer: Dad’s speaking.) Replay the audio as needed. Use gestures and simple language to explain ASSIST unfamiliar words. 2:03 2:04

5

Choose the correct answer. • Have pupils look at Activity 1 on page 44. Ask: Why has the boy in 1 got allergies? (It’s spring.) Why has the boy in 3 got a fever? (Maybe he’s got a cold.) • Read the directions aloud and have pupils complete the activity independently. Review answers as a class. (Answers: 1 bad stomachache, 2 cut, 3 allergies, MONITOR sneezing, 4 toothache, 5 cold, coughing, sore throat, 6 fever, headache) Have pupils complete the activity in pairs. For additional support, use the ASSIST flashcards. st

21 Critical Thinking • Read the directions aloud. Have volunteers read the statements aloud. Put pupils in pairs and have them complete the activity. MONITOR Review answers as a class. (Answers: 1 Sarah’s got allergies., 2 Emma’s got a cut.) Have pupils write two more symptoms in their notebooks and read them to the class. The first pupil to get both illnesses correct is the next pupil to read CHALLENGE out his symptoms. Continue until all pupils have had a turn. • Assign Activity Book page 35 and direct pupils to digital activities.

TEACHING TIP

Application and Practice Activity • Put pupils in small groups. Have them rewrite the song using different illnesses. Then have them sing and mime their new song to the class.

Auditory Learners For pupils who enjoy music, you may wish to play the karaoke version of the song first (audio track 2:04). Recognising the tune and song structure can help prepare these pupils to sing the words when you play the complete song.

T45 Unit 4

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M04_

03 2:04 2:

4

Listen and sing. Who’s speaking?

Stay in Bed and Rest!

13 5

You’re coughing and You’re sneezing. You need to stay in bed. I think you’ve got a fever. Here, let me feel your head. You shouldn’t go to School today. You should stay Home instead.

You’ve got a fever and A cold. Here’s what I suggest: You should drink some tea And juice. Stay in bed and rest! Listen to your dad, now, Taking care of yourself Is best.

When you’re ill or feeling blue, Your family takes good care Of you.

Chorus

Choose the correct answer. 1 Ben has got bad stomachache/a bad headache. He ate something bad last night. 2 Philip fell and hurt himself on the playground. He’s got a big fever/cut on his knee. 3 It’s spring and Pablo has got terrible allergies/cuts. He’s sore throat/sneezing. 4 Karen’s teeth are sore and she can’t eat. She’s got a terrible headache/ toothache. 5 Sandra has got a bad cold/cut. She’s allergies/coughing and she’s got a sore throat/sneezing. She has to stay home from school. 6 Liz has got a terrible fever/stomachache and headache/cut. She’s very hot and her head is sore.

Read and say what’s wrong. 1 The trees are making Sarah sneeze.

2 Emma is bleeding.

song/vocabulary Unit 4 45

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Story 2:06

6

Listen and read. Does Christina need a nurse?

You’re Hurt!

Oh, no! You’ve got a cut.

Oh, no!

Sam, it’s only ketchup. I don’t need a nurse. I just need a napkin!

I thought that was blood!

What? I... You shouldn’t worry so much!

1

Sam and Christina are eating lunch together at school. Christina’s got a problem.

You should see the school nurse! You should put a plaster on that.

2

Sam gets upset when he sees Christina’s arm. He thinks she cut herself.

You shouldn’t wait! You should go straight away! But Sam... But I...

5

7

Christina cleans her arm.

6

Now Sam doesn’t feel very well.

Who says it? Say Sam or Christina. 1 “You’ve got a cut.” 2 “You should see the school nurse!” 3 “I don’t need a nurse.” 4 “You should put a plaster on that.” 5 “I just need a napkin!” 6 “You shouldn’t worry so much!”

Why did Sam get upset? Why didn’t Christina get upset? What should you do if you cut yourself? 3

Sam wants to help Christina.

4

Christina doesn’t need to go to the nurse. She’s OK.

46 Unit 4

reading Unit 4 47

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Warm-Up • Use a red marker pen to make a small ‘cut’ on the arm or leg of an old doll or puppet. Point to the red mark and say: The doll (or puppet) has got a cut. Show pupils a plaster. Say: We’ve got to put a plaster on it. Have a volunteer come up to put the plaster on the doll or puppet’s cut. • Review the word nurse with pupils. Display a photo of a nurse. Say: This is a nurse. Nurses work at hospitals. They work at doctor’s offices. They work at schools. They help people. Using Page 46 6

2:06 Listen and read. Does Christina need a nurse? Explain the lesson objective – pupils will listen and answer questions about a story. • Read the story title aloud. Have pupils repeat it. Ask: Who is the story about? (Sam and Christina) Where are the children? (At the restaurant) • Read the directions aloud. Draw attention to the question: Does Christina need a nurse? Play audio track 2:06. Have pupils listen and read along silently. Ask comprehension questions about the story. Say: Look at Frame 2.Why’s Sam upset? (He thinks Christina has got a cut.) Look at Frame 5. Why does Sam calm down? (Because MONITOR Christina has ketchup on her arm and not a cut.) Does Christina need a nurse? (No, she doesn’t.) Replay the audio as necessary. Pause after each frame and use simple language and gestures ASSIST to explain unfamiliar words. • Have pupils work in pairs to read the speech bubbles aloud to each other and role play the dialogue in the story. INVOLVE

Have pupils review the meanings of the words surprised, upset and all right. Model what you would look like when feeling each way. Then have pupils show you what they look like when they are surprised, upset and all right.

T46 Unit 4

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Using Page 47 7

Who says it? Say Sam or Christina.

• Read the directions and the first sentence aloud. Model searching back through the story to find the speech bubble that contains that sentence. Have pupils write the letter S in their notebooks to indicate that Sam said, ‘You’ve got a cut’. Have pupils complete the activity independently. Review answers as a class. (Answers: 1 Sam, 2 Sam, 3 Christina, 4 Sam, MONITOR 5 Christina, 6 Christina) ASSIST Give them the frame numbers if necessary. Say phrases from the story and have pupils tell you from which frame it is or CHALLENGE who says it. st

21 Communication • Have pupils work in pairs to answer the questions. Encourage them to listen closely to each other and to stop and think about what they want to say before speaking. Invite pupils to share their answers. Listen for proper pronunciation, appropriate intonation and correct use of language. (Answers: Sam got upset MONITOR because he thought that Christina had a cut., Christina didn’t get upset because it was just ketchup., Pupil’s own answer) CHALLENGE Have pupils ask each other questions from the story. • Assign Activity Book page 36 and direct pupils to digital activities. Application and Practice Activity • Set up a school nurse station in the classroom. Have one or two volunteers act as the school nurses. Give pupils a toy first aid kit or medical supplies such as plasters, bandages and a thermometer. • Have pupils bring the puppet from the Warm–Up activity to the school nurse. Offer each pupil a flashcard to help them explain what is wrong with the puppet. Have the nurses check the patient and then say what is wrong. Listen and identify pupils who are having difficulty producing the target MONITOR language. ASSIST Provide models for pupils who need help.

OBJECTIVES To read unit language in context To read for understanding and enjoyment To read and draw conclusions

Key Vocabulary Nouns: plaster, school nurse Verbs: go, put on, see Adverb: straight away Adjective: upset

21st Century Skills Communication

Materials Flashcards 26–35 A plaster, an old doll or puppet, a red marker pen, a picture of a nurse, toy first-aid kit or medical supplies (plasters, bandages, thermometer) Audio track 2:06 Digital activities: MyEnglishLab

Page 36 Answers on page T149

Summary Christina and Sam are eating lunch at school. There is a misunderstanding. Sam thinks Christina has cut herself and needs to go to the school nurse but she has only spilt some ketchup on her arm.

Unit 4 T47

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Story 2:06

6

Listen and read. Does Christina need a nurse?

You’re Hurt!

Oh, no! You’ve got a cut.

Oh, no!

1

What? I...

Sam and Christina are eating lunch together at school. Christina’s got a problem.

You should see the school nurse! You should put a plaster on that.

2

Sam gets upset when he sees Christina’s arm. He thinks she cut herself.

You shouldn’t wait! You should go straight away! But Sam... But I...

3

Sam wants to help Christina.

4

Christina doesn’t need to go to the nurse. She’s OK.

46 Unit 4

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Sam, it’s only ketchup. I don’t need a nurse. I just need a napkin!

I thought that was blood! You shouldn’t worry so much!

5

7

Christina cleans her arm.

6

Now Sam doesn’t feel very well.

Who says it? Say Sam or Christina. 1 “You’ve got a cut.” 2 “You should see the school nurse!” 3 “I don’t need a nurse.” 4 “You should put a plaster on that.” 5 “I just need a napkin!” 6 “You shouldn’t worry so much!”

Why did Sam get upset? Why didn’t Christina get upset? What should you do if you cut yourself?

reading Unit 4 47

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Language in Action 2:07

8

Listen and look at the sentences. Help Sam and Christina make more.

get some rest

put a plaster on it

stay up late

eat so many sweets

stay in bed

You should He should

.

go to the doctor

We shouldn’t

9

take some medicine

go out

.

.

Complete with should or shouldn’t. 1 A: I’ve got stomachache. B: You ? eat so many sweets. 2 A: He’s got a toothache. B: He ? go to the dentist. 3 A: They’ve got colds. B: They ? stay in bed and drink a lot of water. 4 A: Mary feels ill. B: She ? go out and play. She ? go to bed.

13 10

Role play with a partner. He’s got a cut.

He should go to the nurse.

48 Unit 4 language practice (You should get some rest.)

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Warm-Up • Write should on the board. Explain that should gives a special meaning to verbs. It tells you that something is a good thing to do, e.g.: You should do your homework. • Write should and not on the board. Show pupils how to combine them to form shouldn’t. Explain that when shouldn’t is used with a verb, it tells you that something is not the right thing to do. • Give half of the class index cards with the word should written on them and the other half cards with the word shouldn’t. Then give a direction such as: Touch your toes. Only pupils with should cards do the activity. Have pupils swap cards at random and repeat the activity. Using Page 48 8

2:07 Listen and look at the sentences. Help Sam and Christina make more.

INVOLVE

• • • • MONITOR

Explain the lesson objective – pupils will use the modal verbs should and shouldn’t to make sentences. Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. Read the directions aloud. Play audio track 2:07. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. Read the sentences aloud again. Point out how sentences with should and shouldn’t are formed. Have pupils practise the target language in pairs, using the alternative language on blocks at the top of the board. Check for understanding. Review possible sentences as a class. Ask pairs to say a sentence that they have made aloud.

OBJECTIVES To use the modal verbs should and shouldn’t

Key Vocabulary Verbs: eat so many sweets, get some rest, go out, go to the doctor, put a plaster on it, stay in bed, stay up, take some medicine Modal Verbs: should, shouldn’t

21st Century Skills Health Literacy

Materials Flashcards 26–35 Index cards A4 paper, stapler Audio tracks 2:07–08 Digital activities: MyEnglishLab

Page 37 Audioscript on page T140 Answers on page T149

9

Complete with should or shouldn’t. • Display the flashcards, choose one at random and say: He/She’s got a ... . He/She should ... . Have pupils complete the sentences. • Read the directions aloud. Put pupils in pairs and have them complete the activity in their notebooks. Review answers as a class. (Answers: 1 shouldn’t, 2 should, 3 should, 4 shouldn’t, MONITOR should) CHALLENGE Have pupils make a few more sentences like the ones in this activity. 10

Role play with a partner. • Read the directions aloud. Divide the class into two groups. Assign one group the role of A, the other of B. Have them read the speech bubbles. • Then give each pupil two index cards. Have them write two illnesses or injuries on them. Put pupils in pairs and have them role play using their index cards as prompts. MONITOR Check for proper pronunciation and correct use of vocabulary. • Assign Activity Book page 37 and direct pupils to digital activities.

Application and Practice Activity st • 21 Health Literacy Have pupils work in groups to create booklets called What to Do When You’re Ill. Pupils can staple sheets of A4 paper together to form booklets. At the top of each page, they can write a question using a unit word, e.g.: Are you sneezing? Underneath the question, they can write a statement using should or shouldn’t, e.g.: You should use a tissue. Reminds pupils to listen to each other’s ideas and decide together what to include in the book.

TEACHING TIP st 21 Health Literacy

Explain that medicines such as painkillers can be helpful when someone is ill but they can also be harmful. Remind pupils that they should never give themselves medicine if they aren’t feeling well. They should always wait for an adult (such as a parent, doctor or nurse) to give it to them.

Unit 4 T48

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OBJECTIVES To use reflexive pronouns myself, yourself, himself/herself, ourselves, themselves To learn the verb phrases take better care of/should take better care of

Key Vocabulary Reflexive pronouns: myself, yourself, himself/ herself, ourselves, themselves Verb phrases: take better care of, should take better care of

Materials Pictures from magazines of people doing things, e.g. dressing themselves, cleaning themselves A4 paper Interactive activities (eText) Digital activities: MyEnglishLab

Page 38 Answers on page T149

Warm-Up • Display the pictures from the magazines and on the board, write the reflexive pronouns. Go through them and explain to the pupils that they are used to show that someone is doing something for himself. • Look at the pictures and tell the class what each picture shows, e.g. He’s dressing himself., She’s taking care of herself., They’ve hurt themselves. • Have pupils choose a picture and describe it using a reflexive pronoun. Using Page 49 11

Read. Then complete the sentences.

Explain the lesson objective – pupils will use reflexive pronouns and the verb phrase take good care of to make sentences. • Read the directions aloud. Have volunteers read the grammar box aloud. Tell them they will be using reflexive pronouns to complete the sentences. • Have pupils copy the chart into their notebooks and complete the sentences with the correct reflexive pronoun. MONITOR Review answers as a class. (Answers: 1 herself, 2 themselves) Have pupils form their own sentences with a reflexive pronoun and verb CHALLENGE phrase using should take better care of and present them to the class. INVOLVE

12

Complete and match. • Read the directions aloud. Do the first item as a class and then have pupils complete the activity in pairs, completing the sentences orally. Review answers as a class. (Answers: 1 d, himself, 2 c, herself, 3 b, ourselves, 4 a, MONITOR himself) Have pupils write two sentences which will prompt an answer with should take better care of or take good care of + reflexive pronoun. Then have them read CHALLENGE their sentences to their partner who should answer accordingly. 13

Read and write in your notebook. Use take good care of or should take better care of.

• Read the directions aloud. Ask volunteers to read the statements aloud. Have pupils complete the activity independently. • Review answers as a class. (Answers: 1 I should take better care of myself., 2 She should take better care of herself., 3 He takes good care of himself., 4 They take good care of themselves., 5 You should take better care of yourself., 6 They take good care of themselves.) • Put pupils in pairs and have them read the statements with the answers to each other. CHALLENGE Have pupils look at Items 1, 2 and 5. Ask them to give advice. • Assign Activity Book page 38 and direct pupils to digital activities.

TEACHING TIP Correcting Errors In order to master the grammar of a foreign language, pupils need exposure to correct grammar and practice in identifying correct and incorrect usage. In order not to single out individuals who need correcting, listen for errors that several pupils are making and present corrections to the whole class.

Application and Practice Activity • Put pupils in small groups. Give each group a piece of A4 paper. Have them make a poster showing ways of how to take good care of themselves. Explain that they can draw and write sentences if they like. When they have completed the activity, have them present their poster to the class. MONITOR Check for proper pronunciation and correct use of language.

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Language in Action 11

12

Read. Then complete the sentences. I

myself

you

yourself

he

himself

she

herself

we

ourselves

they

themselves

I should take better care of myself.

My sister should take better care of 1 ? .

We take good care of ourselves.

They take good care of 2 ? .

Complete and match. 1 My dad eats a healthy breakfast. 2 My sister stays up very late. 3 We always wash our hands. 4 He’s got a cut on his arm. a He should take better care of ? . b We take good care of ? . c She should take better care of ? . d He takes good care of ? .

13

Read and write in your notebook. Use take good care of or should take better care of. 1 I eat too many sweets. 2 My sister often goes to bed late. 3 My brother exercises every day. 4 My family eat healthy food. 5 You’re hurt. 6 My grandparents are 80.

language practice (You should take better care of yourself.) Unit 4 49

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Content Connection

Science

2:09

14

16

Look, listen and repeat. bacteria

enemies fungi germs microscope poisons protozoa toxins viruses

nutrients

Read and choose the correct answer. 1 Germs get into our bodies and make us... a ill.

2:10

15

Listen and read. What are the four main kinds of germs?

b healthy.

2 Bacteria, fungi, viruses and protozoa are all kinds of...

Germs

a fever.

b germs.

3 We can only see germs through... a glasses.

Our bodies work hard to stay healthy. But there are many tiny enemies around us that can make us sick. These little enemies are called germs. There are four main kinds of germs: bacteria, viruses, fungi and protozoa.

b a microscope.

4 Germs take away our... a energy.

b food.

5 Germs make a poison called... a a nutrient.

b a toxin.

2:11

protozoa

bacteria virus

17

Listen and write True or False in your notebook. Then play with a partner. Germs take away our energy and make us healthy.

fungi

Germs in Your Body

Germs are so small that we can only see them with a microscope. They get into our bodies, eat up the body’s nutrients and take away our energy. Many germs make a kind of poison called a toxin. Toxins can cause fever, coughing or other problems. It is important to stay away from germs as much as possible.

Germs in Your Home Germs are all around us and they get into a lot of places in our homes. The clipboard shows five places in your home that are perfect for germs.

1 the kitchen sink 2 your toothb rush 3 the TV rem ote control 4 the comput er keyboard 5 the bath

Protect Yourself Not all germs are bad. But we should protect ourselves from dangerous germs. We can do this by washing our hands often and keeping our homes clean.

Germs get into our toothbrushes.

PROJECT 18

Make a Protect Yourself checklist. Then present it to the class.

Look up answers to these questions. Discuss with the class. 1 Why do you think the kitchen sink, the bathtub and your toothbrush are easy places for germs to get into?

50 Unit 4

True.

Protect Yourself from Germs Germs get into a lot of places in our homes and make us ill. Here’s what we should do to protect ourselves.

You should wash your hands before eating.

2 What do you think we should do to protect ourselves from germs in those places?

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False. They take away our energy and make us ill.

You should cough or sneeze into your arm.

You shouldn’t eat or drink with dirty dishes.

content connection (germs) Unit 4 51

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Warm-Up • Place a small bowl of water in the front of the classroom. Hold a container of glitter up and pour it into the water. Say: I’m putting this glitter into the water. What do you think will happen when you put your hands in here? • Invite small groups to come up to the bowl. One at a time, pupils should place their hands in the water. Then they should press their hands onto a sheet of paper. Ask: What happened to the glitter? What do you think would happen if you touched someone else? Using Page 50 14

2:09 Look, listen and repeat. Explain the lesson objective – pupils will read and talk about germs. They will also make a INVOLVE ‘How to Protect Yourself ’ checklist and present it to the class. • Read the directions aloud. Play audio track 2:09 and have pupils follow in their books. Play the audio again while pupils listen and repeat. • Tell pupils that they will learn the meaning of these words in the context of the article. Or, if you wish, have pairs of pupils look up the words in a dictionary before reading the text. Write words on the board, point to them and say them aloud. Have pupils listen and repeat. (Pupils can also do this in pairs, pointing randomly at words in their books and practising MONITOR saying them.) ASSIST Replay the audio as needed.

15

2:10 Listen and read. What are the four main kinds of germs? • Read the directions aloud and have pupils look at the pictures and ask if they have seen anything like this before. Ask if they know anything about germs and write any information you gather on the board. Elicit possible answers to the rubric question before pupils listen to and read the text. • Play audio track 2:10 and have pupils listen and read along silently. Ask questions to check for understanding. Have volunteers answer each question and point out where in the text they found the answer. Ask: What are the tiny enemies? (germs) What do germs do? (They make us sick.) Can we see germs? (No, only with a microscope.) Are all germs MONITOR bad? (No, they aren’t.) What are the four main kinds of germs? (The four main kinds of germs are bacteria, viruses, fungi and protozoa.)

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ASSIST

Replay the audio as needed. Have pupils note down any words they don’t understand and help them work out their meanings from context. st

21 ICT Literacy • Read the questions aloud as pupils follow in their books. Explain that pupils should use a variety of sources to find the answers to the questions, such as library books and the internet. Suggest questions that might help direct their research, for example: What do germs need to thrive? Explain that when doing an internet search, they can often get better results by putting words in quotation marks, such as ‘protect against germs’. Have pairs present their answers to the class. (Possible answers: One reason the kitchen sink, the bathtub and the toothbrush are easy places for germs to get into MONITOR is because often around these places there is water. We should clean these places regularly and carefully in order to avoid germs.) Using Page 51 16

Read and choose the correct answer. • Read the directions aloud. Do Item 1 as a class. Then have pupils complete the activity independently, looking back at Activity 14 to confirm their answers. MONITOR Review answers as a class. (Answers: 1 a, 2 b, 3 b, 4 a, 5 b) 17

2:11 Listen and write True or False in your notebook. Then play with a partner.

• Read the directions. Play audio track 2:11. Have pupils listen and write true or false about each statement in their notebooks. (Answer: False, True) • Play the audio again. Put pupils in pairs and ask them to write a positive and a negative statement about the text. Then have pairs swap their notebooks with another pair who will do the True/False activity with the statements they have been given. Review answers as a class. Listen for proper pronunciation, appropriate MONITOR intonation and correct use of vocabulary. 18

OBJECTIVES To learn about the germs that can make people ill To make a checklist

Content Words Nouns: bacteria, enemies, fungi, germs, microscope, nutrients, poisons, protozoa, toxins, viruses

21st Century Skills ICT Literacy

Materials A bowl filled with water Glitter, paper, paper towels or wipes, drawing and writing materials Audio tracks 2:09–11 Audioscript, page T140 Interactive activities (eText) Video (eText) Digital activities: MyEnglishLab

Page 39 Answers on page T149

Make a Protect Yourself checklist. Then present it to the class.

• Read the directions aloud. Have pupils look at the example of the Protect Yourself checklist in their book and read the captions aloud. Ask them to recall what they should do to protect themselves from germs. Write their answers on the board. • Have pupils work alone, in pairs or in small groups to make their checklists. They may draw or cut out pictures from old magazines, newspapers or the internet. They should write captions as well, following the example. • Have pupils present their checklists to the rest of the class. Listen for correct pronunciation, appropriate intonation and correct use of language. While pupils are making their checklists, help them make sentences about ASSIST germs and ways to protect ourselves, to practise talking about their checklist. • Assign Activity Book page 39 and direct pupils to digital activities.

Application and Practice Activity • Have pupils think of ways that they could share with their friends, families and neighbours about what they learnt about protecting themselves from germs. • As a class, list ways that pupils can learn important health information, such as from public service adverts, through school or from health professionals. • Have pupils work in groups to present a health or safety message. They might record an audio or video message, make a poster or write a speech. • Have pupils view the Unit 4 video segment. Use the Video Guide.

TEACHING TIP Classroom Management Pupils may have fun with the glitter activity. To help keep the class from getting out of control, give the whole class a task to complete while a few pupils at a time come up to the bowl to try the activity. For example, you might ask them to draw or write about their ideas about how germs spread.

Unit 4 T51

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Content Connection

Science

2:09

14

Look, listen and repeat. bacteria

enemies fungi germs microscope poisons protozoa toxins viruses

nutrients

2:10

15

Listen and read. What are the four main kinds of germs?

Germs

Our bodies work hard to stay healthy. But there are many tiny enemies around us that can make us sick. These little enemies are called germs. There are four main kinds of germs: bacteria, viruses, fungi and protozoa.

protozoa

bacteria virus

fungi

Germs in Your Body

Germs are so small that we can only see them with a microscope. They get into our bodies, eat up the body’s nutrients and take away our energy. Many germs make a kind of poison called a toxin. Toxins can cause fever, coughing or other problems. It is important to stay away from germs as much as possible.

Germs in Your Home Germs are all around us and they get into a lot of places in our homes. The clipboard shows five places in your home that are perfect for germs.

1 the kitchen sink 2 your tooth brush 3 the TV rem ote control 4 the compu ter keyboard 5 the bath

Protect Yourself

Not all germs are bad. But we should protect ourselves from dangerous germs. We can do this by washing our hands often and keeping our homes clean.

Look up answers to these questions. Discuss with the class. 1 Why do you think the kitchen sink, the bathtub and your toothbrush are easy places for germs to get into? 2 What do you think we should do to protect ourselves from germs in those places? 50 Unit 4

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16

Read and choose the correct answer. 1 Germs get into our bodies and make us... a ill.

b healthy.

2 Bacteria, fungi, viruses and protozoa are all kinds of... a fever.

b germs.

3 We can only see germs through... a glasses.

b a microscope.

4 Germs take away our... a energy.

b food.

5 Germs make a poison called... a a nutrient.

b a toxin.

2:11

17

Listen and write True or False in your notebook. Then play with a partner. Germs take away our energy and make us healthy.

False. They take away our energy and make us ill.

Germs get into our toothbrushes.

PROJECT 18

Make a Protect Yourself checklist. Then present it to the class.

True.

Protect Yourself from Germs Germs get into a lot of places in our homes and make us ill. Here’s what we should do to protect ourselves.

You should wash your hands before eating.

You should cough or sneeze into your arm.

You shouldn’t eat or drink with dirty dishes.

content connection (germs) Unit 4 51

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Culture Connection

Around the World

2:12

17

Listen and read. Which remedy do some people use to help with fever?

Different Remedies

Do you see a doctor every time you’ve got a cold? Of course not. Your parents just take care of you at home. Maybe they use home remedies. Let’s take a look at some popular home remedies used around the world.

Chicken Soup When the first signs of a cold begin, people in

many countries make a big pot of hot chicken soup. They eat the soup and rest. Many people believe that chicken soup is a natural and healthy cure for a cold.

Boiled Eggs In China, it is common to rub a hot hardboiled egg on your face, head and neck to cure a headache. You boil the egg, take off the shell and rub the egg on your head until the egg becomes cool. Many people believe this will help your headache and improve your sleep. Vinegar People in many countries use vinegar as a medicine.

For example, some people in Germany use vinegar to help with sunburn. They rub it onto the skin to make the pain go away. Some people in Russia rub vinegar on the skin to help with a fever.

Tea Many people around the world use tea, especially herbal tea, to cure common problems. Some ingredients in home remedy teas include ginger, garlic, honey and lemon. Popular in Greece, Spain, Korea, Japan and other countries, tea is one of the world’s oldest home remedies.

20 Read and say the remedy. 1 People in Germany use this on sunburn.

2 You rub this on your head to cure a headache.

3 People around the world drink this to cure common problems.

4 Many people think this is a healthy cure for a cold.

Have you ever tried one of these home remedies? Explain. Do you think home remedies work? Why/Why not? What home remedies do people in your family use? 52 Unit 4

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Warm-Up • Draw a picture of a house on the board. Write the title Home Remedies on the roof. Explain that a home remedy is something families do at home to take care of someone who is ill. Home remedies are often traditions that are passed down through generations. • Write the name of a home remedy that your family uses and tell pupils about it. • Have pupils say whether they think the home remedy works or not. Using Page 52 19

Listen and read. Which remedy do some people use to help with fever? 2:12

Explain the lesson objective – pupils will read and talk about home remedies around the world. • Write these vocabulary items on the board: herbal tea, ingredients, medicine, remedies, sunburn, vinegar. Have pupils listen for and locate these words in the article. • Read the directions aloud. Play audio track 2:12 and have pupils listen, read and follow in their books. Check for comprehension. Ask: What do people in many different countries do at the first sign of a cold? (They make a big pot of soup.) Why do people in China rub a hard-boiled egg on their face? (to cure a headache) What can vinegar help? MONITOR (It can help with sunburn.) What are some ingredients in popular home remedy teas? (ginger, garlic, honey and lemon) Which remedy do some people use to help with fever? (Vinegar is used by some people as a remedy for fever.) ASSIST Replay the audio as needed. INVOLVE

OBJECTIVES To read and talk about home remedies around the world

Content Words Nouns: herbal tea, ingredients, medicine, remedies, sunburn, vinegar

21st Century Skills Global Awareness Think Creatively

Materials Paper with vocabulary items herbal tea, ingredients, medicine, remedies, sunburn, vinegar written at top Drawing materials, magazines or newspapers, scissors, glue Audio track 2:12 Digital activities: MyEnglishLab

Page 40 Answers on page T149

20

Read and say the remedy. • Read the directions and each item aloud. Have pupils repeat. • Have pupils read the text again silently and then answer the questions. Review answers as a class. (Answers: 1 vinegar, 2 a boiled egg, 3 tea, 4 chicken MONITOR soup) st

21 Think Creatively • Read the questions aloud. Remind pupils that they should take turns asking the questions and then listening until their partner is completely finished with his/her answer. • Have pupils work in pairs to talk about their own home remedies and the home remedies they learnt about in the story. Invite pupils to write the recipe and directions for a home remedy they know. CHALLENGE You may wish to compile the information into a class book. • Assign Activity Book page 40 and direct pupils to digital activities. Application and Practice Activity • Write each vocabulary item at the top of a sheet of paper. Divide the class into groups and give each group a word. • Have pupils make a collage to show the meaning of the word. Let them know they can write words, draw or cut and stick pictures. • Have each group present their word collages to the class and explain the meaning of the word. Then hang up their collages in the classroom.

TEACHING TIP st 21 Global Awareness

Share with pupils some traditional beliefs related to the unit vocabulary. For example, in Germany, it was said that if you sneezed three times before breakfast you would receive a present. In Japan, a sneeze was a sign that someone was saying something nice about you somewhere.

Unit 4 T52

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OBJECTIVES To use commas correctly in writing To write about how pupils take care of themselves

Materials A4 paper Digital activities: MyEnglishLab

Page 41 Answers on page T149

Warm-Up • Invite pupils to take turns being ‘Comma Hunters’. Give pairs of pupils a magnifying glass and a magazine or book. Tell them to work together to find sentences that have a comma before conjunctions. • Have pupils share the sentences with the class. Write them on the board. Using Page 53 21

Read and choose the sentences where commas are used correctly.

Explain the lesson objective – pupils will learn how to use commas. • Read the directions aloud and then read the text in the box. Pause after each rule and have pupils choose the correct answer. • Have pupils read the grammar box again silently to check their answers. MONITOR Review answers as a class. (Answers: 1, 2, 1) INVOLVE

22

Copy the paragraph in your notebook. Put commas in the correct places.

• Read the directions aloud. Write the first three sentences of the text on the board. Then ask a pupil to read them and tell you what problem they see. (There are no commas.) • Have pupils tell you where the commas should go and add them on the board. • Explain that there are more commas missing in the rest of the text and they have to find where they should go. Have pupils complete the activity independently. Review answers as a class. If necessary, write the sentences on the board with the answers. (Answers: Here’s how I take care of myself and stay healthy. First, I exercise every day. I run, play football, ride my bike and do gymnastics. MONITOR I like skateboarding, too. Next, I only eat healthy food. I eat fruit, vegetables and yoghurt. I don’t eat unhealthy foods like crisps, doughnuts or chips. I try to protect myself from germs, too. I wash my hands, take showers and brush my teeth. Finally, I get enough rest and I go to bed early every night.) 23

How do you take care of yourself? Write a paragraph in your notebook.

• Read the directions aloud. Model creating sentences of how you take care of yourself. Write on the board I like to exercise, eat fresh fruit and vegetables, sleep early and brush my teeth every day. I don’t eat too many cakes or chocolate and I don’t eat too much junk food. • Have pupils complete the activity independently. Invite volunteers to read their paragraphs to the class. MONITOR Check to see that pupils are using the conjunctions and punctuation correctly. • Assign Activity Book page 41 and direct pupils to digital activities. If pupils are having trouble constructing sentences, have them first create lists of things that they like and don’t like doing. Model how to take the items from the list, separate them with commas and use a conjunction before the last item.

Application and Practice Activity • Give each pupil a sheet of A4 paper. Have them write a paragraph about things they like and don’t like doing but tell them not to use commas. Ask them to write their name at the top. Collect all the sheets and shuffle them. Hand them back to the pupils but make sure they aren’t handed to the owner. • Have pupils fill in the commas and hand it back to the owner. MONITOR Check that pupils are correcting the paragraphs accurately. T53 Unit 4

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Using Commas 21

Writing

Read and choose the sentences where commas are used correctly. We use a comma (,) between items in a list. We don’t use a comma before and or or in a list. 1 I should rest, take medicine and drink tea. 2 I should rest, take medicine, and drink tea. We use a comma after most sequence words. We don’t use a comma after Then. 1 First I brush my teeth. Then, I wash my hands. 2 First, I brush my teeth. Then I wash my hands. We use a comma before too at the end of a sentence. 1 He should put a plaster on his cut and go to the nurse, too. 2 He should put a plaster on his cut and go to the nurse too.

22 Copy the paragraph in your notebook. Put commas in the correct places.

Here’s how I take care of myself and stay healthy. First I exercise every day. I run play football ride my bike and do gymnastics. I like skateboarding too. Next I only eat healthy food. I eat fruit vegetables and yoghurt. I don’t eat unhealthy foods like crisps doughnuts or chips. I try to protect myself from germs too. I wash my hands take showers and brush my teeth. Finally I get enough rest and I go to bed early every night.

23 How do you take care of yourself? Write a paragraph in your notebook.

Unit 4 53

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Phonics

kn, wr

2:13

24 Listen, read and repeat. 1

kn

2

wr

2:14

25

Listen and find. Then say.

knee

write

2:15

26

Listen and blend the sounds. 1 kn-ow

know

2 wr-o-ng

wrong

3 wr-a-p

wrap

4 kn-o-ck

knock

5 kn-igh-t

knight

6 wr-i-s-t

wrist

7 kn-o-t

knot

8 wr-e-ck

wreck

2:16

27

Read aloud. Then listen and chant. What’s wrong, wrong, wrong? The knight knocked his Knee, knee, knee And his wrist, wrist, wrist. I know! Wrap his knee And wrap his wrist!

54 Unit 4 phonics (kn, wr)

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Warm-Up • Make flashcards (words only) using index cards for the words in this lesson (know, wrap, knight, knot, etc.) and a few other words with the same sounds that pupils know (knit, knife, wrestle, write). • Write the sounds kn and wr on the board. Show the cards one by one and read the words aloud. Invite volunteers to point to the sounds on the board that are in the word on the card. Using Page 54 24

2:13 Listen, read and repeat. Explain the lesson objective – pupils will identify and name the letters and INVOLVE sounds kn and wr individually and as part of words. • Read the directions aloud. Play audio track 2:13 and have pupils listen and point to each sound as it is said. Have pupils repeat. As pupils repeat, check they are pointing to the correct sound and listen for MONITOR correct pronunciation.

OBJECTIVES To identify and say the letters and sounds kn and wr individually and as part of words

Materials Flashcards 26–35 Index cards Audio tracks 2:13–17 Game (eText) Digital activities: MyEnglishLab

Page 42 Audioscript on page T141 Answers on page T149

25

2:14 Listen and find. Then say. • Read the directions aloud. Play audio track 2:14 and have pupils listen, find and point to each word and its corresponding picture as it is said. Have pupils repeat each word. Replay the audio as needed. Pupils can also check that they are pointing to the ASSIST correct word and saying it properly with a partner.

26

2:15 Listen and blend the sounds. • Read the directions aloud. Play audio track 2:15 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. • Replay the audio and have pupils repeat the activity. As pupils repeat, check they are pointing to the correct word and listen for MONITOR correct pronunciation and appropriate intonation.

27

2:16 Read aloud. Then listen and chant. • Read the directions aloud. Read the chant while pupils follow in their books. Have them choral read the chant as a class. • Play audio track 2:16 and have pupils listen. Replay several times and encourage them to join in. As pupils repeat the chant, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language. • Assign Activity Book page 42 and direct pupils to digital activities.

Application and Practice Activity • Write on the board A writing wrestler knocking my knee. Have pupils say the tongue twister slowly at first and then pick up speed. • Have pupils write their own tongue twister to say in class. They can use words from this and previous phonics lessons. • Have pupils play Unit 4, Game 1 on the eText.

TEACHING TIP Visualisation Tell pupils that one way to become good at spelling is to see the words in your mind. Have partners use the flashcards to practise spelling key vocabulary. One partner should look at the card for several seconds, then close his or her eyes and try to ‘see’ how it is spelt. The other pupil should check the card as the partner spells the word aloud.

Unit 4 T54

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OUTCOMES Pupils can use the unit vocabulary. Pupils can use should/ shouldn’t to give advice.

21st Century Skills Media Literacy Self-Direction Communication

Materials Flashcards 26–35 Index cards Game (eText) Digital activities: MyEnglishLab

Page 43 Answers on page T149

Warm-Up • Use the flashcards to play a quick game of Charades (see Game Bank, page T135, for details). Have pupils choose a flashcard and mime it. Encourage pupils to guess the answer by saying complete sentences or questions. For example: You’re sneezing. Have you got a cold? • Keep playing until all pupils have had a turn to mime a card. Using Page 55 28

Complete the dialogues.

Explain the lesson objective – pupils will review the language they learnt in this unit and assess their progress so far. • Read the directions aloud and have pupils read the words in the box aloud. Have them complete the activity independently by writing the complete dialogues in their notebooks. Then put pupils in pairs and have them role play the dialogues. Review answers as a class. (Answers: 1 cut, plaster, 2 exercise, themselves, MONITOR 3 stomachache, sweets, 4 allergies, should, 5 cold, shouldn’t) Put pupils in pairs and have them write sentences using the words from the CHALLENGE box. Have them read them aloud to the class. INVOLVE

29

Role play giving advice with a partner.

• Read directions aloud. Ask volunteers to read the speech bubbles aloud. Put pupils in small groups, give each group a few flashcards or index cards with an illness or injury written on them and have them complete the activity. Listen and identify pupils who are having difficulty producing language or MONITOR who are not using a wide range of new vocabulary. ASSIST As they read to the class, gently correct any mistakes. Instead of naming the illness or injury, have pupils describe the symptoms. Have the partner guess the illness or injury and write down what the pupil CHALLENGE should do to feel better.

I Can st

• 21 Self-Direction This section asks pupils to assess their own learning and think about their progress. Read the statements aloud. Explain that pupils should write the skills they feel they can do in their notebooks. Help pupils appreciate their progress. Say: The I Can statements point out what you have learnt in this unit. • Assign Activity Book page 43 and direct pupils to digital activities.

TEACHING TIP st 21 Media Literacy

Reading is a great way for pupils to encounter new vocabulary words. Gather together a variety of pamphlets, advertisements and articles about health. Invite pupils to browse through them and find new words to share with the class.

Application and Practice Activity st • 21 Communication Have pupils work in pairs to research illnesses or injuries that weren’t included in the unit, for example, earache, rash and broken bone. Have partners research together to learn about these and how they are treated. • Invite pupils to present their findings to the class. • Have pupils play Unit 4, Game 2 on the eText.

T55 Unit 4

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M04_

Review 28 Complete the dialogues. allergies cold cut exercise plaster should shouldn’t stomachache sweets themselves 1 A: Oh, no. I’ve got a ? . B: You should put a ? on it. 2 A: They do ? every day. B: They take good care of ? . 3 A: My sister has got ? . B: She shouldn’t eat so many ? . 4 A: His ? are really bad today. B: He ? take some medicine and stay in the house. 5 A: I’ve got a ? . B: You ? go to school today. 29 Role play giving advice with a partner.

I’ve got a very bad toothache.

You should go to the dentist.

I Can • talk about

illnesses and health problems.

• give advice.

• talk about

different kinds of germs.

• use commas correctly.

review/self-assessment Unit 4 55

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Weird and Wild

Animals

Objectives Project

Vocabulary • To identify endangered animals • To use adjectives to describe animals

• To make an ‘Endangered Animal’ fact file

Culture Connection

Reading • To identify important ideas in a story (‘Chimps Are Clever!’) • To understand and enjoy a story

Grammar • To use how many and why • To use there are and there were • To use because

Content Connection • Science: To read and talk about strange and endangered species

• Around the World: To read about dragons around the world

Writing • To identify and say the letters and sounds for ph and wh individually and as part of words

Phonics • To learn the value of protecting endangered animals

Think Big • To develop 21st century skills and ‘bigger picture’ thinking

Key Vocabulary Endangered Animals Andean Condor angler Fish Asian Elephant aye-aye chimpanzee

coconut crab flamingo tarsier Tasmanian devil volcano rabbit

Adjectives amazing bizarre clever cute endangered strange

Every Day English Cheeky monkey. Really? That’s terrible! Wow!

Content Words burn centimetre creatures cultures dragons evil extinct

magical moss mythical pond stream wild

T5A Unit 5

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Materials Pupil’s Book, Unit 5 Main unit, pages 56–67 Class Audio CD, Tracks 2:18–33

Activity Book, Unit 5 Main unit, pages 44–53 Extra grammar practice, page 102 Class Audio CD, Tracks 2:22–34

Assessment Package Unit 5 Practice test Unit 5 Unit test Unit 5 Oral assessment

Unit Opener Activities Family Connection Have pupils talk to family members about wild animals they may have seen at a zoo, wild animal park or wildlife sanctuary. If they haven’t visited one of these places, have them talk about wild animals they’ve seen on TV or in the movies or have read about. Have them discuss what makes these animals special. Then have them look for pictures of wild animals in magazines and select a picture of their favourite wild animal to share with the class.

Additional Materials Flashcards 36–41 Video (eText), Unit 5 Interactive Activities, Unit 5 Digital activities (MyEnglishLab, Unit 5

Our Animal Bulletin Board Display the flashcards and have pupils vote for a ‘class animal’ to adopt. Decorate the bulletin board with images of the animal. Have pupils work together to research facts about the animal that they can write on index cards or paper strips and pin up as captions for the images.

Unit 5 T5B

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Unit

5

Weird and Wild

2:18

1

Animals

Listen, look and say.

1 Tasmanian devil

2 Andean condor

Lives in: Australia Population: between 10,000 and 25,000

Lives in: South America Population: about 10,000

Lives in: oceans all over the world Population: we don’t know

4 volcano rabbit

5 coconut crab

6 tarsier

Lives on: islands in the Pacific Ocean Population: more than 100,000

Lives in: Southeast Asia Population: we don’t know

Lives on: volcanoes in Mexico Population: between 2,000 and 12,000

3 angler fish

2:19

2

Listen, find and say.

3

Play a game.

56 Unit 5 vocabulary (unusual animals)

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Warm-Up st • 21 Environmental Literacy Display a map of the world. Point to the different continents, oceans and seas. Ask pupils what they know about the animals that live there and if they know whether they are endangered or not. • Show pupils the pictures of the animals and have volunteers pin them to their country of origin, e.g. The White Panda – China. Using Page 56 1

2:18 Listen, look and say. Explain the lesson objective – pupils will talk about different types of wild and INVOLVE weird animals. • Point to the pictures. Say: These pictures show different types of wild animals, where they live and how many there are. If necessary, explain the word population. • Read the directions aloud. Play audio track 2:18. Have pupils listen, look at the photo for each corresponding animal and then repeat the sentences. Replay the audio and pause after each sentence while pupils repeat it several times. Listen for proper pronunciation and appropriate intonation. Ask pupils MONITOR to repeat each sentence aloud after you, if necessary. ASSIST Replay the audio as needed. Have volunteers come to the front to show the class where these animals come CHALLENGE from on the map.

2

2:19

Listen, find and say.

• Point to the animals in Activity 1 and say each one aloud. Have pupils repeat after you. Randomly describe an animal and have pupils point to the animal you have described. • Read the directions aloud. Play audio track 2:19. Have pupils listen, point to each animal in the pictures in Activity 1 and say the words. Check to make sure pupils are pointing to the correct picture. Pupils can also repeat the activity in pairs, showing or saying the correct number for each MONITOR animal to each other. ASSIST Replay the audio as needed. For additional support, use the flashcards. 3

OBJECTIVES To talk about weird and wild animals, where they live and how many there are

Key Vocabulary Nouns: Andean condor, angler fish, coconut crab, population, tarsier, Tasmanian devil, volcano rabbit

21st Century Skills Environmental Literacy Creativity

Materials World map or globe Pictures of extinct animals Photocopies of the world map (A4 or A3 size), index cards Flashcards 36–41 Audio tracks 2:18–19 Interactive activities (eText) Digital activities: MyEnglishLab

Page 44 Answers on page T149

Play a game.

• Invite pupils to play a game. Say: I live in Australia and there are between 10 and 25,000 of us. Which animal am I? Elicit: The Tasmanian Devil. • Put pupils in small groups and have them continue the game. Listen for proper pronunciation, appropriate intonation and correct use of MONITOR language. • Assign Activity Book page 44 and direct pupils to digital activities.

Application and Practice Activity st • 21 Creativity Explain to pupils that they are going to make an animal map. Give them each a photocopy of the world map (A4 or A3 size) and have them research other wild animals from different parts of the world. Ask them to write their names on the country where they come from and write a few sentences about them on an index card. If they like, they can draw them. Explain that they can use the internet or resource books to gather information. • Have them present their animal maps to the class and then place the maps on display.

Unit 5 T56

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OBJECTIVES To talk about weird and wild animals, where they live and how many there are To sing a song

Key Vocabulary Nouns: Andean condor, angler fish, coconut crab, population, tarsier, Tasmanian devil, volcano rabbit

21st Century Skills Environmental Literacy

Materials Flashcards 36–41 Audio tracks 2:20–22 Index cards Interactive activities (eText) Digital activities: MyEnglishLab

Page 45 Audioscript on page T141 Answers on page T149

Weird and Wild

Warm-Up • On the board, write the names of the animals from the lesson. Ask pupils to name other animals they know and write them on the board. Ask them what they know about these animals, e.g., where they live, what they can do, if they can be kept in zoos and so forth. • Ask pupils to choose one animal from the board and say one or two things about it, e.g.: The White Panda lives in China. It eats bamboo shoots.

Animals

Using Page 57 4

Listen and sing. Why is it important to learn about animals? Explain the lesson objective – pupils will sing a song and talk about animals. • Read the directions aloud. Play audio track 2:20. Have pupils read along silently. • Replay the audio and have pupils sing along. Do this several times. Then ask pupils to read the song silently and to make a note of why it is important to learn about animals. • Once pupils are familiar with the song, have them practise it using the karaoke version (audio track 2:21). Or, if you wish, save the karaoke version for use at another time as a fun way to review the song. Review answer as a class. (Answer: Because when we learn about animals, we MONITOR learn about ourselves, too.) Replay the audio as needed. Use gestures and simple language to explain ASSIST unfamiliar words. 2:20 2:21

INVOLVE

5

Ask and answer about the animals in 1.

• Read the directions aloud. Read the speech bubbles aloud while pupils follow in their books. Have pupils repeat the dialogue aloud after you. • Divide the class into two groups. Have one group read the green speech bubbles and the other group read the purple ones. • Have pupils work in pairs to ask and answer questions about the animals in Activity 1, using the speech bubbles as a guide. Listen for proper pronunciation, appropriate intonation and correct use of MONITOR vocabulary. Reverse the activity by having one pupil give a fact about an animal and the other pupil to guess which animal he is talking about, e.g.: It lives in Southeast CHALLENGE Asia but we don’t know its population. (tarsier) st

21 Environmental Literacy • Have pupils complete this activity at home. Explain that they can use the internet or resource books, draw the animal they have found information about and write a few sentences about it. • Assign Activity Book page 45 and direct pupils to digital activities TEACHING TIP Producing Language Some English learners tend to add a vowel sound to words that begin with consonant clusters. Encourage pupils to watch how your mouth moves as you pronounce the words and then practise saying the words in front of a mirror.

Application and Practice Activity • Have pairs of pupils play Concentration (see Game Bank, page T135, for details). Ask pupils to write the names of eight animals on index cards (six from the unit and two they have researched). Then write the name of the places they live in on eight other cards. Turn all of the cards face down and have partners take turns turning over two cards. If the cards show an animal and a matching habitat, the player says a sentence and takes the cards. Model: The Tasmanian devil lives in Australia. The player with the most cards at the end wins.

T57 Unit 5

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M05_

20 2:21 2:

4

Listen and sing. Why is it important to learn about animals?

Understanding Animals Do you know a lot about animals? How many different kinds there are? Some are big and some are small And some are just bizarre! Understanding animals is good for us to Do because learning about animals helps Us and helps them, too! Some live in trees or in the sea And some live where it’s hot. Some are beautiful and some are cute And some are... well, they’re not! Chorus It’s important to learn about animals, Though many seem strange, it’s true. Because when we learn about animals, We learn about ourselves, too. Chorus 5

Ask and answer about the animals in 1. Where do coconut crabs live? How many are there?

They live on islands in the Pacific Ocean. There are more than 100,000.

Find a photo of another weird animal. Tell the class about its population and where it lives.

song/vocabulary Unit 5 57

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Story 2:23

6

Listen and read. What is the programme about?

Chimps Are Cl

ever!

They can climb trees and they know how to use tools, too!

Wow! Chimpanzees are amazing animals. They can talk to each other!

That’s terrible! Why are they endangered?

Christina... I can talk and climb trees. And I can use tools, just like chimps. I hope I’m not endangered!

Really?

They’re endangered because people are moving into their habitat.

1

Christina is watching a TV programme about chimpanzees, or chimps. She’s telling Sam about them.

2

Oh, no! That’s sad. Chimps are endangered.

5

Christina explains that chimps make tools to get food.

A hundred years ago there were more than one million chimps. But now there are only 200,000.

7

Christina explains that people move in and destroy the jungle and the chimps have nowhere to live.

I don’t think so! But you are a cheeky monkey!

6

Sam laughs at Christina’s joke.

Look at the story. Ask and answer. 1 What things can chimps do? 2 How many chimps were there 100 years ago? 3 How many are there now? 4 Why are chimps endangered? 5 Is Sam endangered?

What other animals are endangered and why? What can we do to help them?

3

Christina finds out that chimps are endangered.

4

The programme says that there are not many chimps left.

58 Unit 5

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Warm-Up • Show pupils the photo of a chimpanzee. Write the words chimpanzee and ape on the board. Explain that chimpanzees are a type of ape. Then show pupils the photo of a monkey. Explain that an easy way to tell the difference between an ape and a monkey is to look for a tail. Apes don’t have tails. • Ask: Have you ever talked to an animal? Did the animal answer you? Have pupils give examples of times they have communicated with animals in their lives. Using Page 58 6

2:23

Listen and read. What is the programme about?

Explain the lesson objective – pupils will listen and answer questions about a story. • Read the story title aloud. Have pupils repeat it. Ask: What are Christina and Sam doing? How do you know? Check to make sure that pupils understand that clever is a synonym for intelligent. • Ask if anyone knows what the term cheeky monkey means and explain it to the class. • Read the directions aloud. Draw attention to the question: What is the programme about? Play audio track 2:23. Have pupils listen and read along silently. Ask comprehension questions about the story. Say: Look at Frame 1. Where are Christina and Sam? (in a living room) What is Sam doing in Frame 3? (He’s trying to fix something.) What MONITOR does Frame 5 show? (reasons why the chimpanzees are extinct) What is the programme about? (The programme is about chimps and why they are endangered.) Replay the audio as necessary. Pause after each frame and use simple language and gestures ASSIST to explain unfamiliar words. • Have pupils work in pairs to read the speech bubbles aloud to each other and role play the dialogue in the story. CHALLENGE Invite volunteers to come to the front and mime the story for the class. INVOLVE

Have pupils research chimpanzees. Ask them to find examples of the way that they use tools and to find out more about how they live. Have pupils present what they learnt to the class by making a book or a poster that talks about chimps.

T58 Unit 5

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Using Page 59 7

Look at the story. Ask and answer.

• Read the directions aloud. Have pupils read the story again silently. Then ask them to close their books. Ask: What things can chimps do? (climb trees, use tools, talk to each other) What’s happening to them now? (They are endangered.) How many were there a hundred years ago? (more than a million) Why are they endangered? (People are moving into their habitat.) Why’s Sam a cheeky monkey? (Because he said he can do all the things a chimp can do but hopes he doesn’t become endangered.) • Have pupils open their books and complete the activity in pairs. Explain that they should write the answers in their notebooks. Review answers as a class. (Answers: 1 They can talk to each other, climb trees and use tools to get food., 2 There were more than one million chimps 100 years MONITOR ago., 3 There are only 200,000 chimps now., 4 They’re endangered because people are moving into their habitat., 5 No, he isn’t.) st

21 Critical Thinking • Read the questions aloud. Ask pupils if they know of any other endangered species and write them on the board. Then have pupils research endangered species in pairs and present them to the class. Explain that they can use the internet or resource books. As pupils are talking, listen for correct pronunciation. (Possible answers: Another endangered animal is the loggerhead sea turtle (caretta caretta). Some MONITOR reasons they are endangered are sea pollution and illegal fishing. Some ways to help them are keeping the seas clean and protesting against illegal fishing.) • Assign Activity Book page 46 and direct pupils to digital activities. Application and Practice Activity • Have pupils use the information they have learnt about chimpanzees to write a script for a TV programme about them. Divide the class into small groups and have each group write one paragraph of narration that says why chimpanzees are amazing. • Have groups present their paragraphs. Then work with the whole class to edit all the groups’ narratives into one script.

OBJECTIVES To read unit language in context To read for understanding and enjoyment To read and draw conclusions

Key Vocabulary Nouns: chimpanzees, habitats, tools Adjective: endangered

21st Century Skills Critical Thinking

Materials Photo of a chimpanzee Photo of a monkey Audio track 2:23 Digital activities: MyEnglishLab

Page 46 Answers on page T149

Summary Christina is learning about chimpanzees by watching a programme on TV. She tells Sam all about these clever and amazing animals and why they are endangered.

TEACHING TIP Peer and Teacher Support Point out that pupils can get help with unfamiliar words by asking their teacher and classmates questions. Encourage pupils to ask: What does … mean? When possible, allow another pupil to respond before giving the answer yourself.

Unit 5 T59

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Story 2:23

6

Listen and read. What is the programme about?

ver! e l C e r A s p m i Ch

They can climb trees and they know how to use tools, too!

Wow! Chimpanzees are amazing animals. They can talk to each other!

1

Christina is watching a TV programme about chimpanzees, or chimps. She’s telling Sam about them.

Really?

2

Oh, no! That’s sad. Chimps are endangered.

3

Christina finds out that chimps are endangered.

Christina explains that chimps make tools to get food.

A hundred years ago there were more than one million chimps. But now there are only 200,000.

4

The programme says that there are not many chimps left.

58 Unit 5

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M05_

That’s terrible! Why are they endangered?

Christina... I can talk and climb trees. And I can use tools, just like chimps. I hope I’m not endangered!

They’re endangered because people are moving into their habitat.

5

7

Christina explains that people move in and destroy the jungle and the chimps have nowhere to live.

I don’t think so! But you are a cheeky monkey!

6

Sam laughs at Christina’s joke.

Look at the story. Ask and answer. 1 What things can chimps do? 2 How many chimps were there 100 years ago? 3 How many are there now? 4 Why are chimps endangered? 5 Is Sam endangered?

What other animals are endangered and why? What can we do to help them?

reading Unit 5 59

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Language in Action 2:24

8

Listen and look at the sentences. Help Sam and Christina make more.

30 years ago

tigers more than 100,000 black rhinos about 100,000

100 years ago

between 5,000 and 6,000

How many

chimpanzees

There were

more than one million

But now there are

9

fewer than 4,000

were there

100 years ago

?

.

only about 200,000

.

Complete the sentences.

1 ? Komodo dragons were there 50 years ago? ? more than 20,000. But now ? probably fewer than 5,000 in the Komodo Islands. 2 ? Andean condors were there in the past? ? many Andean condors in the mountains of South America. But now ? about 10,000. 3 ? Asian elephants were there 100 years ago? ? about 90,000 throughout Asia. But now ? about 45,000. 4 ? Tasmanian devils were there 25 years ago? ? more than 100,000 Tasmanian devils. But now ? between 10,000 and 25,000.

60 Unit 5 language practice (How many chimpanzees were there?)

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Warm-Up • Play a game with pupils. Have a volunteer come up to the front and place a set of countable items on a desk. Count them aloud. Have the volunteer close his or her eyes while you remove some of the items. The volunteer has to count the items and answer the questions: How many items are there now? How many items were there before? Have pupils take turns playing the game.

OBJECTIVES

Using Page 60

Nouns: Andean condors, Asian elephants, black rhinos, chimpanzees, Komodo dragons, Tasmanian devils, tigers Question words: How many Quantifiers: between, fewer than, more than, only about

8

2:24 Listen and look at the sentences. Help Sam and Christina make more.

INVOLVE

• • • • MONITOR

CHALLENGE

Explain the lesson objective – pupils will make questions and answers using How many… , There were… and But now there are … . Point to the board in the Pupil’s Book and read the phrases. Ask pupils to repeat after you. Read the directions aloud. Play audio track 2:24. Have pupils listen and follow along in their books. Pause after each completed sentence so that pupils can repeat what they hear. Read the sentences aloud again. Point out how questions with How many… and answers with There was …/But now there are … are formed to talk about animals’ population in the past and the present. Have pupils practise the target language in pairs, using the alternative language on blocks at the top of the board. Check for understanding. Review possible sentences as a class. Ask pairs to say aloud a sentence that they have made. Display the flashcards, picture-side up. Have pairs of pupils extend the activity by asking and answering about the animal and its population.

9

Complete the sentences. • Read the directions aloud. Do Item 1 one as a class. Write the answer on the board. • Have pupils work in pairs to complete the sentences in their notebooks, using the board in Activity 8 as a guide. Review answers as a class. (Answers: 1 How many, There were, there are, 2 How many, There were, there are, 3 How many, There were, there are, 4 How many, MONITOR There were, there are) On the board, write the numbers mentioned in Activities 8 and 9. Point to one CHALLENGE and ask pupils what animal is represented by the number, e.g., point to 20,000. Elicit The Komodo dragons. • Assign Activity Book page 15 and direct pupils to digital activities.

Application and Practice Activity st • 21 Collaboration Have pupils work in pairs to create a dialogue about endangered animals and their population today and in the past. • Invite pairs to role play their dialogues in front of the class.

To use how many To use there were and there are

Key Vocabulary

21st Century Skills Maths Literacy Collaboration

Materials Countable items (pencils, rubbers, etc) Flashcards 36–41 Audio tracks 2:24–25 Digital activities: MyEnglishLab

Page 47 Audioscript on page T141 Answers on page T150

TEACHING TIP st 21 Maths Literacy

Have pupils practise their maths language skills by writing out the names for each number they see on the page. Post maths words such as hundred, thousand, ten/twenty/ thirty thousand and one/two/three hundred thousand for them to use as a reference. Pupils can refer to the words when they read the information about each animal.

Unit 5 T60

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OBJECTIVES To use Why and because To practise unit language in context

Key Vocabulary Nouns: Andean condors, Asian elephants, black rhinos, chimpanzees, coconut crabs, flamingos, Tasmanian devils, tiger, volcano rabbits Question word: Why Conjunction: because

21st Century Skills Information Literacy

Materials Flashcards 36–41 Pictures of animals, index cards Interactive activities (eText) Digital activities: MyEnglishLab

Page 48 Answers on page T150

Warm-Up • Have pupils work in pairs to create pairs of matching animal cards for a card game. They should stick pictures of animals to index cards. Pupils should research whether each animal is endangered or not. If the animal is endangered, they should write endangered as a caption underneath the picture. • Pupils can use the cards to play a game of Concentration (see Game Bank, page T135, for details). Using Page 61 10

Read. Then complete the sentences.

Explain the lesson objective – pupils will talk about different animals and form questions using Why and because. • Write Why and because on the board. Remind pupils that we use the word Why to ask what caused something to happen. Say: Why did you come to class today? You came to class because you wanted to learn English. • Read the directions aloud. Have volunteers read the grammar box. Tell them they will be using Why and because to complete the sentences. • Have pupils complete the activity independently. MONITOR Review answers as a class. (Answers: 1 Why, 2 because, 3 Why, 4 because) INVOLVE

11

Ask and answer about why each animal is endangered. • Read the directions aloud. Do the first item as a class and write the answer on the board. • Have pupils complete the activity in pairs. Review answers as a class. (Answers: 1 Why are coconut crabs endangered? They’re endangered because people are eating them/people are destroying their habitat., 2 Why are Andean condors endangered? They’re endangered because other animals are killing them/they’re getting ill and dying., 3 Why are volcano rabbits endangered? They’re endangered because people are destroying their MONITOR habitat/there’s too much pollution., 4 Why are Tasmanian devils endangered? They’re endangered because people are killing them/people are moving into their habitat., 5 Why are black rhinos endangered? They’re endangered because people are killing them/people are destroying their habitat.) 12

Work with a partner to find out more about the animals on pages 60 and 61. Discuss. st

TEACHING TIP Subject-Verb Agreement Tell pupils that when speaking and writing English, they have to make sure that subjects and verbs agree. Are and were can only be used with plural nouns and pronouns and you. Have pupils practise by making statements using different subjects and the verbs are and were.

• 21 Information Literacy Explain that because things in the world change, information changes, too. Ask: What would be a good source of information to find out about what is happening to black rhinos now? Help pupils brainstorm a list of reliable resources. • Read the directions aloud. Have pupils in pairs research information about the animals. Invite pupils to share their findings with the class. While pupils are working, listen for proper pronunciation, appropriate intonation and correct use of target language and vocabulary. Invite volunteers MONITOR to read their sentences aloud to the class. • Assign Activity Book page 48 and direct pupils to digital activities.

Application and Practice Activity • Have pupils use the flashcards to ask questions or make statements about an animal using the target language. Model: How many tarsiers are there today? or There aren’t many tarsiers left today.

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M05_

Language in Action 10

Read. Then complete the sentences. Why are Andean flamingos endangered?

They’re endangered because their habitat’s polluted.

? are chimpanzees endangered?

They’re endangered 2 ? people are destroying their habitat.

1

3

11

? are tigers endangered?

They’re endangered are killing them.

4

? people

Ask and answer about why each animal is endangered. 1 why/coconut crabs/endangered People are eating them./People are destroying their habitat. 2 why/Andean condors/endangered Other animals are killing them./They’re getting ill and dying. 3 why/volcano rabbits/endangered People are destroying their habitat./There’s too much pollution. 4 why/Tasmanian devils/endangered People are killing them./People are moving into their habitat. 5 why/black rhinos/endangered People are killing them./People are destroying their habitat.

12

Work with a partner to find out more about the animals on pages 60 and 61. Discuss. language practice (Why are chimpanzees endangered? They’re endangered because...) Unit 5 61

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Content Connection

Science

2:26

13

15

Look, listen and repeat. bamboo

burn

centimetre (cm)

extinct

moss

pond

stream

1 They eat a lot of bamboo leaves.

wild

2 Most are only 10 centimetres long when fully grown. 3 Many of the streams and ponds where they lived are polluted.

2:27

14

Read and say the animal from 14.

4 Most of them live in forest caves in Thailand.

Listen and read. Where do most red pandas live?

5 Some of them live in mountains in China. 6 Many scientists say they are almost extinct in the wild. 16

1

2

4

1

Strange and Endangered

This tiny bat is the smallest bat in the world. It is called a bumblebee bat because it’s the same size as a bumblebee. Most bumblebee bats live in Thailand but some also live in Myanmar. They live in caves in forests. They are endangered because each year farmers burn the forests where they live. Most scientists agree that there are only about 6,000 bumblebee bats left in the wild.

Name: Mexican walking fish

Habitat: mountains in China, Nepal, Myanmar

Habitat: ponds and streams near Mexico City

Number left in wild: fewer than 10,000

Number left in wild: almost extinct

3

The Egyptian tortoise is the smallest tortoise in the world. Most Egyptian tortoises are only 10 centimetres when they’re fully grown. They live in deserts and their yellow and brown colour helps to camouflage them in the sand. Many tortoises are caught and kept as pets. As a result, some scientists believe there are fewer than 7,500 left in the wild now.

This funny looking fish is called the Mexican walking fish. It’s not really a fish – it’s a kind of salamander. It’s got legs so it can move around on land. Many of these animals lived in the streams and ponds near Mexico City but most of these ponds are now polluted. Because the walking fish can’t live in dirty water, they are almost extinct in the wild.

2 Name: red panda

Why endangered: people destroying their habitat

This cute animal is the red panda. Most red pandas live in mountains in China, Myanmar and Nepal. They live in trees with red moss on their branches. Some scientists believe that the panda’s red fur helps it to hide in the moss. Red pandas mainly eat bamboo leaves. Many scientists say that there are fewer than 10,000 red pandas left in the wild.

3

Make sentences with a partner. Then write them in your notebook.

Name: Egyptian tortoise

Name: bumblebee bat

Habitat: deserts in Egypt

Habitat: forest caves in Thailand, Myanmar

Number left in wild: fewer than 7,500

Number left in wild: about 6,000

Why endangered: people catching them as pets

Why endangered: farmers burning the forests

Many scientists believe there are only about 6,000 bumblebee bats left in the wild.

Most bumblebee bats live in Thailand.

PROJECT 17

Make an Endangered Animal fact file. Present it to the class. Aye-ayes are endangered because many people believe they’re bad luck...

Do you know any other cute or interesting animals? Why are they interesting? 62 Unit 5

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Why endangered: pollution

4

e Th e Ay e- Ay Name: Aye-aye ts of Madagascar Habitat: rainfores le : uses a long midd Interesting fact insects finger to catch wild: we don’t know Number left in them g killin people Why endangered: they’re bad luck because they think

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Warm-Up • Ask pupils to tell you the names of endangered species they already know. Encourage a discussion on where they come from, why they are endangered and how they feel about it. Ask what they would do and why it is important to protect them. • Write key words and sentences on the board. Have pupils write two or three sentences about endangered species to read to the class. Using Page 62 13

2:26 Look, listen and repeat. Explain the lesson objective – pupils will read and talk about strange and endangered INVOLVE animals. They will also make an ‘Endangered Animal’ fact file and present it to the class. • Read the directions aloud. Play audio track 2:26 and have pupils follow in their books. Play the audio again while pupils listen and repeat • Tell pupils that they will now learn the words in context. Or, if you wish, have pairs of pupils look up the words in a dictionary before reading the text. Write words on the board, point to them and say them aloud. Have pupils listen and repeat. (Pupils can also do this in pairs, pointing randomly at words in their books and practising MONITOR saying them.) ASSIST Replay the audio as needed.

14

2:27 Listen and read. Where do most red pandas live? • Read the directions aloud and have pupils look at the photos and tell you what they see. Ask if they have ever seen these animals before or if they know anything about them. Elicit possible answers to the question before pupils listen to and read the text. • Play audio track 2:27 and have pupils listen and read along silently. Ask questions to check for understanding. Ask: What’s a bumblebee bat? (a tiny bat) Why do these pandas have red fur? (to hide in the moss) How big is the Egyptian tortoise? (only ten MONITOR centimetres long) Is the Mexican walking fish really a fish? (No, it’s a salamander.) Where do most red pandas live? (Most red pandas live in the mountains in China, Myanmar and Nepal.)

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ASSIST

Replay the audio as needed. Have pupils note down any words they do not understand and help them work out their meanings from context. st

21 Environmental Literacy • Have pupils research any other interesting animals at home and have them present their findings to the class. Encourage them to look for information on the internet, in resource books or by watching documentaries. Explain that they can illustrate their work and write a few sentences about it. Using Page 63 15

Read and say the animal from 14.

• Read the directions aloud. Have volunteers read aloud the text in Activity 14 while the rest of the class follows along in their books. • Have pupils close their books. Say: Tell me what you remember about the red panda. Accept all correct answers and gently correct any wrong answers. • Have pupils open their books and read the statements quietly. Have them work independently to write the correct answers in their notebooks. Review answers as a class. (Answers: 1 red pandas, 2 Egyptian tortoises, 3 MONITOR Mexican walking fish, 4 bumblebee bats, 5 red pandas, 6 Mexican walking fish)

OBJECTIVES To read and talk about strange and endangered animals To make a fact file

Content Words Nouns: bamboo, burn, centimetre (cm), extinct, moss, pond , stream, wild

21st Century Skills Environmental Literacy Creativity

Materials A4 paper Audio tracks 2:26–27 Interactive activities (eText) Video (eText) Digital activities: MyEnglishLab

16

Make sentences with a partner. Then write them in your notebook. • Read the directions aloud. Have pupils read the information cards aloud and ask two volunteers to read the speech bubbles aloud. • Have pupils complete the activity in pairs using the speech bubbles as a guide. Then ask them to write their sentences in their notebooks. While pupils are working, listen for proper pronunciation, appropriate intonation and correct use of language and vocabulary. Check that their MONITOR sentences are accurate, too. Ask volunteers to read their sentences to the class.

Page 49 Answers on page T150

17

Make an Endangered Animal fact file. Present it to the class. • Read the directions aloud. Have pupils look at the example of an ‘Endangered Animals’ fact file in their book and read the caption aloud while they follow. • Have a volunteer read the speech bubble and have the class repeat. • Have pupils work alone, in pairs or in small groups to make their fact files. They may draw pictures or cut out pictures from old magazines, newspapers or the internet. They should write captions for their fact files as well, following the example. Have pupils present their fact files to the rest of the class. Listen for correct MONITOR pronunciation, appropriate intonation and correct use of language. While pupils are making their fact files, help them make sentences about their ASSIST animals and practise talking about their fact file. • Assign Activity Book page 49 and direct pupils to digital activities.

Application and Practice Activity st • 21 Creativity Put pupils in small groups and give them a sheet of A4 paper. Tell them that they are going to draw and write about an imaginary strange and endangered animal. Explain that they have to describe it, write about its habitat and why it is extinct. • Have them present their work to the class and then place it on display. • Have pupils view the Unit 5 video segment. Use the Video Guide.

Unit 5 T63

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Content Connection

Science

2:26

13

Look, listen and repeat. bamboo

burn

centimetre (cm)

extinct

moss

pond

stream

wild

2:27

14

Listen and read. Where do most red pandas live?

1

2

This tiny bat is the smallest bat in the world. It is called a bumblebee bat because it’s the same size as a bumblebee. Most bumblebee bats live in Thailand but some also live in Myanmar. They live in caves in forests. They are endangered because each year farmers burn the forests where they live. Most scientists agree that there are only about 6,000 bumblebee bats left in the wild.

This cute animal is the red panda. Most red pandas live in mountains in China, Myanmar and Nepal. They live in trees with red moss on their branches. Some scientists believe that the panda’s red fur helps it to hide in the moss. Red pandas mainly eat bamboo leaves. Many scientists say that there are fewer than 10,000 red pandas left in the wild.

3

4

Strange and Endangered

The Egyptian tortoise is the smallest tortoise in the world. Most Egyptian tortoises are only 10 centimetres when they’re fully grown. They live in deserts and their yellow and brown colour helps to camouflage them in the sand. Many tortoises are caught and kept as pets. As a result, some scientists believe there are fewer than 7,500 left in the wild now.

This funny looking fish is called the Mexican walking fish. It’s not really a fish – it’s a kind of salamander. It’s got legs so it can move around on land. Many of these animals lived in the streams and ponds near Mexico City but most of these ponds are now polluted. Because the walking fish can’t live in dirty water, they are almost extinct in the wild.

Do you know any other cute or interesting animals? Why are they interesting? 62 Unit 5

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M05_

15

Read and say the animal from 14. 1 They eat a lot of bamboo leaves. 2 Most are only 10 centimetres long when fully grown. 3 Many of the streams and ponds where they lived are polluted. 4 Most of them live in forest caves in Thailand. 5 Some of them live in mountains in China. 6 Many scientists say they are almost extinct in the wild.

16

Make sentences with a partner. Then write them in your notebook. 1

2 Name: red panda

Name: Mexican walking fish

Habitat: mountains in

Habitat: ponds and streams near

China, Nepal, Myanmar

Mexico City

Number left in wild: fewer than 10,000

Number left in wild: almost extinct

Why endangered: people destroying their habitat

Why endangered: pollution

3

4 Name: Egyptian tortoise

Name: bumblebee bat

Habitat: deserts in Egypt

Habitat: forest caves in Thailand, Myanmar

Number left in wild: fewer than 7,500

Number left in wild: about 6,000

Why endangered: people catching them as pets

Why endangered: farmers burning the forests

Many scientists believe there are only about 6,000 bumblebee bats left in the wild.

Most bumblebee bats live in Thailand.

PROJECT 17

Make an Endangered Animal fact file. Present it to the class. Aye-ayes are endangered because many people believe they’re bad luck...

e T h e Ay e - Ay Name: Aye-aye car sts of Madagas Habitat: rainfore dle : uses a long mid Interesting fact insects finger to catch ow wild: we don’t kn Number left in em th g d: people killin Why endangere ck lu ink they’re bad because they th

content connection (endangered animals) Unit 5 63

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Culture Connection

Around the World

2:28

18

Listen and read. What is the only real dragon alive today?

Dragons

Dragons are mythical creatures. That means they are not real. They are important mythical animals in many cultures around the world. People from North America, South America, Europe, Africa, Oceania and Asia have all got stories about dragons. Antarctica is the only continent in the world with no connection to dragons. But different cultures see dragons differently .

In Asia In Japan, China and Korea, dragons are beautiful and magical

creatures. Some stories about them are more than 4,000 years old. Asian dragons haven’t got wings. They look like giant lizards. In Asia, dragons are not scary. They are good. They help people.

In the West In Europe, North America and South America, stories about

dragons usually show them as evil. Western dragons have got giant wings and they breathe fire. Western dragons are usually scary. However, there are some stories of good dragons in Western culture.

In Australia and Oceania Dragons have got a very long history

in Australia and Oceania, too. Some stories of dragons in Oceania are more than 50,000 years old. These dragons are called bunyip. The bunyip is a scary monster made of different parts of many animals. The only real dragon alive today is the Komodo dragon, a very large lizard that lives on a small island in Indonesia. The Komodo dragon is now an endangered species. Many people are trying to help save the world’s only living dragon from extinction.

19 Read and choose Asia, the West or Australia and Oceania. 1 Dragons here haven’t got wings and look like lizards.

2 Dragons here have got big wings and breathe fire.

3 Dragons from this continent help people.

4 Some dragons here are called bunyip.

What stories do you know about dragons? What other mythical creatures do you know?

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Warm-Up • Write the words good and evil on the board. Explain that when people or things are evil, they are the opposite of good. • Ask pupils to think about characters in fictional stories they have heard, read about or watched in films or on television. Ask: Who was good? Who was evil? How did they know? • Talk about who the most interesting characters in stories usually are, the good characters or the evil ones? Ask: Why do you think that is? If you had to choose a character to play in a film, would it be a good one or an evil one? Why?

OBJECTIVES

Using Page 64

Communication

18

Materials

Listen and read. What is the only real dragon alive today?

2:28

Explain the lesson objective – pupils will read and talk about dragons from around the world. • Write these vocabulary items on the board: creatures, cultures, dragons, evil, magical, mythical. Have pupils listen for and locate these words in the article. • Read the directions aloud. Play audio track 2:28 and have pupils listen, read and follow in their books. Check for comprehension. Ask: Do dragons in Asia have wings? (No, they don’t.) What are dragons in Europe like? (They are usually evil.) What are MONITOR dragons in Oceania called? (They are called bunyip.) What is the only real dragon alive today? (the Komodo dragon) ASSIST Replay the audio as needed. Have pairs of pupils make up their own dragon myth. Tell them to think about what features the dragon will have, whether it will be good or evil and so on. CHALLENGE Have them tell their story to the class. INVOLVE

To read and talk about dragons from around the world

Content Words Nouns: creatures, cultures, dragons, evil, magical, mythical

21st Century Skills

Coloured paper cups, string, card, streamers or coloured paper strips, tape Index cards Audio tracks 2:28–29 Digital activities: MyEnglishLab

Page 50 Audioscript on page T141 Answers on page T150

19

Read and choose Asia, the West or Australia and Oceania. • Read the directions aloud. Do the first item as a class. • Have pupils complete the activity independently and then check their answers with a partner. Review answers as a class. (Answer: 1 Asia, 2 the West, 3 Asia, 4 Australia and MONITOR Oceania) st

21 Communication • Ask pupils what stories they know about dragons. Have them describe them and tell you about their part in the story. Then ask if they know any other mythical creature and to tell you a little about them. • Assign Activity Book page 50 and direct pupils to digital activities. Application and Practice Activity • Make a class dragon. Punch holes in the bottom of different coloured paper cups. • Stack the cups inside one another and have pupils work in groups to string them together, separating them so that each cup makes up a segment of the dragon’s body. Once pupils have determined that the string is the right length, have them tie a big knot at the end. • Pupils can stick streamers to the bottom of their dragon using tape. Have pupils use card to create the dragon’s head and tail. • Have the class name the dragon and write a list of the dragon’s characteristics. Let pupils use the dragon as a prop when they tell their own dragon tales.

Unit 5 T64

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OBJECTIVES To learn how to use different end marks To write sentences using end marks

Materials Flashcards 36–41 Large sheets of paper with end marks on A4 paper and writing materials Digital activities: MyEnglishLab

Page 51 Answers on page T150

Warm-Up • Give three volunteers each a piece of paper with a large full stop, question mark and exclamation mark drawn on it. Say: Komodo dragons live in Indonesia. Have pupils decide which volunteer has the correct end mark. Then say: Are Komodo dragons endangered? and Komodo dragons are scary! Have pupils choose the correct end mark in each case. • Invite pupils to take turns saying statements, questions or exclamations and choosing the correct mark. Using Page 65 20

Read and choose the correct end mark for each sentence.

Explain the lesson objective – pupils will learn to use end marks and write sentences with them. • Read the directions aloud. Read the statements for each mark aloud with the pupils. Ask pupils if they have understood where each end mark is used and explain if necessary. • Have pupils complete the activity independently by writing the sentences in their notebooks. MONITOR Check the answer as a class. (Answers: 1 ?, 2 ., 3 !, 4 ?, 5 .) INVOLVE

21

Rewrite each sentence in your notebook. Use a full stop, a question mark or an exclamation mark.

• Read the directions aloud and do Item 1 as a class. Write the answer on the board. • Have pupils complete the activity independently by writing the sentences in their notebooks. MONITOR Review answers as a class. (Answers: 1 ., 2 !, 3 ?, 4 ?, 5 !, 6 ., 7 ?, 8 .) 22

Write sentences in your notebook. Write one with a full stop, one with a question mark and one with an exclamation mark.

• Read the directions aloud. Model: I’ve got a dog named Louie. Do you have a pet? Louie, get down, now! • Have pupils complete the activity independently. MONITOR Check to see that pupils punctuate their sentences correctly. As pupils work, read their sentences aloud with appropriate but slightly exaggerated intonation. Then ask whether they heard a question, statement or ASSIST exclamation. Have pupils change their punctuation accordingly. • Assign Activity Book page 51 and direct pupils to digital activities.

TEACHING TIP Writing Models Bring in samples of properly punctuated sentences that relate to the unit topic. Enlarge them and post them around the classroom for pupils to use as a reference when they are writing.

Application and Practice Activity • Tell pupils that they’re going to be zoologists – scientists who work with and study animals. Zoologists ask questions about the animals they work with and then they make observations to try to find the answers. • Give small groups of pupils A4 paper and a flashcard and explain that they’re going to make a field journal entry in their notebooks. At the top of the page, they should write a question they’ve got about the animal on the card. Then they should work together to do research to try to find the answer. • Remind pupils of your earlier discussions about good sources of information. Encourage them to look on the internet for an example of a scientist’s field journal to use as a reference. Tell them to note the way the information is organised in the journal. • Remind pupils to proofread their journal entries and make sure they have used the correct punctuation mark at the end of each sentence.

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End Marks

Writing

20 Read and choose the correct end mark for each sentence. A sentence may end with a full stop (.), a question mark (?) or an exclamation mark (!). These are called end marks. Use a full stop at the end of a sentence that makes a statement. I like stories about dragons. Use a question mark at the end of a question. Why are tigers endangered? Use an exclamation mark at the end of a statement which shows a strong feeling. The Komodo dragon is very scary!

21

1 How many Tasmanian devils were there in 1920

. / ? / !

2 People are moving into the forest

. / ? / !

3 Angler fish are very strange

. / ? / !

4 Do you like elephants

. / ? / !

5 Mexican walking fish lived in ponds

. / ? / !

Rewrite each sentence in your notebook. Use a full stop, a question mark or an exclamation mark. 1 There are many people that help endangered animals 2 Look at those fantastic dragons 3 Can frogs swim 4 Where do Komodo dragons live 5 Tarsiers are so cute 6 There were more than 100,000 tigers in the 1900s 7 What colour are Andean condors 8 We can do a lot to help endangered animals

22 Write sentences in your notebook. Write one with a full stop, one with a question mark and one with an exclamation mark.

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Phonics

ph, wh

2:30

23

Listen, read and repeat. 1

ph

2

wh

2:31

24 Listen and find. Then say.

phone

whale

2:32

25

Listen and blend the sounds. 1 ph-o-t-o

photo

2 ph-a-n-t-o-m

phantom

3 wh-ea-t

wheat

4 d-o-l-ph-i-n

dolphin

5 wh-i-te

white

6 e-l-e-ph-a-n-t

elephant

7 wh-ee-l

wheel

8 wh-e-n

when

2:33

26

Read aloud. Then listen and chant. The phantom’s got a photo On his phone Of a white wheel And some wheat.

66 Unit 5 phonics (ph, wh)

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Warm-Up • Write the sounds ph and wh on the board. Read them aloud and have pupils repeat after you. • Ask pupils to tell you words that they know which begin with these sounds or contain them. Write them on the board. • Have pupils write a few sentences containing words of their choice from the board and read them to the class. Using Page 66 23

2:30

OBJECTIVES To identify and say the letters and sounds ph and wh individually and as part of words

Materials Audio tracks 2:30–34 Game (eText) Digital activities: MyEnglishLab

Listen, read and repeat.

Explain the lesson objective – pupils will identify the letters and name the letters and sounds ph and wh individually and as part of words. • Read the directions aloud. Play audio track 2:30 and have pupils listen and point to each sound as it is said. Have pupils repeat. As pupils repeat, check they are pointing to the correct sound and listen for MONITOR correct pronunciation. INVOLVE

Page 52 Audioscript on page T141 Answers on page T150

24

2:31 Listen and find. Then say. • Read the directions aloud. Play audio track 2:31 and have pupils listen, find and point to each word and its corresponding picture as it is said. Have pupils repeat each word. Replay the audio as needed. Pupils can also check that they are pointing to the ASSIST correct word and saying it properly with a partner.

25

2:32 Listen and blend the sounds. • Read the directions aloud. Play audio track 2:32 and have pupils listen and point to each item as it is sounded out and blended on the audio. Have them repeat after each item. • Replay the audio and have pupils repeat the activity. As pupils repeat, check they are pointing to the correct word and listen for MONITOR correct pronunciation and appropriate intonation.

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2:33 Read aloud. Then listen and chant. • Read the directions aloud. Read the chant while pupils follow in their books. Have them choral read the chant as a class. • Play audio track 2:33 and have pupils listen. Replay several times and encourage them to join in. As pupils repeat the chant, listen for proper pronunciation, appropriate MONITOR intonation and correct use of language. • Assign Activity Book page 52 and direct pupils to digital activities.

Application and Practice Activity • On the board, write five sounds from this and previous lessons. Put pupils in small groups. • Explain to pupils that you are going to say a sound and they have to write five words that they know containing the sound. Give pupils ample time to write the words they know. • Then have pupils write a sentence for each sound using a word from their list. Ask them to read their sentences aloud for the class. • Have pupils play Unit 5, Game 1 on the eText.

Unit 5 T66

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OUTCOMES Pupils can use the unit vocabulary. Pupils can use there are and there were.

Warm-Up • Review the key vocabulary in Activity 1 on page 56. Play Spelling Relay (see Game Bank, page T136, for details) to review key language. Using Page 67

21st Century Skills Self-Direction

Materials A3 paper Index cards Game (eText) Digital activities: MyEnglishLab

Page 53 Answers on page T150

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Complete the sentences with there are or there were.

Explain the lesson objective – pupils will review the language they learnt in this unit and assess their progress so far. • Ask pupils to explain the difference between there are and there were. (There are refers to the present, there were to the past.) • Read the directions aloud. Write Item 1 on the board and have pupils give you the answer. Read the correct answer aloud and have pupils repeat after you. • Have pupils complete the activity independently in their notebooks. Review answers as a class. (Answers: 1 there were, there are, 2 There were, there MONITOR are, 3 There were, there are, 4 There were, there are) Have pupils write their own there were and there are sentences and share them CHALLENGE with the class. INVOLVE

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Ask and answer about these endangered animals.

• Read the directions aloud. Read the information about each animal aloud and have pupils repeat after you. Then ask volunteers to read the speech bubbles. • Have pupils ask and answer in pairs using the speech bubbles as a guide. Tell them to use How many and Why in their questions and the facts they have read about each animal in their answers. Listen and identify pupils who are having difficulty producing language or MONITOR who are not using a wide range of new vocabulary. Have pupils play a guessing game with animals. Give a clue about the animal, such as: A hundred years ago there were 90,000 of them. When a pupil guesses CHALLENGE correctly, have him or her give the clues. Play until all pupils have had a chance to give clues.

I Can st

• 21 Self-Direction This section asks pupils to assess their own learning and think about their progress. Read the statements aloud. Explain that the pupils should write the skills they feel they can do in their notebooks. Help pupils appreciate their progress. Say: The I Can statements point out what you have learnt in this unit. • Assign Activity Book page 53 and direct pupils to digital activities.

Application and Practice Activity • Put pupils in small groups. Tell them that they are zoologists and some new endangered species have come to the zoo. They have to place them in cages and write small fact files on index cards about each animal for visitors to read. • Have pupils make a map of their zoo on a large piece of paper and to place the fact files on the corresponding animal cage on their map. • Place the maps on classroom display. • Have pupils play Unit 5, Game 2 on the eText.

T67 Unit 5

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M05_

Review 27 Complete the sentences with there are or there were. 1 Yesterday, ? three people at the endangered animal meeting. Today, ? eight people at the meeting. 2 ? a million chimpanzees 100 years ago. Now, ? 20,000. 3 ? twelve volcano rabbits on the mountains last week but ? only ten this week. 4 ? a few coconut crabs here last night. Now ? none left. 28 Ask and answer about these endangered animals. Name: Asian elephant

Name: black rhino

100 years ago: 90,000

100 years ago: 100,000

Now: 45,000

Now: between 5,000 and 6,000

Why endangered: People are killing them.

Why endangered: People are killing them.

Name: Tasmanian devil

Name: tiger

25 years ago: more than 100,000

100 years ago: more than 100,000

Now: between 10,000 and 25,000

Now: fewer than 4,000

Why endangered: People are moving into their habitat.

Why endangered: People are killing them.

How many tigers were there 100 years ago?

There were more than 100,000.

How many are there now?

There are fewer than 4,000.

Why are they endangered?

Because people are killing them.

I Can • talk about different kinds of animals.

• say why certain animals are endangered.

• use end marks correctly.

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