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0 Lesson

A new school year Objectives

Key language

Basic competences

• To introduce oneself and exchange personal information. • To review basic structures and vocabulary.

• Greetings and introductions: Hello, I’m…, My/His/ Her name/surname’s…, I’m/He’s/She’s from…, I’ve got two sisters… • Classroom language: How do you spell…? • Verbs: be, have got, see • Nouns: mother, father, sister, brother, list, surname, astronomer, twin • Adjectives: American, French, young, small • Grammar: I’m, he’s, she’s, my dad’s…

• Linguistic competence • Learning to learn competence

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• To learn a chant and practise classroom language. • To revise vocabulary and spelling.

• Questions: How do you say…? How do you spell…? What does… mean? • Verbs: spell, mean, eat, play, draw, match, talk • Nouns: bagpipe, comet, tail, rainforest, compass • Adjectives: new

• Linguistic competence • Cultural and artistic competence

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• To practise classroom language. • To reinforce classroom vocabulary. • To develop skills using a dictionary.

• Questions: How do you say … in English? How do you spell it? What’s the first word…? • Verbs: say, spell, use • Nouns: blackboard, desk, notice board, etc.

• Linguistic competence • Learning to learn competence

• To read a scientific text and learn facts about comets. • To develop reading skills. • Curricular link: Natural science.

• Verbs: orbit, pass, travel, name • Nouns: celestial body, space, sun, nucleus, rock, ice, tail, dust, gas, fire, astronomers, planet • Adjectives: long, famous, bright, easy

• Linguistic competence • Learning to learn competence • Knowledge of and interaction with the physical world competence

• To read and summarise scientific texts. • To define the differences between a comet and a planet. • Curricular link: Natural science.

• Verbs: measure, orbit • Nouns: distance, sun, year, planet, solar system, report, astronomer, iron, nickel, rock, ring, ice, dust • Adjectives: bright, famous, long, large, round, light, wide • Grammar: is made of, is famous for

• Linguistic competence • Learning to learn competence

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Unit 0

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A new school year

Lesson 1 Objectives • To introduce oneself and exchange personal information. • To review basic structures and vocabulary. Key language • Greetings and introductions: Hello, I’m… My/His/Her name/surname’s…, I’m/He’s/She’s from…, I’ve got two sisters • Classroom language: How do you spell…? • Verbs: be, have got, see • Nouns: mother, father, sister, brother, list, surname, astronomer, twin • Adjectives: American, French, young, small • Grammar: I’m, he’s, she’s, my dad’s Basic Competences • Linguistic competence Listen to spoken texts as a source of knowledge and entertainment. Implement the rules of the linguistic system and nonlinguistic strategies to create spoken texts suitable for each communicative situation. • Learning to learn competence Develop learning experiences based on cooperative work strategies. Materials Class CD, Pupil’s Book, Activity Book.

Warm-up Talking about school • Point to yourself. Say: Hello, My name’s… Write your name on the board and then write the question: What’s your name? Ask the question to several pupils and encourage them to answer using: My name’s… Ask them to introduce themselves to each other using: Hello, my name’s… What’s your name? • Demonstrate and report back to the class. Say: His name’s Danny. Her name’s Sarah, etc. Ask other pupils in the class to report back in the same way. • Write your first name and surname on the board. Ask the class: What’s my first name? What’s my surname? Ask the pupils to give more examples and talk about their classmates, for example: His surname’s Fuentes. Her surname’s Wilson.

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Unit 0 • Lesson 1

• Write: How do you spell… ? on the board and use a pupil’s name to demonstrate the question and elicit an answer. Repeat with a different name. If necessary, practise the alphabet chorally and focus on any letters the class have difficulty with.

Presentation Vocabulary Review • Ask pupils to open the Pupil’s Book at page 2 and display the On-line Digital Book, if available. Tell the class to look at the pictures and name things that they can see, for example: teacher, pupil, classroom, board, desk, clock, notebook, file, pencil pot, sheets of paper, notice board, etc. Encourage them to say: How do you say … in English? If they ask about additional vocabulary, list the words on the board. Invite volunteers to spell words out as you write them. Predict • Focus on the two questions in the Predict box. Ask the class to answer the questions. Answers: 1. Different answers are possible, but guide the class to the idea that it is the first day of class and there is a new pupil. 2. It’s 9 o’clock.

Brian: Yes. My father is French. He’s from Cannes. He’s a teacher. Teacher: Really? Brian: Yes. And my mother is American. She’s from California. She’s an astronomer. Teacher: Interesting. But Brian … Brian: And at home I speak English with my mother and French with my father. Sometimes I … Teacher: That’s very interesting, Brian, but … Brian: My twin sisters only speak English. They’re very young. Only 3 years old and they ... Teacher: You’re in the wrong class. Your class is in room 5B.

B Say the missing words.

A Listen and read. • Instruct the class to look at pages 2 and 3 of the Pupil’s Book. Then tell them to read the story quickly in silence and check their answer to the first Predict question. Set a time limit of one or two minutes. Ask pupils to compare answers with a partner. Check answers with the class. Focus on where the information is on the page. • Check understanding of the situation in the story. Ask: Why do the pupils fall asleep? (Because Brian talks for so long.) Ask: How long does Brian talk for? (At least half an hour.) Point out the clock in frame 5 if necessary. • Play Class CD Track 2 and instruct the class to listen and follow the story. Class CD Track 2: Listen and read. Brian: Hi. My name’s Brian. I’m the new pupil. Teacher: Nice to meet you, Brian. Teacher: Let’s see … Hmm. I can’t see your name on the list ... Brian: Oh. My first name is Brian and my surname is Porel. That’s P-O-R-E-L. Teacher: Porel! That’s a French surname, isn’t it?

• Do the first example in open class. Then, tell the pupils to work alone to find the answers to the remaining questions. When they have finished, ask them to compare their answers with a partner and point to where the information is in the story. • Check answers by asking different pupils to say the complete sentences. Ask volunteers to point to the information in the story if any pupils are having difficulty. Answers: 1. Porel 2. American 3. French 4. Two 5. 5B 6. three • Revise country and nationality words. Say: His mother is American. What country is she from? (The United States). His father is French. What country is he from? (France).

C Talk about your family. • Tell pupils to work in pairs and complete the dialogue with their own information. • Encourage them to make additional sentences similar to the story. For example: I’ve got two brothers.

Wrap-up • End the class by paying special attention to the problems pupils may have found with pronunciation or additional nationalities and countries that came up. Write them on the board.

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• Ask different pupils to report back about classmates that they spoke to in the previous activity. For example: Rashida’s dad is from Morocco. His first name is Hocine.

Extra practice Mingle activity • Draw a table on the board with all the pupils’ names down the left-hand side and then add two columns with the following headings: A parent’s name and Country/City. Instruct pupils to copy the table. • Review the questions: What’s your mother/father’s name? and Where is he/she from? • Tell pupils to mingle and ask as many different classmates these questions as possible. They should fill in as much information in their table as possible. Set a time limit of ten minutes. • Ask different pupils to feed back to you as you complete the table on the board with information about all the pupils’ parents.

Activity Book Page 4 1 Write the words in the correct columns. • Explain to pupils that when we talk about our families in English, some words are only used for female members of our family, some words are only used for male members of our family and some words can be used for both. • Highlight the two examples in the table uncle (male) and parents (both). • Instruct the pupils to read the family words in the box carefully and put them in the correct column below. • Ask pupils to compare their answers in pairs and then check in open class.

2 Match the countries to the nationalities. • Ask the pupils to look at the flags and the names of the countries below each one. • Instruct them to match each country to the correct nationality.

3 Complete Brian’s family description using the words in the box. • Ask students what they remember about Brian Porel (the boy from lesson 1 in the Pupil’s Book). Explain that the text in this activity is about Brian. • Allow pupils to read the words in the box and the text at their own speed. They then have to complete the text with the missing words. • When they have completed the activity, invite a volunteer to read out the complete text while the rest of the class check their answers.

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Unit 0 • Lesson 1

Lesson 2 Objectives • To learn a chant and practise classroom language. • To revise vocabulary and spelling. Key language • Questions: How do you say…? How do you spell…? What does … mean? • Verbs: spell, mean, eat, play, draw, match, talk • Nouns: bagpipe, comet, tail, rainforest, compass • Adjectives: new Basic Competences • Linguistic competence Reflect on language as a means to interpret and comprehend reality. • Cultural and artistic competence Participate in cultural and artistic collective initiatives both from one’s own culture and others’. Materials Class CD, Pupil’s Book, Activity Book, blank paper.

Warm-up Spelling game • Tell the class that they are going to play a spelling game. Demonstrate the game by writing three words that you want the pupils to spell on three pieces of A4 paper. For example: comet, English and France. Show the blank side of the paper to the pupils, or stick them to the board with blue tack. • Write: How do you spell…? on the board. Now ask the class how to spell each word you have chosen. • Invite volunteers to spell your words with the help of the class. As they spell out the letters, write them on the board. • Finally, reveal the words on the pieces of A4 paper to see if the class spelt the words correctly. • Tell pupils to choose three words and write them on a piece of paper. • Ask pupils to work in pairs and ask their partner: How do you spell…? for each word. As an alternative, they can play the game in small groups or in two teams in open class.

Presentation New vocabulary • Write New words on the board. Ask pupils to think of new words that they have learnt in English recently. List the words on the board and ask them to explain what the words mean. • Tell the class that you are going to spell a word and that they have to write it down. Spell the word bagpipe. • Ask pupils to compare their spelling in pairs, and then write it on the board. Ask if anyone knows what a bagpipe is. Give clues. Say: It’s a musical instrument. Underline the two parts of the word, bag and then pipe. Do a simple drawing of a bagpipe. Ask the class what they know about bagpipes. Remind them that it is a wind instrument and produces a sound when the player blows air through the pipe to inflate the bag. Bagpipes were traditionally used for dancing but they are also used in formal military and police ceremonies and marches.

A Do the chant. • Instruct the class to open the Pupil’s Book at page 4 and display the On-line Digital Book, if available. Explain that the person playing the bagpipe is from Scotland.

Unit 0 • Lesson 2

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• Play the chant Class CD Track 3 and tell pupils to point to each line as they listen. Then ask the class to sing as they listen again. Class CD Track 3: Do the chant. This word is new for me The word bagpipe is new for me. How do you spell it? What does it mean? Is it with an E, Or with an A? Or can you spell it any way In my language, How do you say it? Do you eat it or do you play it? The word bagpipe is new for me. Can you draw a picture? Let me see. Chant game • Write a word (a noun) on the board which the pupils probably do not know. For example: headphones, big wheel, or traffic lights. Practise pronouncing the word. • Tell the class to do the chant together and substitute bagpipe for the word you have written on the board. Now ask if they know the meaning of the new word. Draw a picture of the word on the board. • Repeat the game with other new words, finally introducing the word comet.

B Match the questions and the answers. • Ask pupils to read the questions. Elicit the answer to the first question. Tell them to match the remaining questions to the answers. • Check answers in open class. Answers: 1. b, 2. a, 3. d, 4. c. • Give the class one minute to memorise the questions and the answers, then tell them to cover the answers with a book. • In pairs, one pupil asks a question and his/her partner tries to remember the answer.

C Write a list of new words you remember from last year. • Check that the class remember the meaning of the words rainforest and compass. Ask them to list five more words that they learnt the previous year.

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Unit 0 • Lesson 2

 ow talk to your classmate and spell your words to N each other • Demonstrate the activity in open class. A volunteer reads out a word from his/her list and the other pupils use the questions from exercise B to check that they remember the word correctly. • Instruct pupils to work in pairs and take turns reading out their words and asking and answering questions with their partner.

Wrap-up

• Ask different pupils to write words that they have on their list on the board and to spell them as they write them. Use the questions in exercise B to check that all pupils understand the words.

Activity Book Page 5 4 Put the words in the correct order to make questions. • Explain that the words in each of the questions are in the wrong order. • Instruct the pupils to read the words carefully and then rewrite each sentence correctly in the space below. As a clue remind them that the question mark always goes at the end of the question. • Ask students to check their answers in pairs and then review in open class. • Ask students to work in pairs and ask each other the questions.

5 Use letters of the alphabet to complete the rhyme. • Ask all the class to recite the alphabet together. Correct any letters which pupils have difficulty pronouncing correctly. • Pupils then have to read the rhyme carefully and then work in pairs or in groups to complete the text with letters that rhyme. • Ask for volunteers to read out each line of the rhyme to check answers. • Instruct the class to chant the rhyme chorally. Find words that rhyme with the other letters. • Write a list of the letters which aren’t included in the rhyme on the board (f,l,m,n,r,s,w,x,z) and ask pupils to find words which rhyme with them.

Lesson 3 Objectives • To practise classroom language. • To reinforce classroom vocabulary. • To develop skills using a dictionary. Key language • Questions: How do you say … in English? How do you spell it? What’s the first word…? • Verbs: say, spell, use • Nouns: blackboard, desk, notice board, etc. Basic Competences • Linguistic competence Implement the rules of the linguistic system and nonlinguistic strategies to create spoken texts suitable for each communicative situation. Reflect on language as a means to interpret and comprehend reality. • Learning to learn competence Understand and manage one’s own learning process, developing meta-cognitive strategies. Develop learning experiences based on cooperative work strategies. Materials Pupil’s Book, Activity Book.

Warm-up Guessing game • Write: Things in the classroom on the board and draw classroom objects line by line, For example: table, desk, chair, book, dictionary, notebook and blackboard. • Encourage the pupils to guess what you are drawing, by asking: Is it a table? Is it a book? Leave the drawings on the blackboard for exercise A.

Presentation

• Write the jumbled words: in / say / that / How / English? / you / do / that. Give the class one minute to put the words in order to make a question. (How do you say that in English?) • Point to one or two things in the classroom and ask the question. • Practise the pronunciation of the question with the class.

A Read and ask a classmate. • Ask pupils to open the Pupil’s Book at page 5 and display the On-line Digital Book if available. Ask two volunteers to read out the dialogue. Now ask them to repeat the dialogue and ask about one of the other drawings on the board from the warm-up activity. • Tell pupils to work in pairs and practise the dialogue by asking about other objects in the classroom.

B Ask and answer about things in the classroom. • Tell pupils to ask you about other objects in the classroom and list the words on the board. Make sure you include the following: window, door, light, floor, globe, coat rack, bookshelf, schoolbag, wall chart. • Ask pupils to look at the photo in activity B. They have to work in pairs and ask each other about the objects in the classroom using the questions from activity A. They can use the word list to spell the words. • To review the vocabulary, rub out the word list and ask students to name the classroom objects. Instruct the pupils to copy the list in their notebooks.

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C Use a dictionary to answer the questions. • Write Dictionary Quiz on the board. Tell the pupils that they will have to use their dictionaries to answer the quiz questions. • Pupils have to work in pairs to find the answers to the questions. • Check answers in open class.

Wrap-up

• Ask pupils more questions similar to the ones in the quiz. Tell them to work in pairs with a dictionary to answer the questions.

Extra practice

• Ask the pupils to work with a partner and write more dictionary quiz questions. Monitor and help with the questions when necessary. • When they have all written three or four questions, instruct them to swap with another pair, who have to use the dictionary to find the answers.

Activity Book Page 6 6 Write the words in the correct gaps. • Review the ordinal numbers, if necessary. Ask ten pupils to stand in a line and say, for example: Tania is the first, Daniel is the second, etc. • Instruct the students to complete the activity with the correct words.

7 Put the letters in the correct order. • Write three or four jumbled words on the board and ask the pupils to decipher the words and write them correctly. • Explain that the words in activity 7 are also jumbled, but they all come from previous lessons. • Ask students to work in pairs to order the letters and make a word. • Review answers as a class and write them on the board.

8 Answer the questions. • Using the words which were written on the board in the previous activity, practice ordinal numbers and ask pupils which letter is the second, fourth, sixth, etc, letter in each word. • Instruct the pupils to take out their dictionaries and complete activity 8. • Ask pupils to check their answers in pairs, then ask for volunteers to say the answers to each question.

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Unit 0 • Lesson 3

Lesson 4 Objectives • To read a scientific text and learn facts about comets. • To develop reading skills. • Curricular link: Natural science. Key language • Verbs: orbit, pass, travel, name • Nouns: celestial body, space, sun, nucleus, rock, ice, tail, dust, gas, fire, astronomers, planet • Adjectives: long, famous, bright, easy Basic Competences • Linguistic competence Use written texts as a source of knowledge. • Learning to learn competence Find information, integrate it with previous knowledge and transform it into one’s own knowledge. • Knowledge of and interaction with the physical world competence Value the contribution the development of science and technology makes to society and discern scientific knowledge from other forms of knowledge Materials Class CD, Pupil’s Book, Activity Book.

Warm-up Jumbled letters • Write the following jumbled words on the board: rats, nus, penlat, omno, and tocem. • Tell the class that these are all things that we can see in the sky. Ask them to work with a partner to put the letters in the correct order and discover the words. Answers: star, sun, planet, moon, comet

Presentation

• Write the word Comet on the board. Ask the class what they know about comets. • Help them to form sentences and write them on the board. Possible answers: Comets fly through space. They go around (or orbit) the sun. Sometimes you can see them. They have a tail. They are bright.

A Read and learn. • Ask pupils to open the Pupil’s Book at page 6 and display the On-line Digital Book if available. Instruct them to read the text and to put up their hand if there are any words they do not understand. Explain any vocabulary that may cause difficulties, allowing, where possible, other students to answer and explain the meaning of words to the class. • Instruct them to check the text again and see if any of the points they thought of in the warm-up activity (listed on the board) appear in the text. Set a time limit of one minute. • Pupils report back to the class on any similarities.

B Read and say true or false. If the answer is false, say why. • Instruct the pupils to read through the questions in silence. • Ask them to read the text again to find the information and say if the sentences are true or false. Tell them to note the answers in their notebooks. Set a time limit of five to eight minutes • Pupils compare answers in pairs. Then, correct answers in open class, referring to the text to correct the false sentences. Answers: 1. False 2. True 3. False 4. False 5. False 6. False 7. True 8. False.

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Wrap-up

• Instruct the pupils to close their books and work in pairs to see how many facts they can remember and note down from the text. • After ten minutes, ask them to report back and list their sentences on the board. You can either help them to correct the sentences as you write them up, or refer the pupils to the text again for them to modify their sentences.

Extra practice

• Ask pupils to copy and modify the sentences from exercise B and change some of them from true to false, or vice versa. • In pairs, one pupil reads out the new sentences while the other listens and says if the sentences are true or false. Pupils then change roles.

Activity Book Page 7 9 Do the crossword. • Instruct the children to read the clues to the crossword carefully and think about what they have learnt about comets. • Ask them to complete the crossword in pairs. It is advisable that they use pencil at first, so that they can change their answers depending on the letters they obtain from other clues. • Review the answers in open class.

10 Listen and complete the sentences. • Look at the sentences one by one in open class, asking if anyone can suggest a possible way to complete the gaps. • Tell the pupils to listen and complete the sentences. Play Class CD Track 4 at least twice to ensure that they have all had time to write their answers.  lass CD Track 4: Listen and complete the C sentences. a) Comets are ‘visitors’ from space. b) We can’t always see comets. c) We can only see comets when they pass near the Sun. d) The Hale-Bopp comet is very big. e) The Hale-Bopp comet has got two tails. f) Astronomers can name about 4,000 comets. • Review the answers in open class, highlighting any answers that were similar or the same as pupils’ guesses.

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Unit 0 • Lesson 4

Lesson 5 Objectives • To read and summarise scientific texts. • To define the differences between a comet and a planet. • Curricular link: Natural science. Key language • Verbs: measure, orbit • Nouns: distance, sun, year, planet, solar system, report, astronomer, iron, nickel, rock, ring, ice, dust • Adjectives: bright, famous, long, large, round, light, wide • Grammar: is made of, is famous for Competences • Linguistic competence Identify the basic linguistic structures, the intonation and the pronunciation of the foreign language. • Learning to learn competence Find information, integrate it with previous knowledge and transform it into one’s own knowledge. Materials Pupil’s Book, Activity Book, vocabulary cards.

Warm-up Vocabulary game • Tell pupils that they are going to play a vocabulary game to practise words from the previous two lessons. • Prepare the vocabulary cards before the lesson with one word on each card. Use the following words: star, sun, planet, moon, comet, space, rock, ice, tail, dust, gas, fire, orbit. • Ask a volunteer to come to the board. Show him or her the first card. Explain that he or she has to draw pictures on the board until somebody guesses the word. Repeat the activity until all the cards have been used.

Presentation

• Ask the class what they remember about the Hale-Bopp comet. Prompt them with questions, if necessary. For example: What does it orbit? (The sun), What is the centre made of? (Rock and ice), How many tails does it have? (Two)

• Tell the class that in this lesson they are going to read about a different comet. Write on the board: Halley’s comet.

A Read the text and complete the fact file. • Ask pupils to turn to page 7 of the Pupil’s Book and display the On-line Digital Book, if available. Instruct them to read the text in silence and hold up their hand if there are any words they do not understand. Explain all the vocabulary that may cause difficulties. Tell them to read the text a second time and complete the Halley’s comet fact file. • Tell pupils to compare their answers with their partners and then check the answers in open class. Answers: 1.160, 2. sun / 75, 3. England, 4. 240 BC, 5. 2061.

B Read and learn. • Write Planet Saturn on the board. Invite a volunteer to come to the board and draw Saturn. Introduce the word rings. Tell the class that they are now going to read about Saturn to complete another fact file. • Tell them to read the text and note down any words that they do not understand.

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• Ask different pupils to read out the words they do not know and, wherever possible, ask other students to explain the meaning. Now make your own fact file. • Tell the class to read through the text again carefully and try to memorise the information. Then, tell them to cover the text and complete the fact file in pairs. • Pupils uncover the text to compare their answers. Then the answers can be checked in open class. Answers: 1. 4,427,000,000 km, 2. Iron, nickel and rock, 3. 250,000 km, 4. 1.5 km, 5. Ice, dust and rocks, 6. more than 50.

C Tell a classmate about Saturn. • Ask the pupils to close their books and work in pairs to try to remember as much as they can about Saturn. • Encourage them to report back as you write the facts on the board. Then, tell the class to open their books again to check these facts against those in the text.

Wrap-up

• Ask pupils to find as many differences as they can between Saturn and Halley’s comet. List the differences on the board. Suggested answers: Saturn is a planet. Halley’s comet has a tail. Saturn has got rings and moons. Saturn is bigger than Halley’s comet.

Extra practice

• Ask pupils to work in pairs to write three definitions for Saturn, three for Halley’s comet and three for the HaleBopp comet. • Pupils read out their sentences at random. The rest of the class listen and say which one is being described, Saturn, Halley’s comet or the Hale-Bopp comet.

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Unit 0 • Lesson 5

Activity Book Page 8 11 Find and circle the five factual mistakes. • Before pupils open the Activity Book, ask them what they remember about Halley’s comet. • Ask them to open the Activity Book at page 8 and explain that the text in activity 11 contains five factual mistakes. • Instruct the pupils to read the text carefully at least twice to find the five mistakes. • Review the five mistakes in open class. • Tell pupils to rewrite the text with the correct information in the space below.

12 Label the picture. • Ask the pupils to look at the illustration carefully and label each part.

Activity Book Page 9 A new school year quiz! • Instruct the pupils to look at the quiz. • Ask them to read the questions and sentences in the box and choose the correct option to fill the gaps. • Correct the quiz in open class. Use your dictionary. • Ask pupils to work in pairs to answer the questions. • Review the answers in open class. Choose and circle. Give examples. • Ask pupils to choose the best option for each question. • Remind them to give examples of what they can do. • Invite volunteers to say which is their favourite part of the unit and why. They will then ask the question they have prepared for you.