TE ER’S GU 6 E ID H AC 1 Classroom Resource Pack Poster 1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdo
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Classroom Resource Pack Poster
1 Great Clarendon Street, Oxford, ox2 6dp, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Oxford University Press 2019
The moral rights of the author have been asserted
The publishers would like to thank the following for their kind permission to reproduce photographs and other copyright material: Getty Images (ask/asiseeit), (talk to other people/asiseeit); Oxford University Press (Tower of London/Justin Black), (union jack/Andy Hamilton), (Eiffel Tower/WDG Photo), (French flag/ Q2A Media Services), (Sagrada Familia/Matthew Dixon), (Spanish flag/The Flag Institute), (Leaning Tower of Pisa/Fedor Selivanov), (Italy flag/Oxford University Press), (Neuschwanstein/Thomas Seegers), (Germany flag/The Flag Institute), (teen reading/Dragon Images), (teens using phones/nenetus), (girls at cinema/Aleksandr Khakimullin), (friends talking/Gareth Boden).
First published in 2019 2023 2022 2021 2020 2019 10 9 8 7 6 5 4 3 2 1 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, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the ELT Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work Photocopying The Publisher grants permission for the photocopying of those pages marked ‘photocopiable’ according to the following conditions. Individual purchasers may make copies for their own use or for use by classes that they teach. School purchasers may make copies for use by staff and students, but this permission does not extend to additional schools or branches Under no circumstances may any part of this book be photocopied for resale isbn: 978 0 19 490892 4
Teacher’s Guide
acknowledgements Back cover photograph: Oxford University Press building/David Fisher. Cover illustrations by: Andy Council/Illustration Web. Classroom Resource Pack Flashcards Illustrations by: Denis Cristo/Sylvie Poggio Agency pp.9-16, 30-35, 46-51, 62-67, 78-83, 94-99, 110-115, 126-149; Sasha Gorec/Beehive Illustration pp.57, 58. Commissioned photography by: Graham Alder/MM Studios pp.17-19; Gareth Boden pp.72, 89. The Publishers would like to thank the following for their kind permission to reproduce photographs and other copyright material: Alamy: pp.39 (Modern/Nathaniel Noir), 56 (timetable/Acorn 1), 68 (go to the cinema/Jane Tregelles), 69 (visit the planetarium/Pulsar Images), 75 (go to a concert/Susan Montgomery), 137 (time zone/NG YEW KEONG); Getty: pp.74 (visit the aquarium/p. Eoche), 93 (do craft activities/vgajic), 101 (direfctor/Glyn Jones/Corbis/VCG)), 103 (dancer/ twohumans), 106 (writer/Hero Images), 108 (comedian/Dave and Les Jacobs); Oxford University Press: pp.36 (moutain bike/TSpider/Shutterstock), 37 (crowd/Rafael Ramirez Lee/Shutterstock), 41 (celebrity having his photo taken/tommaso lizzul/Shutterstock), 43 (a man relaxing on a park bench/ prudkov/Shutterstock), 60 (escalators/shooarts/Shutterstock), 70 (funfair with a rollercoaster/Racheal Grazias/Shutterstock), 71 (young girl ice skating/ l i g h t p o e t/Shutterstock), 76 (go karting/Nicky Rhodes/Shutterstock), 77 (Collect shells/Olga Bondas/Shutterstock), 86 (read a magazine/Subbotina Anna/Shutterstock), 89 (E food 1/Warren and Compton), 90 (watch a film/Gareth Boden), 107 (builder/ gualtiero boffi/Shutterstock); Shutterstock: pp.20 (laptop/Valeriy Lebede), 21 (mobile phone/Sutthimon Ounnapiruk), 23 (tablet/PhIllStudio), 24 (avatar/ Sudowoodo), 25 (memory stick/IB photography), 26 (headphones/Evgeny Karandaev), 28 (webcam/Alexvav), 29 (emoji/AmazeinDesign), 38 (Historical/ Iam Woolcock), 40 (Frightening/Morrison), 42 (people queuing for toilet/ Anita van den Broek), 44 (beautiful/Olga Danylenko), 45 (dangerous/ Foottoo), 52 (ticket office/Caron Badkin), 53 (platform/K3S), 54 (waiting room/ Roongsak), 55 (departure board/ChiccoDodiFC), 59 (information board/Pocky gallery), 61 (stairs/sirtravelalot), 68 (popcorn/Hurst Photo), 73 (go bowling/hans engbers), (bowling pins/Sashkin), 74 (whale/Ulyankin), 84 (roller skating/xavier gallego morell), 85 (scooting/Jevanto Productions), 87 (table Football/LightField Studios), 88 (play cards/y Ljupco Smokovski), 91 (play board games/Jesse Davis), 92 (play pool/Ruslan Guzov), 100 (actor/Shipfactory), 102 (hairdresser/ Inga Ivanova), 104 (clothes designer/Africa Studio), 105 (singer/Stokket), 109 (camera operator/Denis Rozhnovsky), 116 (Spanish flag/montree meejaroen), 117 (Spain/Roman Sigaev), 118 (French flag/montree meejaroen), 119 (Paris/Beboy), 120 (German flag/montree meejaroen), 121 (London/S. Borisov), 122 (British flag/montree meejaroen), 123 (Berlin/Brandenburger Tor), 124 (Italian flag/montree meejaroen), 125 (Rome/Viacheslav Lopatin).
© Copyright Oxford University Press
Teacher’s Guide 6
Syllabus
4
3
At the train station
Components overview
14
4
At the coast
109
Concept and characters
16
R
Review 2
124
Introduction to Learn with Us
17
5
At the youth club
127
Learning with Learn with Us
18
6
At the TV studio
142
All about accessibility
24
R
Review 3
157
Tour of unit and How to section
30
E
Getting around Europe
160
Further resources
54
F Festivals
170
Classroom Presentation Tool (CPT) games information
176
Ideas bank
181
Classroom language
188
Wordlist
189
Letter to parents
191
S
All about me and my family 56
1
Chatting with my friends
62
2
In the countryside
77
R
Review 1
92
© Copyright Oxford University Press
95
3
Syllabus
S
All about me and my family page 2
1
Chatting with my friends page 6
4
Syllabus
Words
Grammar
Pronunciation
Revised: Activities, Adjectives of personality and appearance, Animals, Clothes, Describing words, Family members, Jobs, Measurements of food, Personal information, Places, Sports Core vocabulary: cooking, painting, riding a bike, scooting, singing, using the computer, watching films, wearing colourful clothes Food: coffee, cream, cucumber, hot chocolate, icing, raspberry, scones, tea Numbers to 1,000 Other Daisy, Dad, Mum, Fred, Zoe, Peter
Present simple: Hi, I’m Daisy. I’m eleven. I’m sporty. I’ve got long, dark hair. Where do you live? Where does he / she live? I live at … He / She lives at … How tall are you? I’m 140 cm tall. like + -ing: I like (playing football). He likes (wearing colourful clothes). Superlative adjectives: (Granny) is the oldest. Comparative adjectives: (Daisy) is taller than (Fred).
Sounds: /k/ cakes, coffee, cream, cucumber, scones /g/ garden, Granny, Grandad
Core Technology objects: avatar, email address, emoji, headphones, laptop, memory stick, mobile phone, password, tablet, webcam Science fiction words: aliens, comet, Earth, key, moon, spaceship Other CLIL: blog, chat room, date of birth, gallery, profile, report button
Possessive adjectives: my, your, his, hers, our, their Possessive pronouns: mine, yours, his, hers, ours, theirs Infinitives of purpose: I go to the park to play basketball. He goes to school to learn new things. Language in action: What’s your username? My username’s … . What’s yours? Mine’s … . (Footie) is another word for (football). (Pup) is short for (puppy). Asking for help with computers: Excuse me, how does this (laptop) work, please? First, … , Next, … , Now what do I do? turn on / off, press, write
Sound: /p/ park, Paul, play, police, prize, purple /f/ fast, feet, first, football, officer, headphones
© Copyright Oxford University Press
Skills
Values
Culture and Project cross-curricular themes
Remember old friends and keep in touch
Organisations which help bring technology to children Technology: Keeping safe online
Reading: reading for specific information: reading personal information, a song, a recipe Listening: listening for specific information: identifying descriptions of family members, addresses, comparative heights and ages, foods in a song Speaking: giving personal information; describing yourself and family members; describing activities you and others like doing; giving your opinion of a song; saying a tongue twister; saying instructions and measurements for a recipe Writing: questions, describing a friend, describing family members using comparative and superlative adjectives, a personal fact file, a recipe
Reading: reading for specific information and gist: descriptions of technology objects, text messages between Daisy and her friends and family about technology, a webpage about keeping safe online, a science fiction story about two friends in a computer game adventure, a song about technology; reading and understanding instructions to carry out the unit project (instructions for drawing an avatar) Listening: listening for specific information and gist: descriptions of technology objects, conversations between friends about technology, a text about keeping safe online; listening to and understanding a story; listening to opinions about the story; listening to and singing a song about technology; listening to a conversation about an avatar drawing game in preparation for a project Speaking: asking and answering about technology, who objects belong to and what you can do with them; describing avatars; talking about usernames; giving opinions about a story and describing the characters; giving instructions and asking and answering using infinitives of purpose; saying a pronunciation tongue twister to practise the target sounds /p/ and /f/; asking for help with computers; presenting a project about an avatar Writing: core language at word and sentence level: writing about your perfect desk, who objects belong to and what you use them for, technology at home and at school, a username, rules about using the internet, opinions about a story and how you keep in touch with friends; writing instructions to draw an avatar; checking and revising written work
© Copyright Oxford University Press
Writing and presenting instructions to draw an avatar
Syllabus
5
2
In the countryside page 16
3
At the train station page 28
6
Syllabus
Words
Grammar
Pronunciation
Core Adjectives to describe places: beautiful, boring, crowded, dangerous, expensive, famous, frightening, historical, modern, relaxing Adjectives to describe people: confident, embarrassed, kind, nervous, selfish, shy Other CLIL: continent, island, peninsula, plain, valley, waterfall
Comparative adjectives: The park is quieter than the town. The café is more modern than the castle. The park is less crowded than the village. Superlative adjectives: It was the most beautiful valley in the mountains. He skied on the easiest part of the mountain. He’s the best skier. Holly is the least nervous character. Language in action: How was your day out? It was (great). It wasn’t very (exciting). It was a bit (boring). Recommending a film: Excuse me, what’s the film at (seven o’clock) like? It’s … ; adventure film, horror film, true story, U, PG, 12
Sounds: /z/ was, Zack, Zoe, zoo /s/ castle, centre, city, historical, most, place, Saturday, ski /ks/ exciting, expensive, relaxing
Core Places at the train station: departures board, entrance, escalator, exit, lift, platform, stairs, ticket office, timetables, waiting room Prepositions: above, below, in front of, inside, outside, through Other CLIL: hexagon, mosaic, pattern, symmetry, tessellation, tiles
Necessity and obligation: need to / don’t need to: I / You / We / They need to / don’t need to find the ticket office. He / She needs to / doesn’t need to buy tickets for the train to London. Obligation: must / mustn’t: I / You / He / She / We / They must buy a ticket. I / You / He / She / We / They mustn’t use the lift. Language in action: Excuse me, may I (sit here)? Yes, of course. No, sorry. That’s OK. Asking when the next coach is: When’s the next coach to the (theme park)? What number coach is it? Where does the coach leave from? Times: (ten) (twenty-five), (twenty-five) past (ten).
Sounds: /ɔː/ boring, platform, warm /əʊ/ below, most, yellow /uː/ beautiful, moon, room, you
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Skills
Values
Culture and Project cross-curricular themes
Reading: reading for specific information and gist: short descriptions of places using adjectives, a postcard about a weekend trip, text messages about activities in the countryside, a webpage about European landscapes, a humorous story about learning to ski, a song about mountain biking; reading and completing sentences with superlative adjectives; reading and understanding instructions to carry out the unit project (a holiday advert) Listening: listening for specific information and gist: descriptions of places, conversations between friends about a day out, a text about European landscapes; listening to and understanding a story; listening to opinions about the story; listening to and singing a song about mountain biking; comparative and superlative sentences about people and places; listening to a conversation about holiday places in preparation for a project Speaking: asking and answering to describe places in the countryside; comparing people and places; talking about a day out; giving opinions about a story and describing the characters; describing a character from a book / film using superlatives; saying a pronunciation tongue twister to practise the target sounds /z/, /s/ and /ks/; recommending a film; presenting a project about an advert for a holiday Writing: core language at word and sentence level: describing and comparing places and people; writing about activities you enjoy and did at the weekend; landscapes; writing your opinion of a story and why winning isn’t important; writing a holiday advert; checking and revising written work
Winning isn’t the most important thing.
Geocaching in the UK Social Science: European landscapes
Writing and presenting a holiday advert
Reading: reading for specific information and gist: descriptions of things at a train station using prepositions of place, text messages about transport and going to the city, a webpage about patterns in art, a mystery story about a diamond ring, a song about the Brighton Express; reading and understanding instructions to carry out the unit project (an advice column) Listening: listening for specific information and gist: descriptions of things around the train station, a text about patterns in art; listening to and understanding a story, listening to opinions about the story; listening to and singing a song about a train journey; listening to a conversation about things you need to do at the train station; a conversation about advice in preparation for a project Speaking: Asking and answering where places in a train station are; talking about obligations and necessities; asking and answering politely; talking about patterns in art; giving opinions about a story and describing a part of it; saying a pronunciation tongue twister to practise the target sounds /ɔː/, /əʊ/ and /uː/; asking and answering about when the next coach is; presenting a project about giving advice Writing: core language at word and sentence level: describing where places are in a train station, writing about necessities and obligations / rules; writing about how you created a tessellated pattern; writing about polite requests you make; writing your opinion of a story and why we need to return lost things to others; writing research questions for a project; writing an advice column; checking and revising written work
Return lost things to their owners.
Transport Art: Patterns in art
Writing and a magazine advice column
© Copyright Oxford University Press
Syllabus
7
4
At the coast page 38
5
At the youth club page 50
8
Syllabus
Words
Grammar
Pronunciation
Core Seaside activities: collect shells, eat at a restaurant, go bowling, go ice skating, go karting, go to a concert, go to the cinema, go to the funfair, visit the aquarium, visit the planetarium Explorer words: dinosaur, dragon, fossils, mud, sandstorm, snake Other CLIL: equator, North Pole, northern hemisphere, seasons, southern hemisphere, South Pole
Past simple regular and irregular verbs: I visited the aquarium. You didn’t collect shells. buy, drink, eat, find, see: We bought a T-shirt. She didn’t buy a bottle of water. Past simple questions and answers with irregular verbs: What did you see? I saw (a snake). Who did she meet? She met (some friends). How many did they find? They found (25). Language in action: How long were you there for? I was there for (two hours). How long was your journey? It was (quite) long. It was (three hours). Asking about age restrictions: How old do you have to be to (go on this ride)? You have to be (twelve years old). You’re old enough. You aren’t old enough.
Sound: /eɪ/ ate, skate, snake /aɪ/ I, dinosaur, ice /ɪ/ chips, fish, in, it, swimming
Core Youth club activities: do craft activities, go roller skating, go scooting, make a snack, play board games, play cards, play pool, play table football, read a magazine, watch a film Pirate words: ocean, pirates, ship, soldiers, treasure, woman Other CLIL: backbone, coral, invertebrate, jellyfish, sponge, vertebrate
Past continuous questions and answers: What was I doing (at four o’clock)? He / She was / wasn’t reading a magazine. What were you doing (this afternoon)? We were / weren’t roller skating. Past continuous questions and short answers: Was I / he / she (watching a film)? Yes, I / he / she was. No, I / he / she wasn’t. Were you / we / they (playing cards)? Yes, you / we / they were. No, you / we / they weren’t. Language in action: I went to my youth club this morning. We went karting! Lucky you! I was doing my homework at home. Poor you! Never mind. Organising the club snack bar: Have we got enough (bottles of water)? We’ve got enough / too many … .
Sounds: /s/ + consonant scooting, skating, skiing, snack, Steve, swimming /s/ + vowel Saturday, sister, Sunday
© Copyright Oxford University Press
Skills
Values
Culture and Project cross-curricular themes
Reading: reading for specific information and gist: descriptions of activities you can do at the seaside, a diary entry about a day trip, text messages between friends about coastal cities, a webpage about seasons and climate; a true story about an explorer, a song about a holiday by the sea, reading and understanding instructions to carry out the unit project (a postcard) Listening: listening for specific information and gist: descriptions of things around the train station; a conversation between friends about weekend trips; a text about the seasons; listening to and understanding a story, listening to opinions about the story; listening to and singing a song about a holiday by the sea; listening to conversations about activities at the weekend in the past in preparation for a project Speaking: asking and answering to describe activities you like doing; describing what you and other people did at the weekend; talking about the duration of a visit; giving opinions about a story and describing a part of the story; talking about explorers in the past; saying a pronunciation tongue twister to practise the target sounds /eɪ/, /aɪ/ and /ɪ/; asking about age restrictions; presenting a project about a holiday Writing: core language at word and sentence level: writing questions and answers about what you and other people did or didn’t do at the weekend; recording and interpreting the results of an experiment; writing your opinion of a story and how you explore facts for yourself; writing research questions for a project; writing a postcard; checking and revising written work
Explore the facts for yourself.
Coastal cities Social Science: The seasons
Writing and presenting a postcard about a holiday
Reading: reading for specific information and gist: descriptions of activities at a youth club, text messages to a friend about activities you were doing this morning and clubs in the UK and New Zealand, a webpage about ocean animals, a historical adventure story about pirates, a song about losing something; reading and understanding instructions to carry out the unit project (a diary entry) Listening: listening for specific information and gist: descriptions of things around the train station; a conversation between friends about activities they were doing; a text about ocean animals; listening to and understanding a story, listening to opinions about the story; listening to and singing a song about a lost scarf; conversations about what you were doing at the youth club in preparation for a project Speaking: asking and answering about activities you like doing and when you do them, what people were doing at different times in the past; talking about activities and using phrases to be supportive; giving opinions about a story and retelling the story; saying a pronunciation tongue twister to practise the target sounds /s/ + consonant and /s/ + vowel; organising the club snack bar; presenting a project about your day Writing: core language at word and sentence level: writing questions and answers about what you and other people were doing at specific times in the past; a poster with information about a club; a fact file about an ocean animal; writing your opinion of a story and how you react to differences between people; writing research questions for a project; writing a diary entry; checking and revising written work
Don’t judge people because of what they look like.
Clubs around the world Natural Science: Ocean animals
Writing and presenting a diary entry
© Copyright Oxford University Press
Syllabus
9
6
At the TV studio page 60
E
Getting around Europe page 72
10
Words
Grammar
Pronunciation
Core Jobs: an actor, a builder, a camera operator, a clothes designer, a comedian, a dancer, a director, a hairdresser, a singer, a writer Myth words: bull, king, maze, monster, string, sword Other CLIL: amphitheatre, bandstand, music festival, opera house, stage, venue
will future predictions questions and short answers: Will I / you / he / she / we / they (be a director)? Yes, I / you / he / she / we / they will. No, I / you / he / she / we / they won’t. will future predictions affirmative and negative sentences: I / You / He / She / We / They will (be an actor). I / You / He / She / We / They won’t (dance in the show). Language in action: What do you think people will (wear in the future)? I think people may (wear man-made clothes). I’m not sure. What about you? Tidying up after an activity: Could you start / finish (cleaning up), please? OK. I’ve nearly finished / got a bit more to do / got one more sentence to write. You can have a couple / a few / five more minutes.
Sounds: /æ/ actor, ballet, café, camera /ɑ/ artist, dancer, farmer, gardener /eɪ/ ballet, café, operator, play, waiter
Core European countries and nationalities: France – French, Germany – German, Italy – Italian, Spain – Spanish, UK – British Adventure vocabulary: American, code, hero, pigeon, pilot, the USA Other CLIL: factor, mining, primary sector, secondary sector, tertiary sector, trade
Present perfect simple questions and short answers: Have I / you / we / they been to Paris? Yes, I / you / we / they have. No, I / you / we / they haven’t. Has he / she seen my photo? Yes, he / she has. No, he / she hasn’t. Present perfect simple affirmative and negative sentences: I’ve / You’ve / We’ve / They’ve (made a cake). I / You / We / They haven’t (made a cake). He’s / She’s (seen the forest). He / She hasn’t (seen the forest). Language in action: Are you looking forward to … ? I’m looking forward to … . I can’t wait to … . I’m excited about … .
© Copyright Oxford University Press
Skills
Values
Culture and Project cross-curricular themes
Reading: reading for specific information and gist: descriptions of jobs; a blog interview about a talent show; text messages between friends about fashion in the past and future; a webpage about historical music venues; an ancient Greek Myth about a monster in a maze; a song about friendship; reading and understanding instructions to carry out the unit project (a description of schools in the future) Listening: listening for specific information and gist: descriptions of different job roles; an interview about a talent show; a conversation between friends about fashion in the past and future; a text about music venues; listening to and understanding a story, listening to opinions about the story; listening to and singing a song about friendship and jobs in the future; listening to conversations about predictions about secondary school and schools of the future in preparation for a project Speaking: asking and answering about qualities and activities for jobs; talking about jobs you and other people want to do; discussing possibilities in the future; giving opinions about a story and retelling the story; predicting what jobs you and others will do in the future; saying a pronunciation tongue twister to practise the target sounds /æ/, /ɑ/ and /eɪ/; listening to a request and asking permission to continue; presenting a project about schools in the future Writing: core language at word and sentence level: describing jobs and making predictions; inventing and describing a recycled product; describing an event; writing your opinion of a story and ways in which you prepare for situations; writing research questions for a project; writing a description of schools in the future; checking and revising written work
It’s good to be prepared.
Fashion in the past and future Music: Music venues
Reading: reading for specific information and gist: descriptions of countries, nationalities and months of the year; a travel blog; text messages between friends about holiday plans; a webpage about jobs and the economy; a story about an everyday hero Listening: listening for specific information and gist: descriptions of countries and nationalities; a blog about places in Europe; a conversation between friends about future holiday plans; a text about jobs and the economy; listening to and understanding a story; listening to opinions about the story; listening to a conversation about places and activities people have or haven’t visited / done Speaking: asking and answering about countries and nationalities; talking about activities people have done and places they have visited; talking about activities you are looking forward to; giving opinions about a story and retelling the story; talking about what you have enjoyed in your English lessons Writing: core language at word and sentence level: describing countries and nationalities; describing past experiences and experiences you are looking forward to in the future; describing how a product is produced in relation to the primary, secondary and tertiary job sectors; writing your opinion of a story and ways in which you are brave
You don’t have to be big to be brave.
Inter-railing in Europe Social Science: Jobs
© Copyright Oxford University Press
Writing and presenting a description of schools in the future
11
12
Review 1 Call the H Team: A recycling problem!
Review: Technology objects; Adjectives to describe places; Science fiction words; Adjectives to describe people; Possessive adjectives; Possessive pronouns; Infinitives of purpose; Comparative and superlative adjectives; It isn’t yours, it’s mine! This is our most serious case. Schoolboy travels into space to send an important message to Earth!
Review 2 Call the H Team: A treasure hunt!
Review: Places at the train station; Seaside activities; Prepositions; Explorer words; need to / don’t need to, must / mustn’t, Past simple regular and irregular verbs, Past simple questions and answers with irregular verbs; We need to find the treasure by Saturday. Did you drink your juice? Joe found this box on the beach in Corby. We must go ice skating! The clue is below the snake. Read a story about the H Team to review the vocabulary and grammar from Units 3 and 4. Speaking in groups to prepare, plan and put on a play. Working in groups to make a programme for the play.
Review 3 Call the H Team: No electricity!
Review: Youth club activities; Jobs; Pirate words; Myth words; Past continuous, will for future predictions; Were you doing craft activities all morning? Yes, I was. The island will run out of energy. So, what about the end of year show? Will you be able to mend it? No, we won’t. Read a story about the H Team to review the vocabulary and grammar from Units 5 and 6. Speaking in groups to prepare, plan and put on a play. Working in groups to make a profile for a pop group.
© Copyright Oxford University Press
Festival: New Year’s Eve
Core: confetti, crowd, fireworks display, midnight, New Year’s Eve, time zone Review: Dates, Months, Seasons, Times, Countries, Clothes; Superlatives, Present simple, Adverbs of frequency
Other: Christmas Eve, counting down, keep warm
Festival: Easter
Core: bulb, caterpillar, chick, daffodil, frog, lamb Review: Seasons, Animals; Present simple, can, have got, be
Other: countryside, fields, grow, signs, symbols, time of year
Festival: World Environment Day
Core: den, insects, nature, planet, pond, recycle Review: Months; Present simple, Imperatives
Other: energy, look after, plant a tree, make a home, protect; You could pick up litter.
© Copyright Oxford University Press
13
Components overview Classroom Presentation Tool (CPT) Classroom Presentation Tool (CPT) with on-screen Class Book, Activity Book, video and animations, interactive games and embedded audio to facilitate dynamic classes. The Classroom Presentation Tool contains: • an opening video featuring the main character introducing the setting for the unit • a culture film introduced by the main character, showing British children in their own environment, with comprehension task • a video for presentation and practice of the Language in action! functional language in Lesson 3 • a slideshow introducing the cross-curricular topic with a Quick quiz • a fully animated story with real-action video introduction • an animated song video introduced by the main character and her friends • a video presenting a functional language dialogue for role-play in Lesson 8 • vocabulary games in Lessons 1 and 5 • vocabulary and grammar games in Lessons 2 and 6 • a pronunciation game in Lesson 7 • a grammar and vocabulary review game in Lesson 8 • Class Book and Activity Book pages with answer keyreveal function, for easy reference and navigational support in the classroom • all audio tracks It also includes: • a Starter Unit video introducing the main character and her friends and family
Class Book
• six units of nine lessons providing the core teaching material • three Review Units, including a reading-for-pleasure story as well as a project to engage and assess various competences and to practically apply linguistic knowledge • An additional Unit E presenting the present perfect • three Festival Units (New Year’s Eve, Easter and World Environment Day) • six Conversation cards to present and practise a functional language role play in Lesson 8
Activity Book with Online Practice
• ten pages of practice activities for each unit, with a focus on reading and writing • follow-up practice to the Review Units • All about grammar additional practice pages for the grammar presented in Lessons 2 and 6 • follow-up practice for the Festival Units • an alphabetical Wordlist of the vocabulary presented in Lessons 1 and 5 • a digital version of the Activity Book is also available • three pages of exam practice (reading and writing) which can be used towards the end of the year • six cut-out speaking cards for the speaking activity in Lesson 7
Online Practice Online practice offers a blended approach to learning where students can use online interactive activities to further practise language and ideas taught in the Class Book.
• a clear syllabus summary showing the language learnt in each unit • a Starter Unit introducing the course character, Daisy, and her family and friends, as well as presenting and practising activities and food vocabulary and quantities, and reviewing adjective order, like + -ing and superlative adjectives
14
Components overview
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Teacher’s Pack A comprehensive Teacher’s Guide containing: • a full syllabus overview • an introductory section including a components overview, a summary of the course concept and characters, an introduction to the course, a breakdown of the methodology behind the course, and notes on current issues around accessibility in the classroom, such as Competences for 21st century learning, SEN, mixed-ability classes and multiple intelligences • a Tour of a unit section, presenting an overview of the function of each lesson with a ‘How to’ section outlining the standard teaching steps and sequence of resources for each of the nine lessons • suggestions for what to do if the CPT is not available • a rapid route with suggestions for how to save time • notes on further resources • transcripts for each lesson • full answer keys for Class Book and Activity Book activities, as well as explanatory teaching notes where appropriate • suggestions for optional starter and finisher activities • culture notes • references to Competences for 21st century learning • references to worksheets and tests in the Teacher’s Resource Material in the Teacher’s Resource Centre • an Ideas bank with games, activities and ideas for how to exploit the extra resources (flashcards, posters, etc.). These include ideas for action and settling games, pronunciation practice games, grammar games as well as ideas to exploit the animations, videos and posters. • useful classroom language and a wordlist • a letter to parents, outlining what Learn with Us offers
Class Audio All tracks are on the Class Audio CDs and the CPT: • recordings of all the songs, stories and listening activities • includes karaoke versions of the unit songs Listening tracks for the tests are available on the Teacher’s Resource Centre.
Teacher’s Resource Centre: • complete access to students’ online practice Downloadable Teacher’s Resource Material: • mixed-ability vocabulary and grammar worksheets at reinforcement and extension level for each of the core units • Culture & communication worksheets to support the Culture film in Lesson 3 • Cross-curricular worksheets to support the Lesson 4 CLIL topic and facilitate the Web search • Story worksheets to enable the children to act out the story • Word skills worksheets providing essential word skills focus: dictionary skills, spelling rules, synonyms and collocations, etc.
• Standard and Challenge level tests: six unit tests and three term tests • transcripts, answer keys and teaching notes for all worksheets and tests • flashcards for the Starter and Festival Units • notes on evaluation and grids for assessing Competences for 21st century learning and speaking
Classroom Resource Pack Flashcards • flashcards for presenting the core unit vocabulary
Posters • Practising English together: a large, easy-to-read poster with ideas and advice about how to work together in the classroom to strengthen the four skills: reading, writing, speaking and listening. A helpful dos and don’ts information box also reminds students of the values of working together. • Famous landmarks in Europe: a large, easy-to-read poster focussing on famous landmarks from the five countries that Uncle Alfonso visits in Unit E. The poster also directs students to understand and learn how to incorporate facts and figures into their writing and speaking.
E-books • Digital versions of the Class Book and Activity Book with Online Practice are available for Levels 1–6.
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Components overview
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Concept and characters As every child grows up, his or her year is punctuated by routines, events and occasions – some are ordinary and everyday, such as eating at school or cooking, while others are more momentous, such as a birthday or a holiday. It is these real-life situations and events, as experienced by real children, that are at the heart of Learn with Us.
All about Daisy
• Daisy and her friends having fun at the youth club (Unit 5) • Jobs at the TV studio (Unit 6) • Travelling around Europe (Unit E) Daisy accompanies the children throughout the unit, grounding their learning in the real-life context and encouraging them to immerse themselves in the language situation alongside our character.
All about Daisy’s family and friends
Daisy In Learn with Us 6, the children follow the real-life experiences of Daisy, an eleven-year-old British schoolchild. Daisy and her family and friends inhabit a world the children can easily relate to at home, at school or doing activities on holiday. In this way, the children are motivated to learn and use the language of real-life situations that are relevant to them, while also being invited to draw comparisons between the main characters’ and their own experiences. Learning alongside a real child in the UK will also raise their curiosity about English, provide opportunities to learn about other cultures and encourage them to develop the skills and competences shown by Daisy and her friends. The children are first introduced to Daisy in the Starter Unit as she and her family prepare afternoon tea for her grandparents who are returning from holiday in Spain. Through this they learn about her family, friends and interests – before her life is explored further through each unit. Each unit opens to a different event or a day in the life of Daisy and her family and friends. Daisy, along with her friends and family, are introduced first on video as real people before we enter their world on the page and see the same characters on the page. The context for the unit is always introduced via a short video of Daisy. This scene is then visualized in the large picture shown on the opening Class Book pages. This integration of video and pictures not only turns the ordinary, everyday situations into the extraordinary, but is also stimulating for the children, reflecting their own multimedia interests and experience. The real-life contexts for each unit in Learn with Us 6 are: • an introduction to Daisy and her family at their home preparing afternoon tea, and an introduction to Daisy’s friends (Starter Unit) • using technology safely to keep in touch with friends (Unit 1) • a trip to the countryside (Unit 2) • places in a train station (Unit 3) • a holiday on the coast (Unit 4)
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Concept and characters
Mum
Dad
Fred In exploring Daisy’s world, we also become familiar with her family and friends all around the world, who often accompany her in different situations in the Class Book pictures and videos. We meet Daisy’s mum and dad, as well as her younger brother, Fred, and many of her friends from around the world who she communicates with online.
Peter
Zoe
We also come to know Peter and Zoe, Daisy’s friends from school, who are in the same class as her. Daisy, Peter and Zoe all contribute giving their opinions on the stories and by presenting the unit songs, providing a realistic and relatable context throughout the course.
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Introduction to Learn with Us Learn with Us is a six-level course for children learning English from Primary 1 to Primary 6. It is a child-centred course that enables children of ALL abilities to learn by doing, to learn together, and to learn from each other. Learn with Us provides an unprecedented amount of real-life video as part of the exciting digital and print resources that are designed to work independently and in combination, allowing for maximum learner engagement and classroom efficiency, whether your classroom has an interactive whiteboard or not. At the heart of Learn with Us is real life. In each level of the course, the children follow the experiences of a British schoolchild, and share experiences and learning. This approach marks an important shift towards language for communication by structuring language learning around real children in real situations. In this way, language presentation can be focused on real-life situations and social interaction. A new child is introduced at each level of the course to reflect the children’s own changing life experiences and interests. As the learners progress through the levels, they can share and compare ideas about themselves and their lives to those of the characters, achieving a real sense of growing up together. The course is situation-based, with an event in the life of the child forming the starting point for each unit, e.g. a birthday, a trip, or going on holiday. The situation is introduced by the central character via an accompanying video. The central character then accompanies the children as they progress through each unit, using more videos to introduce stories, documentary-style culture videos and unit projects, bringing each to life. In addition to these characterled videos, there are animated songs, as well as attractive
Learn with Us Bring learning together. Bring learning to life.
This reality-based, six-leve l course activates childre n of all abilities to learn by doing, to learn together and to learn from one another.
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All about real life In each level, students learn alongside a British schoolc hild, sharing their experiences through real-life videos and explorin g their world through interactive panoramas. All about thinking Every lesson builds on studen ts’ natural curiosity so they become independent, critical thinker s. All about working togeth er Students collaborate on projects, stories and games with their friends, parents and the wider commu nity.
~ Reilly Bazo Penate
Come and meet my friends, Becky and Sam, my mum, my dad, my big sister, Lizzie and my guinea pig, Elvis. Let's have fun together!
Class Book 3
We continuously bring together our experience, expertise and research to create resources such as this one, helping millions of learners of English to achieve their potential.
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Oxford University Press is the world’s authorit y on the English language. As part of the University of Oxford, we are commit ted to furthering English languag e learning worldwide.
colour animations of all the unit stories, and a selection of interactive games and other types of games. The stories form an important feature of the course, with a rich variety across all six levels. They not only provide a meaningful context for the language, but bring creativity and imagination to the classroom, captivating and inspiring young minds. The stories also provide a useful springboard into linked activities, such as the values focus. In this way, the children form important connections between the values they see played out in the story and their own social development. Learn with Us is underpinned by a sound competence-based learning methodology, ensuring that the Competences for 21st century learning are developed. Activity rubrics are often competence-based, and include thinking-skills activities and challenges that require the children to work collaboratively and stretch themselves cognitively. Likewise, a variety of activities which appeal to multiple intelligences, such as individual and collaborative project work, quizzes and games, ensure every child remains challenged and active in their learning. Drawing on the real-world content of the course, critical-thinking and self-evaluation skills are also developed by encouraging the children to be curious about and question the world around them, while also reflecting on their own interactions. Studying English with Learn with Us also naturally activates curiosity about other cultures. By focussing on a day in the life of a British child, the opening context for each unit is overtly cultural, and is also enriched by video clips rooted in British culture. The children are invited to explore and think about the world presented to them, comparing the character’s life to their own. The specific Culture lessons in each unit also vividly bring a part of British culture to life. The children follow this lesson with a cross-curricular topic linked to the theme of the unit, allowing them to continually review and build on their language-learning. Making links to other subject areas in this way extends the meaning and perspective of what the children have learnt, and broadens their horizons. Learn with Us offers a wide range of activities and materials that acknowledge individual learning styles and allow you to cater for mixedabilities within your class. The children are encouraged to work at their own ability level, with reinforcement and extension resources and two-levels of tests to provide additional flexibility.
For students • Class Book; Activity Book; All About Me Booklet; Digital Class Book 3-6; Digital Activity Book 3-6; oxfordplu s.es For teachers • iPack; Teacher’s Resource Pack; Teacher’s Guide; Teacher’s Resource CD-ROM; Audio CDs; oxfordpremium.es
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Introduction to Learn with Us
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Learning with Learn with Us Classroom Presentation Tool (CPT)
Activity Book with Online Practice
The CPT presentation materials for Learn with Us are engaging and varied. They include unit-introduction videos with Daisy, culture films, cross-curricular slideshow presentations, story animations, song animations, functional language conversations, pronunciation games and review games. There are also interactive practice games designed to be played during Lessons 1, 2, 5 and 6, providing further exposure to core language and allowing for well-timed comprehension checking. A bank of these games is also provided in the Resources section of the CPT to allow for revision and recycling when needed. The CPT also offers all the pages of the Class Book and Activity Book on screen, for easy reference and to aid classroom management, e.g. for helping the children to navigate to the correct page in their own printed Class Books / Activity Books, and for quick and easy access to audio tracks or answer keys. The CPT is easy to navigate with the material clearly divided into units and lessons.
The Activity Book with Online Practice has been designed to bring together all that the children have learnt in the lesson beforehand, consolidating and reinforcing content and language from the Class Book and CPT presentations and practice. In lessons which aim to practise core vocabulary and grammar, the Activity Book serves to provide independent reading practice as well as listening practice and written production. In lessons which centre on other types of content, e.g. the unit story, culture and crosscurricular content, the Activity Book is an effective means of checking concepts and understanding, and consolidating what the children have learnt in the previous stages of the lesson. The Activity Book also affords the children the chance to review the vocabulary they have been learning and to explore and break down the rules of the grammar they are studying, as well as enabling them to input creatively and imaginatively, by personalizing the content they have learnt. For example, in Lesson 2, the main rules of the target structure are presented through a table which allows the children to think about the form and use of the grammar. In Lessons 3 and 4, the activities allow the children to make links to their own country or region and to personalize the unit language creatively in a way most meaningful to each child. In Lesson 5, the children are asked to choose statements that apply the story value to their own lives. Finally and importantly, it provides scaffolding to ensure a successful and motivating outcome for the end-of-unit project in Lesson 9.
Class Book The Class Book lessons have been carefully staged to allow smooth and natural progression: from the presentation stage provided by the CPT material, flashcards or Class Audio, to simple activities demonstrating active recognition of the language, then finally to practise of the language via engaging activities such as games, role plays, or listening and speaking activities, supported by further practice games on the CPT. The rubrics in the Class Book are addressed to the child, rather than the teacher, and include critical-thinking challenges that allow the children to personally invest in the material, as well as scaffolded communication games and tasks that require the children to work cooperatively. Likewise, at the end of each unit in the Class Book the children create a project, which allows them not only to consolidate their learning, but to also to work independently and personalize the language they have encountered in the unit in a way that is meaningful for them. In this way their enthusiasm for speaking English is heightened.
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Skills Listening and speaking The high-quality audio-visual material supplied on the CPT affords the children plenty of aural recognition before they are required to produce the language. The ideal combination of clear listening models of spoken English with strong visual support means that the children are able to develop notable confidence as they hear words and phrases for the first time and understand them without ambiguity. Equally, the clear and easy-to-follow models provided on the Class Audio allow for quick and accessible models that stimulate the children’s accurate recognition of the language before they are expected to produce it themselves. Listening skills and aural confidence are further developed through listening to a range of motivating texts and stories with varied comprehension tasks in both the Class Book and the Activity Book with Online Practice. These also help develop learner independence and to prepare the children for practical everyday tasks in English. In Learn with Us 6, speaking practice at sentence-level is integrated into every lesson and builds on language the children have already learnt in previous levels. New vocabulary is introduced in the context of a familiar grammar structure. Spoken accuracy of new language is developed through activities which encourage repetition following a model, provided by the CPT and on the Class Audio CDs, as well as through oral pairwork activities, songs, oral comprehension questions, speaking dialogues that practise functional language exchanges, controlled practice games and personalization activities. Speaking cards in the Activity Book provide practice of exam-style pairwork speaking and the Conversation cards in the Class Book also offers pairwork practice of longer functional language dialogues. Learn with Us 6 also includes activities designed to actively encourage the children to formulate and express their opinion in English. Previously learnt language is actively recycled in oral activities and the children are encouraged to use this language as they set up and carry out various tasks. This wide range of motivating oral activities allows for extensive opportunity for repetition of core language within a clearly defined framework in order to help the children build their confidence in speaking. In addition, phonetic awareness and confidence is further developed in pronunciation activities designed to raise awareness of and practise production of key sounds and familiarity with the phonetic script. By the end of a unit, the wide range of graded speaking practice should support all learners to successfully present their end-of-unit project with confidence and to the best of their ability, and talk about their performance in the unit. Further optional pronunciation and communication games are detailed in the Ideas bank on pages 181–187 of this Teacher’s Pack.
Reading and writing Learn with Us takes a systematic approach to both reading and writing throughout the course. In Level 6 the children are introduced to reading the written form as they hear and say new words or structures. Once the children are familiar
with reading and saying new core language, they move on to writing it. On the CPT, new language is always presented alongside images, so that meaning is clarified first. The option to turn off text on the CPT allows the children to focus on the oral and aural before they focus on the written form. The ‘text off’ and ‘text on’ option, available for many of the CPT materials, allows the teacher to choose the most suitable version according to the point at which the material is being used and the progress the children have made. The Class Book provides plenty of general reading skills practice from which the children gain exposure to a variety of different text types; in the Lesson 2 Grammar lesson, in the culture and cross-curricular lessons, the unit stories and Daisy’s projects. The three end-of-term review stories in the Class Book bring together the language that the children have learnt over two units in a fun, comic book-style story. The printed flashcards in the Classroom Resource Pack can be used for optional review or further practice at any point during a unit. After exposure to new language in the Class Book, the children move on to more independent reading and writing in the Activity Book with Online Practice. The approach to reading and writing in the Activity Book is carefully staged to move from word level to sentence level, and on to short paragraphs. As a unit develops, the amount of guidance and scaffolding for writing tasks is graded to encourage learner independence, for example, moving from using words from a selection provided, or copying and completing phrases, to freer and more personalized writing production in Lesson 9. The project preparation and writing tasks in Lesson 9 are staged carefully to support all learners, challenging the more confident to stretch themselves, while supporting the less confident to a successful writing outcome. The project is the culmination of all the language learning and skills practice the children have had during the unit. The mix of listening and reading comprehension, and writing activities include tasks and tips to help the children plan and generate ideas, order and structure their writing, and successfully tie their ideas together raising awareness of the cohesion of texts. Once the children have completed these stages, they are ready to produce their own personalized written text at paragraph level, based on the model, with the ultimate aim of presenting their work in project form to an audience. The writing tasks include several motivating text types (instructions to draw an avatar, a holiday advert, a magazine advice column, a postcard, a diary entry). The performance outcome is also a motivating factor in helping the children write more independently whilst bringing together all that they have learnt over the course of the unit. Learner training is an important part of developing writing skills and the check and revise activity in Lesson 9 encourages the children to review each other’s work in order to develop writing skills such as spelling, punctuation, grammar and organizing work. Working with a friend to do this gives each child the opportunity to share their language skills, opinions and receive peer feedback.
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Stories
The stories are central to each unit in Learn with Us 6. They depart from the real-life context and narrative as presented by Daisy and instead immerse the children in a fun and entertaining story that, while still linked to the theme of the unit, is also a completely new and exciting adventure, with a different storyline and set of new characters in each unit. A rich variety of different story genres are explored: from traditional fables and fairy tales to true life stories and adventure. All the stories have been specially chosen to appeal to the children’s imagination and diverse interests. The unit stories in Lesson 5 play an important role with regard to language development, as they not only present the second vocabulary set and target grammar in context, but they also revise previously learnt language (both core and incidental). Hearing this recycled language in a rich story narrative provides the children with an important opportunity to practise recognizing larger language outputs, i.e. the lexical ‘chunks’ that form the building blocks of English that they will encounter time and time again. The stories also provide the opportunity to develop listening skills (via the CPT or the Class Audio CDs) and reading skills. All story text is provided on the page, allowing the children to follow while they listen and thereby boosting their confidence and ability to recognize known words. The children’s first experience of the unit stories is via the CPT, where they can enjoy a beautiful, fully animated version of the story, maximizing the story’s motivational potential as well its function as a learning tool. Each story is first chosen for us by our central character, Daisy, smoothly embedding the imaginary in the real-world context so central to Learn with Us, while also helping the children to transition into and build excitement about the new content.
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Learning with Learn with Us
Following the CPT presentation materials, the children are invited to open their Class Books for a re-telling of the story, this time in closer view, with full-colour story frames and accompanying audio. A variety of activities in the Class Book and Activity Book with Online Practice support consolidation of new vocabulary and core concepts. The children also further develop learner independence by being encouraged to evaluate the story and say what they think about it. The children, as with previous levels, have the opportunity to act out the story to recycle the language of the unit in a fun and memorable way, while allowing learners of all levels to join in with the performance. Revision stories are also available in the form of a running cartoon in the Review units and are also available as a scrollthrough storybook on the CPT.
Values
All about values
There is a strong emphasis in Learn with Us on values and developing the whole child. In Learn with Us 6, the values focus is presented in Lesson 5 through the story, with a focused ‘All about values’ feature clearly linked to the content of the story. The children are encouraged to discuss and relate the value to their own lives, raising awareness of the children’s own social growth as well as promoting self-esteem, positive attitudes, and tolerance and respect towards others. In the Activity Book follow-up task in Lesson 5, the children consolidate the value by doing a personalization task which helps internalize the value and make it more relevant to their real-life experience.
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Songs Songs form a natural part of childhood and are therefore something immediately familiar to primary-aged children. They are also an invaluable way of practising and assimilating new language, as they naturally include repetition, provide clear models for correct pronunciation and greatly aid memory through their use of rhythm. The children will naturally participate, meaning they will be active and having fun while at the same time gaining valuable exposure to the language, increasing the likelihood of retention. For this reason, songs are an integral part of Learn with Us, with the CPT providing an extra audio-visual dimension through an animated song for the Lesson 7 songs. Each unit of Learn with Us 6 contains one song, presented by Daisy in her vlog. They review and consolidate language presented in previous lessons in the unit. The songs cover a variety of musical genres specifically designed to encompass the diverse range of musical styles children enjoy in the real world. The song is supported with an animation available on the CPT. Karaoke version of the songs are available on the Class Audio.
Culture Authentic British culture has been brought to the forefront in Learn with Us and is regarded as an essential part of language learning. From the very beginning of each unit, the content is grounded in the real world, immersing and inviting the children to participate in the life of a British child. In Learn with Us 6, the wider English-speaking world is also integrated into the Culture lessons. This approach to structuring language learning around day-to-day situations naturally inspires the children to compare the character’s world with their own. The details and conventions of British everyday culture are brought to life in supporting video clips at the start of each unit, helping to make British culture relevant and interesting to the children’s own lives. The mix of documentary and drama footage which make up the unit culture films provide a motivating insight into British culture, and the follow up pages in the Class Book and Activity Book all provide interest and the opportunity for cross-cultural comparison.
The children are encouraged to understand and reflect on the differences and similarities between their own and other cultures in order to develop Competences for 21st century learning, in particular Social and civic competences and Cultural awareness and expression. The culture lesson also helps the children take a step towards integration into the culture of the language they are learning by giving them useful expressions, in the form of common everyday language, in the Language in action! activity. A simple, high frequency social exchange is modelled by the children in the video clip, so that leaners can listen and repeat it easily. These exchanges have also been chosen taking into consideration the language syllabi of the GESE Trinity and Cambridge English: Young Learners external exams, in which social English plays a key role.
Evaluation Evaluation in Primary should be an integral part of the teaching and learning process, and, above all, formative. Evaluation material is therefore provided as part of the Learn with Us 6 course. The evaluation programme is carefully designed to support continuous and systematic evaluation of the children using a variety of tools. The Learn with Us 6 tests can be found in the Teacher’s Resource Material in the Teacher’s Resource Centre. They cover all the target language from the level and are divided into seven units (including Unit E) and three term tests. Importantly, the term tests are cumulative, with the language from Units 1 and 2 tested in the Term 1 test, Units 1–4 in the Term 2 test, and Units 1–6 in the Term 3 test. In this way, long-term retention of the language the children have encountered throughout the duration of the course can be tested, aiming towards longer-term learning. Moreover, the activity types in the term tests have all been carefully designed to echo the latest Cambridge Young Learners English test (Movers level). This can help the children start to familiarize themselves with the test in a nonintimidating way, enhancing their confidence with regard to sitting external exams. There are two levels of each of the unit and term tests: ‘Standard’ and ‘Challenge’, allowing you to select the level appropriate to the ability of the different children in the class. At both levels, all four skills are systematically tested across both the unit and term tests. To provide more flexibility in administration, speaking skills are assessed continuously and after every two units in the term tests. Grids are provided in the Evaluation section in the Teacher’s Resource Material to help with the continuous assessment of speaking using various unit activities and appropriate criteria for evaluation.
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Clear and practical notes are provided to help with administering the speaking sections of the term tests. The tests are available as printable PDFs or editable documents on the Teacher’s Resource Centre, so you can choose to adapt the material to suit your class. Audio for the tests is available on the Teacher’s Resource Centre. Additional opportunities for evaluation in Learn with Us 6 come in the Lesson 3 Language in action! tasks, Lesson 7 speaking cards activity, Lesson 8 Conversation cards activity and Lesson 9 unit project, establishing a more holistic approach to the assessment of the children. The criteria for assessment of the projects is matched to learning standards for this level and Competences for 21st century learning. Opportunities for evaluation in the project lesson is identified in the Class Book with a key symbol. Guidance notes and grids for assessment of the projects can be found in the Teacher’s Resource Material and allow you to continuously assess the children’s progress and provide them and their parents / carers with feedback. Allowing your children to evaluate and reflect on the work that they have done is also an integral part of the learning process, and links directly to the Learning to learn competence. Studies have shown that children who are given opportunities to reflect on their work tend to be better engaged, have a more positive attitude towards learning, and therefore absorb much more. For this reason, Learn with Us 6 provides opportunities for reflection and selfevaluation, allowing the children to think about what they are learning, check what they know and record how they are progressing. Children are encouraged to evaluate their own projects, and the unit tests each contain an ‘All about my test’ feature, allowing for self-reflection on how well the child has performed at the end of the unit.
Cross-curricular focus One core lesson in each unit of Learn with Us covers content from other subjects across the curriculum, providing the opportunity to transfer useful, practical English language to a range of different areas of the curriculum, including Social and Natural Science and Music. These lessons are linked to the theme of the unit and complement the culture lesson that has come before. This allows vital links to be formed in the children’s languagelearning, as well as providing a meaningful context for the topic area via a ‘learning through meaning’ approach. The content ranges from keeping safe online to European landscapes, to patterns in art, ocean animals and music venues, and the concept is always consolidated with clear illustrations and activities in the Class Book, with further practice in the Activity Book with Online Practice. Within these lessons, the children will encounter new vocabulary specific to each topic, but the focus is on understanding the concept rather than retaining all the new language. Exciting visual and auditory presentation tools are used to introduce and exploit the concept in every unit. An engaging slideshow-style presentation with a Quick quiz introducing the subject matter is available on the CPT for easy-to-use, effective presentation of the cross-curricular concept and new crosscurricular words, and this is reinforced in the Class Book with tasks developing reading, listening and speaking skills.
Collaborative learning
Unit E The final and seventh unit of Learn with Us 6 is an optional extension and review unit which teaches the present perfect and offers pupils the opportunity to: • consolidate what they have learnt during the Learn with Us 6 course • reflect on their learning and their Learn with Us 6 experience • bridge their learning to secondary Language-learning is a pre-eminently collaborative activity, and it is for this reason that Learn with Us offers a wide range of activities and materials that inspire the children to experience English together by working collaboratively. Children are encouraged to work together in a variety of communicative speaking activities, grammar practice activities and project activities, helping to develop the children’s social and civic competence.
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Think Learn with Us encourages the development of thinking and communication skills through engaging collaborative activities which promote truly meaningful communication. The Think icon in the Class Book and Activity Book denotes activities which encourage children to formulate and express their own opinion. The language they need to do this is clearly modelled and they are encouraged to share their opinions with others. They are encouraged to respect each other’s opinions, and are reminded of the need to take turns in a conversation and appreciate that there is more than one perspective on most things. As this features regularly, they will gain in confidence as the year progresses. Likewise, the projects that appear in each unit are an example of how collaborative work not only facilitates appreciation of each other’s ideas but also develops personal initiative. In these tasks, the children are asked to work in pairs to check and revise their project. This collaboration allows children to learn from and instruct each other on how to improve their work.
Parental involvement
English at home The support and involvement of parents and family members is a key motivating factor for children across all subjects. The children will enjoy sharing what they have learnt with their parents or carers, and for this reason, Learn with Us uses a variety of approaches to help establish a vital home – school link for the children. The ‘English at home’ icon appears in several places throughout the Class Book and Activity Book, clearly signposting opportunities for children to share their learning with their parents or carers. Establishing clear and transparent communication with parents is also essential in developing a cooperative relationship between home and school. It’s important to keep parents informed about what their children are learning.
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All about accessibility Competences for 21st century learning
The methodology of the course ensures that the competences are developed methodically, and that they are clearly The Competences for 21st century learning describe a range highlighted and explained throughout the teacher’s notes. of skills, knowledge, attitudes and behaviours that will serve The lesson notes in this Teacher’s Pack provide information in children for life and learning outside the classroom.Social They and civic competences how the syllabus maps to the Competences for 21st century go beyond the classroom, as they are essential for personal learning, enabling you to track the children’s development development, social inclusion, active citizenship and through the course. A more detailed explanation of how successful employment. Cultural awareness and expression learning a foreign language can develop the Competences There are seven Competences for 21st century learning in for 21st century learning can also be found on the Learn with the Spanish education system, defined as follows: Learning to learn Us 6 Teacher’s Resource Material in the Teacher’s Resource Centre, along with ideas and material for further exploitation of Competences for 21st century learning.
Linguistic competence
Linguistic communication
The children will use and develop their linguistic Social and civic competences Digital competence competence in all the activities in Learn with Us. Social and civic competence This encompasses effective communication and This describes the range of social, interpersonal Social and civic competences expression across the four skills of reading,Mathematical writing,competence and basic competences and intercultural skills and behaviours that equip Cultural awareness and expression in science and technology listening and speaking. Social and civic competences individuals to participate effectively in society. The Culturalthey awareness and expression children practise this competence when do Learning to learn Sense of initiative and entrepreneurship activities that require participation, cooperation, Cultural awareness and expression Social and civic competences and respect for themselves and others, both in the to learn classroom and in society, such as theLearning collaborative Linguistic communication speaking tasks. Learning to learn Cultural awareness and expression
Learning to learn
This encompasses the development of a positive Linguistic attitude towards learning, both inside andcommunication outside Learning to learn of the classroom, as well as the study skills to help learners do this. The children also use this competence Linguistic communication competence when they are asked toDigital reflect on and evaluate their progress.
Linguistic communication Digital competence
Digital competence
Digital competence
Mathematical competence and basic in science and technology
This involves the confident use of ICT and develops Mathematical competence and basic competences in science and children technology the skills to use IT safely and responsibly. The Sense of initiative and entrepreneurs Mathematical competence and basic competences use this competence whenever they employ digital in science and technology Digital competence tools, such as when they use the interactive IWB Sense of initiative and entrepreneurship games, when they carry out searches online or use Sense of initiative and entrepreneurship Mathematical competence and basic competences technology to communicate in English. in science and technology
Sense of initiative and entrepreneurship
Social and civic Sense of initiative and entrepreneurship Social and civic competences
Like ‘Learning to learn’ this competence encourages a positive attitude towards problem-solving and develops values such as perseverance and self-esteem. The children use this competence in activities that involve teamwork or individual initiative, for example decisionmaking skills, cooperating and negotiation, planning, organizing, and when completing the projects.
Cultural awareness and expression This encouragesCultural the creative expression of ideas, awareness and expression experiences and emotions in different ways; for example, through music, performance and craft. The Learning to this learn competence when they learn children also develop about the culture of English-speaking communities and reflect on their own culture, as they are encouraged to Linguistic communication do throughout the whole course. Digital competence
Mathematical competence and basic competences in science and technology This is the ability to apply mathematical, scientific and technological thinking in order to identify questions and solve problems. The children practise this competence when they do tasks that require them to interpret numbers or engage with scientific content, such as in the cross-curricular lessons.
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Mathematical competence and basic competences in science and technology
Sense of initiative and entrepreneurship
Cultural aware
Learning to lear
Linguistic comm
Digital competen
Mathematical c in science and te
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Special Educational Needs in the ELT classroom What is SEN? Special Educational Needs (SEN) is the term we use to refer to the requirements of a child who has a difficulty or disability which makes learning harder for them than for other children their age. Note that gifted and talented children are also considered to have special needs as they require specialized, more challenging materials. Strengths, not just weaknesses Children make progress at different rates and vary widely in how they learn most effectively. Although children with special needs may have difficulties in some areas, there will also be areas of strength. Recognizing and utilizing these strengths is important to the children’s academic development as well as their self-esteem. Your daily contact with these children will help you understand what works best for each individual and choose the most appropriate techniques. You can do it! You might be worried about trying to include children with SEN in your class. It can feel like it requires specialist knowledge and extra work for you, the teacher. This does not have to be the case. As a teacher you are used to dealing with different personalities and abilities in your class – you are probably always adapting to widely differing needs from the children each day. Children with SEN are simply part of this variety and challenge. In addition, the teaching techniques which help to support children with SEN are good, practical techniques which will benefit all children. Top tips for creating an inclusive classroom You do not need to be an expert on SEN to teach children with SEN. You do need to want to work with these children and to be prepared to learn from them. Tip 1: Be a role model Children will take their lead from their teacher. It is important to show that you respect and celebrate differences between people. For example, if you notice some children do not want to work with a child, make sure you talk to those children privately about their behaviour and give praise and rewards to the children who are working well in teams. Tip 2: See the person not the label It is very important to get to know each child individually and to not label them according to their SEN. If you have children who wear glasses in your classes, you do not assume that they have all got the same personality. In the same way, you should not assume every child with SEN is the same. Find out their interests and their strengths. Remember also that the range of SEN is wide so take time to find out the level of a child’s difficulty. Do not assume, for example, that a visually impaired person cannot see anything – they may have some sight.
Tip 3: Avoid judgements of behaviour Do not label a child as lazy or not trying. Children with SEN are often trying hard and get criticized unfairly by teachers. They might seem to be daydreaming in class but their brains might be overloaded with information which they cannot process and they need a short brain break. These children also need positive feedback on behaviour, so make sure that you notice when they are behaving. Many children with SEN and behavioural difficulties only get noticed negatively by the teacher. Tip 4: Celebrate difference and diversity The classroom and the world would be a boring place if everyone was the same. You can use the differences between children to learn from and about each other. Tip 5: Teach in a multi-sensory way Children all learn in different ways. Some like to see information, some like to hear it and some like to get up, do and touch things. Children with SEN particularly need practice in all the senses because they find it difficult to learn in traditional ways. Use a multi-sensory approach to present and practise information in your lessons. Tip 6: Plan ways to adapt your lesson plan You will sometimes need to adapt your lesson plans. This is called ‘differentiation’. Differentiation means planning and teaching to take account of all children in the class, whatever their level. The children can make progress in their learning wherever they start from. All children should achieve the same main aim, but they may do this in different ways. Tip 7: Work on classroom management Clear, consistent classroom management is very important for children with SEN. They often have problems understanding and following rules and instructions, so it is important to think about the best way to do this. It is a good idea, for example, to give careful thought to your seating plan. Tip 8: Work cooperatively with adults and children Teamwork is the best approach to teaching children with SEN. It is particularly important to work with parents / carers, as they know their child best and will often have helpful strategies to suggest. Other people who can help you include school psychologists, counsellors, speech and language therapists, occupational therapists, SEN organizations and charities. Try to find out what’s available in your local area and keep a list of useful contacts. Tip 9: Work with children’s strengths Try to find out what your child’s strengths and interests are and include these in your teaching. Children who have problems reading can sometimes be good at drawing and acting instead. Children who find it hard to sit still might be very good at organizing teams and roleplay. Children who are struggling academically might be very kind and helpful.
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Dyslexia: an example of SEN Dyslexia affects approximately 10% of the population, so each classroom may have two or three children with this learning difficulty. Dyslexia is a neurological condition that causes the brain to process and interpret information differently, which makes language learning challenging. It is not a sign of low intelligence or laziness, or the result of impaired hearing or vision.
What problems do dyslexic children have? Dyslexia can manifest itself in a variety of ways, through linguistic problems such as: • slow reading speed • difficulties with word recognition and spelling • a smaller range of vocabulary in the mother tongue Dyslexia is also apparent in non-linguistic problems, such as: • a more limited memory span • difficulties with handwriting and motor skills • difficulties with time management and organization of work • slowness in automating new skills These difficulties will vary in their severity or seriousness in different individuals, and some people will experience some, but not all, of these problems. Children with dyslexia can become competent and skilled second-language users, especially when a supportive school with a warm and positive classroom environment fosters their confidence. Even small steps, such as ensuring that a child is sitting comfortably at their desk with a wellpositioned writing surface, can have a positive impact.
English: some areas of difficulty • Children with dyslexia may struggle with the spelling of words in English since the spelling rules and conventions can appear unpredictable; specific sounds are spelt in many different ways, and certain letters can be pronounced differently. • Children with dyslexia may find it more difficult to learn abstract words than concrete nouns, and may find it easier to learn nouns than verbs and adjectives. They may find it hard to distinguish between words with similar sounds or that are close in meaning. • Speaking and listening skills seem to be affected less than the literacy-based skills of reading and writing. • Questions which require open-ended answers and pronunciation activities may be difficult for children with dyslexia or other special educational needs. • Children with dyslexia may struggle with the organization of their work and their classroom equipment, and this may impact on their learning.
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Simple tips for helping a dyslexic child • Children with dyslexia learn better if vocabulary is taught in context, or anchored to an image. The anchoring of language in the real-world context in Learn with Us will help with this. • Children with dyslexia often engage well with electronic or interactive devices, so the CPT games will help them with learning and reviewing vocabulary at their own pace. • Multi-sensory and multi-channel formats, such as the animations, games and videos on the CPT and reading with audio in the Class Book, are well suited to children with dyslexia. • Give children short instructions, perhaps one step at a time. Set realistic targets, so they gain a sense of accomplishment. • Children with dyslexia do not need an entirely different set of materials from the rest of the class. Focus their attention on particular sections instead, or select from the Activity Book, or from the mixed-ability worksheets in the Teacher’s Resource Material. • Children with dyslexia may benefit from a more structured approach to learning, with controlled oral practice, plenty of examples, and opportunities to plan their work. The structured approach to lessons in Learn with Us and the models and examples on the CPT videos and the Class Audio, for example, will support dyslexic children’s communication skills. • Allow children who need longer to process information to do what they can in class, and encourage them to finish at home if possible. • Children with learning difficulties tend to respond well to extensive repetition and practice, and explicit explanation. You may find that doing language drills in class, focusing on a small set of core vocabulary or one grammatical feature at a time, will be helpful. Remember that similarsounding words or words with a similar meaning may cause confusion, so present them separately. • Encourage children to create mind maps or visual representations of vocabulary in vocabulary notebooks, so that they can review new language regularly.
Mixed-ability and multiple intelligences No two children in any class are the same. Children learn at different speeds and have different styles of learning. In every class, there will be a variety of interests, likes and dislikes. In addition, some children may have different cultural backgrounds from the rest of the group. Whatever the extent of the diversity within a class, it is important to help all the children feel part of the group during the English lesson. For this reason, Learn with Us offers strategies and materials to help teachers adapt their lessons to meet the needs of individual children.
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Mixed-ability and Learn with Us Naturally, in classes where there is a wide range of abilities, there will be times when children’s needs will be different. Some children will require extra support for even the basics and others will require reinforcement of what they have learnt, while the most able will benefit from extension and further practice. In a mixed-ability class, it is very important that everyone can take part in activities, whatever their ability, which can present a challenge for the teacher. This is why Learn with Us is carefully designed to offer graded and structured activities to support all children’s language learning. Learn with Us caters for mixed-ability children in a number of different ways: The CPT, with its wealth of visual support, allows children to benefit from the many non-linguistic aspects of the video presentations. Practically, it also provides one clear focus in the classroom, allowing the class to work together but at a different pace. The receptive nature of many of the CPT games at this level mean that they allow even children with the lowest level of English to participate without feeling under pressure, because everyone joins in. Systematic revision of all core language has been carefully built into the course, with continual revision opportunities provided within each unit, as well as opportunities for the recycling of language from previous units. For example, the Culture and Cross-curricular lessons regularly reinforce previously presented vocabulary and structures in a new context, and the songs and chants which punctuate each unit offer the chance for fun and meaningful revision of the unit vocabulary. • In addition to the continual recycling within the main units, an end-of-term review is provided through the dedicated Review units. These lessons draw together all the core vocabulary and target grammar from two units in a new setting, with a practical and tangible outcome in the form of the project. • The recycling and revision of language from previous years is also given great importance throughout Learn with Us. For example, in Learn with Us 6, the reading and speaking activities and Daisy’s question in Lesson 1 of every core unit revise vocabulary and grammar from previous levels and units, making important links in the children’s language-learning journey. • The extension vocabulary activity provided in Lesson 1 of each main unit provides an opportunity for more able children to expand on what they have learnt.
• The high frequency of collaborative tasks throughout the Class Book and Activity Book with Online Practice encourages cooperation amongst children: if you put a stronger child with a less able child, he / she can support this child. The child who needs more support also feels less under pressure in this way. Similarly in group games and activities, every child can feel supported by the group and can participate as much as he / she is able. • In Learn with Us, many activities in the units and others in the Ideas bank of the Teacher’s Pack encourage communication and co-operation, which in turn involve everyone in the group. The teaching notes include many activities to help you create a relaxed atmosphere so children of different abilities can integrate more easily. • The Activity Book with Online Practice provides practice of the language introduced in the Class Book. Moreover, it contains slightly higher-level reading and writing tasks than those presented in the Class Book. There is also a special Extra feature at the bottom of the Activity Book pages, which suggests a further activity to allow for extension of the lesson content. • The Teacher’s Resource Material offers mixed-ability worksheets at extension and reinforcement level, which can be used when required with the children who need them. The reinforcement activities can be used to consolidate learning, while the extension activities allow more able children to expand on what they have learnt. Children should be grouped together with others of a similar ability to work on worksheets that suit their level. • Also in the Teacher’s Resource Material are two levels of each of the unit and term tests: ‘Standard’, which matches the reading and writing development of the Class Book, and ‘Challenge’, which follows the approach in the Activity Book and tests more reading and writing. This allows all children to participate in testing to the best of their ability.
Multiple intelligences and Learn with Us The theory of multiple intelligences, as first developed by American psychologist Howard Gardner, views intelligence as being multi-dimensional. Instead of thinking of intelligence as something connected to cognitive or academic skills that you have more or less of, Gardner believes that it is more useful to think of humans as having a range of eight different ‘intelligences’, and that we all have these intelligences in different strengths and combinations.
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These eight intelligences are: • Verbal-linguistic: Being good with words and language, reading and writing • Logical-mathematical: Being good with numbers, Maths, logical processes, patterns, relationships between things and abstract concepts • Visual-spatial: Being good with pictures, diagrams, maps and visual representations • Musical-rhythmic: Being good with music, noticing sounds and recognizing tunes • Bodily-kinaesthetic: Being good with physical skills, sports, activities and tangible objects, dance, mime and acting • Interpersonal: Being good with other people; being good at communication and social skills • Intrapersonal: Being reflective and insightful about your own psychology and internal life; being intuitive and self-confident • Naturalistic: Being good at recognizing and understanding aspects of the natural world around us, e.g. animals, birds, plants In the context of the ELT primary classroom, this clearly acknowledges that every child has different kinds of mental abilities, and responds in their own way to different stimuli. As teachers, we know that children each have their own natural talents and multiple ways of learning. For example, some children may respond well to artistic or musical activities, such as painting or singing, while others may be more engaged when movement or logic are involved, such as during dancing activities or number games. It follows, then, that in order to keep our children engaged and involved during language learning, we need to include a variety of tasks that activate different intelligences. Although we cannot teach directly to each individual child in our classes all the time, we can provide opportunities for diversity. When we allow for this diverse range of language activities that match our children’s intelligence strengths, we multiply the opportunities for a ‘hook’ through which English can be acquired. Likewise, it is clear that learning a foreign language at an early age can positively help to develop and stimulate all of a child’s intelligences. In the ELT primary classroom, all eight of Gardner’s intelligences can be quite clearly activated in a number of ways through the language-learning process, allowing our children to build on their natural talents, while also encouraging the development of their other abilities. Simply put, all intelligences can be learnt, and that is why we must help our children to develop all their intelligences through creating an attractive, encouraging and motivating atmosphere in the ELT primary classroom. This is why Learn with Us contains activities, tools and different types of input carefully designed to serve all children by reaching out to their multiple ways of learning.
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Each lesson in Learn with Us 6 has been deliberately set out to appeal to a wider range of intelligences, offering a variety of activities which cater at different times for children with different learning styles or intelligences. For example, a typical lesson may start with a warm-up matching game (verbal-linguistic and bodily-kinaesthetic), followed by an introductory video on the digital CPT (visualspatial), followed by singing a song (musical-rhythmic) and finally a pairwork speaking activity (interpersonal and verbal-linguistic). Follow-up tasks are provided in the Activity Book with Online Practice and in worksheets in the Teacher’s Resource Material, allowing children to reflect on their learning (intrapersonal) in a variety of ways. In this way, the inherent diversity of the classroom is purposefully catered for in each lesson. Learn with Us taps into children’s natural talents, thus allowing you to provide motivating educational experiences which help develop the confidence and language skills your children need to communicate both with their classmates and with the English-speaking world.
Mixed-ability extra ideas The following is a list of optional extra activities that can be used in each lesson of every core unit to cater for mixedability children. Lesson 1 Choose one of the vocabulary flashcards to be the ‘red hot’ card for the lesson. Explain to the children that when you hold up the card during the class at any point, they should stop what they are doing, look at you and say the vocabulary item. When you want to get the class’ attention during the class hold up the card until all children have stopped and are repeating the word. Lesson 2 Divide the class into two groups. Divide the unit flashcards equally between the two groups. Group A holds up a flashcard for Group B to make a correct sentence referring to the All about grammar box. Leave it completely open what type of sentence they make or give instructions directing the sentence you want them to form. If their sentence is correct they get to take the card. Then swap roles. Alternatively, do this in pairs using the Class Book page photos. Lesson 3 After listening to the message between Daisy and her friend, divide the class into two groups. Group A read Daisy’s lines and Group B read her friend’s lines. Ask pairs or small mixed-ability groups within Groups A and B to find examples of the target language from Activity 3 in the message. See if together the two groups can find all the main examples in the message. Lesson 4 Put the class into small mixed-ability groups. Ask one child from each group to come to the front of the class and show them one of the new cross-curricular words. They return to their group and draw a picture representing that word. Give them a time limit. The rest of the group guess which word it is. Repeat with another child and the other words.
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Lesson 5 Put the children into small groups to retell the story and share their opinions. Ask the group to think about the story and summarize it into 4 or 5 key points. Children can illustrate each part or create a mime. Have them present their summary to the class, miming each point or holding up their pictures as they retell the story. Lesson 6 Divide the class into small mixed-ability groups and ask them to think of and write as many examples as they can of one of the items in the All about grammar box on a large piece of paper. Display the pieces of paper around the room and allow groups to walk around and add to them. Use this to see what errors the class are making and review these areas with them later. Lesson 7 To help children familiarize themselves with the pronunciation, write the two sounds on separate pieces of paper and place them on opposite sides of the room. Pronounce a sound and ask the class to walk or point to the correct side of the room. Review and mix in sounds from previous units and have three or four sounds placed around the room. Once the children are familiar with the sound and words that contain it, say a word with the sound and ask them to walk /point to the correct side of the room. To have some fun with pronunciation, ask the class to say the rhyme in different ways – first slowly and then quickly, quietly and then loudly (and vice versa), happily and in a sad way, etc. Lesson 8 Go through the questions in activities 1 and 2 before the children listen to the dialogue and check comprehension together as a class. Put the class into small mixed-ability groups to read the questions again and predict the answers. Invite them to be as creative or as inventive as they like and to give reasons for their answers. Feed back some answers from the class. Lesson 9 When the children check each other’s work, encourage mixed-ability pairs or different pairs each time so that they bring out each other’s strengths and support each other, but do consider how well they work together and get along outside the classroom. They need to feel comfortable working together to make the most of their English and have fun.
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Tour of a unit
Lesson 1 Vocabulary
Objectives Become familiar with Daisy’s everyday context for the unit. Listen and say Vocabulary Set 1. Listen and identify the new vocabulary in context using revised language. Read and identify the new vocabulary in context from descriptions using revised vocabulary and a revised structure.
Core vocabulary is contextualized in the main character’s world.
CPT
Do a speaking activity with the new vocabulary and the revised structure. Read and write the new vocabulary and the revised structure.
Teaching tip Select an additional flashcard game to supplement the presentation of the vocabulary set and activities on the page, if you feel the class needs more practice. See the Ideas bank on pages 177–181 .
Flashcards are found as printed cards in the Classroom Resource Pack, as an optional way of presenting and practising the new vocabulary.
Class Book
Daisy’s question encourages the children to talk about themselves and personalize the topic of the unit. The star learner activity supports your mixedability class by highlighting an optional way of reviewing and extending vocabulary. The main character, Daisy, introduces the unit theme in a short, live-action film.
Activity 2 provides an opportunity to hear and say the vocabulary set.
The main aim for each unit is presented clearly for the class. Activity 4 provides an opportunity to read and identify the new vocabulary in the context of the revised structure. The revised structure is highlighted in the review tab.
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Activity 3 provides an opportunity to hear and identify the vocabulary in the context of revised vocabulary and a revised structure. Activity 5 provides supported speaking practice of the vocabulary set and the revised structure.
Audio can be launched from the CPT or the Class Audio CDs.
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Mixed-ability See extra ideas on page 28 –29.
Activity Book
Other useful resources In the Classroom Resource Pack: Set 1 flashcards
Activity 1 provides reading and writing practice of the vocabulary set at word level. Answer keys are included on the CPT.
Activity 3 provides speaking and writing practice of the vocabulary set with a revised structure.
Activity 2 provides oral spelling practice of the vocabulary set.
This Extra feature suggests a further writing activity for fast finishers.
How to teach Lesson 1 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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CPT
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1 Play the unit introduction film.
Classroom Resource Pack 2 Use the flashcards from the Classroom Resource Pack to present the vocabulary.
Class Book
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3 Play the audio for children to listen, point to and repeat the vocabulary. 4 Play the audio for children to listen and say the missing number of the item described. 5 Read and say the activity described. 6 Read the model dialogue then set up the speaking game and monitor while children play. 7 Ask the children Daisy’s question to personalize the topic of the unit. 8 Optional: Ask the children the Star learner question and encourage them to answer using language they know from previous lessons or levels. © Copyright Oxford University Press
CPT 9 Play the vocabulary practice game. No CPT today? Play a game from the Ideas bank on pages 181–187.
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Activity Book 10 Ask the children to complete Activities 1, 2 and 3 to practise reading, spelling and writing the core vocabulary and revised structure. 11 Ask any fast finishers to complete the Extra activity.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 2 Grammar & Communication Objectives
Teaching tip
Read and listen to a text with a new grammar structure and the Set 1 vocabulary. Answer a question for specific information. Read and say the new grammar using a simple grammar table. Do a speaking activity using the grammar structure and vocabulary Set 1.
CPT
Work through the All about grammar box and elicit or give children lots of additional examples to illustrate the grammar point. Use the language in the text for additional examples.
Class Book The Activity 1 reading text provides examples of the new grammar in context.
The Activity 2 grammar table provides a clear model of the new target grammar. Children practise and internalize its structure. The Activity 3 speaking game allows children to use the target grammar and internalize its meaning. On the CPT, a game practises the Lesson 2 target grammar with the Lesson 1 vocabulary.
On the CPT, a game practises the Lesson 2 target grammar with the Lesson 1 vocabulary. Mixed-ability See extra ideas on page 28 –29.
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Activity Book
Other useful resources
The Activity 1 listening and writing activity provides practice of the new grammar with the vocabulary from Lesson 1.
In the Teacher’s Resource Material: Lesson 2 Reinforcement and Extension worksheets Word skills worksheet (Word skills worksheets are provided in different lessons every unit to offer complimentary word skills tasks when children most need them)
Activity 2 allows the children to elicit the grammar rules of the target grammar.
Grammar pages at the back of the Activity Book provide extra consolidation activities.
How to teach Lesson 2 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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Class Book 1 Read and listen to the text and answer the question. 2 Focus on the All about grammar box to learn about the structure. Read the sentences to practise the language. 3 Read the model dialogue then set up the speaking game and monitor while children play.
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CPT 4 Play the vocabulary and grammar practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 181–187 to practise the target grammar.
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Activity Book 5 Ask the children to complete the Activity Book activities to practise listening, speaking, reading and writing of the core grammar. 6 Ask the children to complete the All about grammar page.
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Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 3 Culture & Communication Teaching tip
Objectives
Remind the class that they don’t have to understand every single word in the text. Encourage the children to look for the key words in Activity 3 in the reading text to help them identify example answers that they can adapt for themselves for their notes. Their preparation in Activity 3 will help them when they come to speak in Activity 4.
Understand the main ideas in a video about an aspect of British culture, practising integrated skills in a real-life context. Read and understand a conversation about the Culture topic in the English-speaking world. Think about and write notes about your life in connection with the Culture topic. Watch or listen to the Language in action! conversation using functional language Exchange opinions and act out the Language in action! conversation. Reflect on the differences and similarities on the topic in your country.
CPT
Class Book The Activity 2 text message between Daisy and one of her friends further reviews the unit language, providing a link to not only the culture topic and English-speaking world, but to the Cross-curricular lesson to follow.
The culture film is introduced by Daisy and recycles and extends language from Lessons 1 and 2 in a real-world context.
Children watch or listen to a conversation and then practise the exchange with their friends and personalize it to themselves.
Each film presents a motivating glimpse into an element of British culture, chosen to be of interest to your students. It activates the children’s language and raises interest before they read in Activity 2. Activity 3 activates the children’s language and caters to mixed-ability by allowing interaction with the page at the child’s own level whilst recycling language from previous lessons.
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The target functional language is highlighted on the page for children to refer to if needed.
The culture question encourages children to make comparisons between their own culture and the UK. © Copyright Oxford University Press
Mixed-ability See extra ideas on page 28 –29.
Activity Book Activities 1 and 2 provide integrated skills practice as children listen to, read and write language revised from previous units and levels in the context of the culture lesson.
Other useful resources In the Teacher’s Resource Material: Culture & Communication worksheet Speaking assessment grid
Activity 3 consolidates the Language in action! exchange. This Extra feature suggests a further writing activity for fast finishers.
How to teach Lesson 3 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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CPT 1 Set the gist task and watch the film. 2 Watch the film again and ask children to answer the comprehension questions at the end of the film. No CPT today? Use the photos on the Class Book page to present the culture topic. Ask the children what they can see using language they know from earlier lessons. Ask them questions about the photos, where the people are, what they have got, etc. Encourage them to compare the photos of the UK with life in their own country.
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Class Book 3 Ask the children to read and listen to the text and answer the questions. 4 Read the example sentences and words in the box and ask the children to think about their life and write notes using the words.
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CPT 5 Play the Language in action! video conversation for children to listen and repeat. No CPT today? Play the Class Audio track for children to listen and repeat the dialogue.
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Class Book 6 Read the Language in action! box and ask the children to act out the conversation. 7 Discuss the cross-cultural question with the class.
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Activity Book 8 Ask the children to do Activities 1 and 2 for further reading and writing practice of the language. 9 Ask the children to do the writing activity to consolidate the Language in action!
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 4 Cross-curricular Objectives
Teaching tip
Learn about another area of the curriculum. Read, listen to and understand a text. Identify and say the new cross-curricular vocabulary. Read and write the new cross-curricular vocabulary. Research and write about an aspect linked to the topic.
CPT
The cross-curricular slideshow and Quick quiz on the CPT present the concept of the cross-curricular lesson and presents four to six new words.
A follow-up activity checks comprehension of the main concepts and the new vocabulary set.
Highlight the new cross-curricular vocabulary by pointing to or zooming in on the items during the slideshow.
Class Book
The Class Book activities consolidate the CPT presentation and develop listening and reading skills.
A practical activity allows children to personalize the topic and do further research via the internet.
Mixed-ability See extra ideas on page 28 –29.
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Activity Book
Teaching tip Cross-curricular lessons suit mixed-ability classes as the concepts are accessible to all children whatever their ability in English. They also provide a rich and varied context for learning English which is motivating to children. Encourage them to explore areas they are interested in and consider using the cross-curricular themes as a basis for project work.
These activities check comprehension of the concepts and provide reading and writing practice of the crosscurricular language.
One activity in every Cross-curricular lesson allows pupils to practise a task-type which is familiar to the curriculum subject.
This activity allows the children to personalize the cross-curricular content.
Other useful resources In the Teacher’s Resource Material: Cross-curricular worksheet
How to teach Lesson 4 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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CPT 1 Play the cross-curricular slideshow and do the Quick quiz. No CPT today? Use the photos or pictures on the Class Book page to present the cross-curricular topic and introduce the vocabulary set. Use the slideshow transcript in the teaching notes to talk through the visuals.
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Class Book 2 Play the audio and ask the children to read the text and answer the question. 3 Ask the children to read the text again and answer the comprehension questions. 4 Use the Cross-curricular worksheet to do the Web search.
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Activity Book 5 Ask the children to complete the Activity Book activities. 6 Ask any fast finishers to complete the Extra activity.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 5 Story & Vocabulary Objectives Listen to and understand a story presenting Vocabulary Set 2 and a new grammar structure. Listen, identify and say the new vocabulary. Read and do a story comprehension task. Discuss a value related to the story.
Teaching tip Listen to and give an opinion about the story. Read and write the new vocabulary. Write how the story value applies to your life.
CPT
Class Book
Put the class into groups to act out the story. This provides a means to internalize the language in a fun, memorable and inclusive way.
The story genre is presented clearly for the class.
On the CPT the story is brought to life in an animation with a real-action video introduction.
In Activity 3, children do a post-story activity to check comprehension.
In Activity 2, children listen to the story audio and follow the pictures in their Class Book. They read, say and find the new vocabulary set in the story. Printed flashcards are found in the Classroom Resource Pack.
Flashcards in the Classroom Resource Pack can be used to present and practise the new vocabulary set. The animated story presents the new vocabulary in a clear context, allowing presentation with the flashcards after watching.
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The value of the story relates to the children’s own social growth and is inspired by the theme of the story.
A practical activity allows children to personalize the topic and do further internet research linked to the topic of the story. In Activity 4, children evaluate the story for themselves in this speaking activity designed to practise the Learning to learn competence and functional expressions, while developing speaking and listening skills. © Copyright Oxford University Press
On the CPT the game practises the vocabulary set.
Mixed-ability See extra ideas on page 28 –29.
Activity Book Other useful resources
Activity 1 provides a review of and general summary of the story. It also allows children to check their comprehension and provides practise of the written form of the new and revised language.
In the Classroom Resource Pack: Set 2 flashcards In the Teacher’s Resource Material: Story playscript
Children further internalize the value by identifying how it relates to their lives.
In Activity 2, children express their opinion on the story, building on their Learning to learn competence.
This Extra feature suggests a creative extension option for fast finishers to allow them to invent what happens next in the story.
How to teach Lesson 5 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
CPT 1 Play the story animation and ask the children questions about the story in their own language.
Classroom Resource Pack 2 Play the Class Audio and use the Class Book. Use the flashcards from the Classroom Resource Pack to present the vocabulary.
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Class Book 3 Play the story audio for the children to listen. Ask them to look at the pictures in the Class Book. 4 Read, say and ask the children to find the new words in the story. 5 Focus on the value. Discuss with the class why the value is important. 6 Ask the children to complete the post-story comprehension activity. 7 Ask the children to evaluate the story by listening to the phrases and then giving their own opinion. They retell the story or describe the characters.
© Copyright Oxford University Press
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CPT 8 Play the vocabulary practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 181–187 to practise the target grammar.
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Activity Book 9 Ask the children to complete the Activity Book activities to practise reading and writing of the new and revised vocabulary and to consolidate the story value.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 6 Story, Grammar & Communication Objectives
Teaching tip
Review the story and vocabulary from the unit. Read and understand the new grammar in the context of the story. Say the new grammar using a simple grammar table.
CPT
Do a speaking activity to practise the new vocabulary and structure. Read and write the new grammar.
Class Book
In Activity 1, identifying missing words in sentences from the story helps children familiarize themselves with the new structure, by identifying key words.
It is very motivating for children to practise the grammar through personalizing it to themselves. The Star learner activity provides a challenge for pairs to listen carefully and remember what their partner tells them.
Activity 2 provides a clear model of the new target grammar in the grammar table and enables children to internalize its structure and meaning with a fun Beat the clock challenge. Children review an aspect of grammar they already know alongside the new structure. The Activity 3 speaking task provides controlled and meaningful speaking practice of the target grammar.
The star learner activity supports your mixed-ability class by highlighting an optional opportunity to extend the personalized speaking activity.
Activity 4 provides personalized speaking practice of the target grammar.
On the CPT, the game practises the Lesson 6 target grammar with the Lesson 5 vocabulary.
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© Copyright Oxford University Press
Mixed-ability See extra ideas on page 28 –29.
Activity Book Other useful resources In the Classroom Resource Pack: Set 2 flashcards
A variety of listening, reading and writing activities provide practice of the new grammar with the vocabulary from Lesson 5.
In the Teacher’s Resource Material: Lesson 6 Reinforcement and Extension worksheets Speaking assessment grid
Grammar pages at the back of the Activity Book provide extra consolidation activities.
How to teach Lesson 6 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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CPT 1 Watch the story animation again to review the story. No CPT today? Review the story using the Class Book and Class Audio. Use the flashcards from the Classroom Resource Pack to review the vocabulary.
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Class Book
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2 Review the story and find the missing words from the sentences using the Class Book and Class Audio. 3 Focus on the All about grammar box. Read through the sentences and check understanding of the structure. Ask the children to do the Beat the clock challenge. Feed back answers. 4 Ask the children to do the speaking activities to consolidate and personalize the language. 5 Optional: Star learner activity.
CPT 6 Play the vocabulary and grammar practice game. No CPT today? Play a flashcard game from the Ideas bank on pages 181–187 to practise the new target grammar.
© Copyright Oxford University Press
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Activity Book 7 Ask the children to complete the Activity Book activities.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 7 Song & Skills Teaching tip
Objectives Review the unit language and develop pronunciation skills. Read, understand and sing a song. Give an opinion about the song.
The songs presented by Daisy and her friends provide a fresh context in which to read and hear the language the children have already learnt.
Develop pronunciation awareness by identifying and practising sounds by listening to and reading a short pronunciation rhyme. Exam practice: Review the language from the unit in a pairwork speaking activity.
CPT
Class Book Reading the song and answering a gist question in Activity 2 provides an opportunity for children to consolidate both the vocabulary and the grammar from the unit.
The animated song in Activity 1 reviews the language from the unit. The songs are introduced by Daisy and her friends.
In Activity 3, children sing the song and give their opinion about it.
Activities 4 and 5 provide opportunities for active production of the target sounds using previously taught vocabulary. A fun tongue twister allows the children to practise the target sounds in a meaningful context. The written form of the sounds and the sounds are clearly highlighted.
This Activity 6 pairwork task provides controlled exam style speaking practice.
On the CPT the children practise listening to and identifying two target sounds in a controlled way via an interactive pronunciation game.
The ‘English at home’ icon suggests ways for children to share their learning at home.
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© Copyright Oxford University Press
Mixed-ability See extra ideas on page 28 –29.
Activity Book
Activity 1 allows the children to review the key language of the unit in the context of the song. Opportunities to make new verses allow children to use their imagination and make the song meaningful to themselves.
Other useful resources In the Teacher’s Resource Material: Speaking assessment grid
The Activity 2 and 3 listening and writing activities, which focus on the target sounds, allow children to further identify the target sounds. This Extra feature suggests a further activity for fast finishers.
How to teach Lesson 7 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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CPT 1 Play the song. No CPT today? Use the Class Book and Class Audio to present the song.
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Class Book
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2 Read the song and answer the question. 3 Play the audio for children to listen and sing the song. Ask the children to give their opinion about the song. 4 Focus on the pronunciation box. Listen and repeat the words and check understanding. 5 Play the tongue twister for the children to listen to. Then play it again for them to repeat.
Activity Book 6 Ask the children to work in pairs and complete their speaking cards and do the speaking activity.
© Copyright Oxford University Press
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CPT 7 Practise the target sound with the pronunciation game. No CPT today? Ask the children to say the tongue twister quietly, loudly, slowly, quickly. Use the Class Book and the Class Audio. Play a pronunciation game from the Ideas bank on pages 181–187.
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Activity Book 8 Ask the children to complete the Activity Book activities.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Lesson 8 Language review & Communication
Teaching tip
Objectives
Functional language practice is important for improving your children’s fluency. Once the children are confident doing the Activity 5 role-play, encourage them to do it without reading from the books. It isn’t important for them to remember every word, and it isn’t important if they replace some words with other words they know that fit with the context. Speaking freely will prepare them for the real world.
Review the unit language and develop reading, writing, listening and speaking skills through the following: Listen to and understand a dialogue. Use pictures to identify and say the unit language. Read and complete sentences using the unit vocabulary and grammar.
CPT
Class Book Activity 5 provides a model for the Conversation cards at the back of the Class Book which offer controlled and staged practice of functional language linked to the unit topic.
In Activities 1 and 2, listening and reading skills are integrated in an activity reviewing the unit vocabulary and grammar structures. In Activity 3, the speaking activity further consolidates and reviews the language of the unit.
The aims of the speaking activity are presented clearly for the class.
Reading the sentences and applying the correct form of the grammar structure consolidates the grammar while reviewing the vocabulary from the unit.
The target language is clearly listed here.
The Star learner activity supports your mixed-ability class by highlighting an optional opportunity to extend the review.
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The language tip feature highlights key points to be aware of in producing the language for the role-play.
© Copyright Oxford University Press
Various options are given to allow children to personalize the conversation and to provide variety. The culture question encourages children to make comparisons between their own culture and the UK.
Mixed-ability See extra ideas on page 28 –29.
Activity Book Activities 1, 2 (and 3) contain a variety of reading, writing and listening tasks which review language form the unit.
Other useful resources Teacher’s Resource Material: Speaking assessment grid
The final listening task provides exam-style practice.
How to teach Lesson 8 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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Class Book 1 Play the audio for children to listen and choose the correct items. 2 Play the audio again for children to listen and complete the questions. 3 Read the model dialogue and ask children to use the target language to make and say sentences. 4 Ask children to read and complete the sentences appropriately.
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CPT 5 Watch the role-play. No CPT today? Use the Class Audio track.
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Class Book 6 Work through the Conversation card at the back of the Class Book. 7 Optional: Star learner activity.
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Activity Book 8 Ask the children to complete the Activity Book activities.
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
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Lesson 9 Think, do & review: My project Objectives Review the vocabulary and grammar from the unit by reading and listening to Daisy’s project. Practise listening, writing and speaking skills to plan and create a personalized unit project and present it to the class.
CPT
Teaching tip Take the opportunity to go back through the unit and review what the children have learnt. Ask them to say which activities they liked best and to evaluate their performance in them. Thinking about what they liked and how they did will help them to develop the Learning to learn competence.
Class Book
The focus of the project is presented clearly for the class.
Activity 1 prepares the children for the project through a listening activity. The listening task contextualizes Daisy’s project and presents her initial research.
The children complete the relevant Activity Book activities to create their project.
Daisy’s project, in Activity 2, provides a realistic and relatable model for the children’s own project and encourages children to review the language they have learnt in the unit.
Key aspects of the piece of writing are highlighted and comprehension questions check understanding.
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The Learn to learn feature prompts children to think about particular phrases or language that they may use in their written work. © Copyright Oxford University Press
Mixed-ability See extra ideas on page 28 –29.
Teaching tip Activity Book
Activities 1, 2 and 3 prepare children to create a unit project and focus on reading and writing skills. By looking at how Daisy has prepared and planned for her project, children have a clear model and structure to follow, from thinking about ideas to planning and gathering information and structuring their writing. The project in each unit encourages the children to work autonomously with some aspects requiring work in a group.
Clear tips highlight key areas to check regarding organization, grammar and spelling.
Peer support and review, found in Activity 5, is a valuable skill and stage of each project. It aids mixed-ability classes and enables the children to learn from each other.
The research questions in Activity 3 help children to direct their research in order to include useful and interesting information. In Level 6 children are asked from Unit 3 onwards to create the research questions themselves. By writing the questions and then answering them, children develop autonomy and planning skills.
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The Lesson 9 project is an opportunity for all children to showcase what they know. Encourage more confident children to do independent research for their project. All children will benefit from the structured thinking and planning tasks. You could also consider recording the projects to show parents and give the children an even greater sense of achievement, developing the digital competence at the same time.
The children are encouraged to present their project to the whole class.
© Copyright Oxford University Press
Mixed-ability See extra ideas on page 28 –29.
How to teach Lesson 9 Optional Starting the lesson Follow the suggestions in the lesson notes for each unit.
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Class Book 1 Play the Class Audio of Daisy’s pre-project research dialogue. 2 Read Daisy’s project and discuss what type of text it is and where we usually find this type of text. Ask the class what they know about the topic. 3 Ask the children to answer the questions by listening and reading. 4 Answer the questions and discuss the key elements of the structure of the text and encourage children to give their opinion on it. 5 Focus on the Learn to learn box and find the expressions in the text. Remind children to use these in their project.
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Activity Book 6 Go through the activities for the project and work through the preparation, planning and research stages. Encourage the children to refer to the tips and Daisy’s project for support when they start writing. 7 Put children into pairs to help each other check their work, using the question prompts and tip boxes to guide them. 8 Present the projects formally and ask the children to rate their project.
© Copyright Oxford University Press
Optional Ending the lesson Follow the suggestions in the lesson notes for each unit.
Learn with Us 6 posters
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There are two posters provided with Learn with Us 6, intended to be hung up in the class and referred to whenever you wish to review the language, or as general support for the class. Additional ideas for using the posters in the class can be found in the Ideas bank on pages 181–187.
work and to support the children who may need additional support with vocabulary and spelling. At appropriate moments, encourage the class to remember the values of working together and helping those who need a little more help. Remind the children that working together will improve everyone’s English, as well as their own.
Practising English together poster
Famous landmarks in Europe poster
The Learn with Us Practising Learn with Us 6 introduces the English together poster is children to Daisy’s world in the designed to introduce the UK, but it also presents aspects children to collaborative of life and culture, through independent learning skills her Uncle Alfonso, in other in and out of the English countries in Europe. Learn with classroom, to raise their Us aims to raise the children’s awareness of how they curiosity about English and can improve their skills provide opportunities for the by working together and children to learn about other increasing their use of cultures and to give their English, and to encourage learning meaning. the children to use think The Famous landmarks in about the value of working Europe poster provides a clear together. display of places in Europe The large, easy-to-read poster includes clear and simple ideas and advice, e.g. the benefits that have famous landmarks, with facts and figures about each, introducing the children to of editing each other’s work or watching a film in English to discuss with friends and interesting places and engaging their curiosity about other countries. classmates. It also highlights how we can think about the value of working together, in Place the poster at the front of the classroom where everyone can see and refer to it during and out of the classroom, to improve English skills. the class. This can be on the wall all year to be referred to when the children need help with Hang the poster in the classroom where it is easy for the children to refer to it. At the writing or saying figures. More specifically it can be looked at when you reach Unit E, as the beginning of the year, refer the children to the poster and read through and discuss with countries mentioned are the countries that Uncle Alfonso visits. the class each point. Refer to the poster at the beginning of an activity, to remind them of As you work through Unit E, encourage the children to refer to the poster to see where Daisy’s how important it is to work together. uncle has visited and find out what the children already know about the landmarks in Europe. Change the pairs or groups of students for activities regularly, so that the children are not The children can then look for a landmark from another European country that they don’t working with the same classmates too often. This will increase their confidence in working know about, and create their own posters to display what they have found out. with a wider range of children, and will improve their social skills. Encourage the children Practice writing and speaking about facts and figures using the information given on the to ask each other questions in English during activities, instead of asking the teacher. poster. As an activity, get the children to write numbers on pieces of paper e.g. 3, 1942, 2000, Form a book group with the class. Ask the children to choose an English book to read at and swap them around the class. The children then have to use their given numbers to write home over the term, and spend time discussing the books. The children can swap books about an imaginary building, and include information like dates, times and height. They can with each other over the school year, and could even create a class magazine that reviews then present their building to the class. all of the books they have read, to pass on to other classes and to their parents. This could The poster can also be used whenever you want to remind the class to look at the sentence be extended to include English films, too. structures around facts and figures. It can be used as an aid for mixed-ability classes, to aid The poster can also be used whenever you want to remind the class to work together. It collaboration in group and project work and to support the children who may need additional © Copyright Oxford University Press can be used as an aid for mixed-ability classes, to aid collaboration in group and project support with grammar and spelling.
Review lessons Objectives
Other useful resources
Review and practise vocabulary and grammar from the term. Develop listening, speaking, reading and writing skills. Produce a group project that relies on prior knowledge of the previous two units’ language.
CPT
In the Teacher’s Resource Material: Term test 1, 2 or 3 (Standard or Challenge) Competences for 21st century learning assessment grids
Class Book
The communicative group project requires the children to recycle their understanding of the language from the previous units and collaborate to put on a play based on the Review story, engaging various competences.
Activity Book (optional)
The children work together to prepare the play, considering the important aspects of the story and their individual character.
The reading-for-pleasure story reviews the core vocabulary and target grammar from the previous two units in a new context.
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Comprehension questions check children’s understanding and review core language.
This activity provides an opportunity to evaluate against the learning standards for this level and Competences for 21stcentury learning.
The children allocate roles, name their group and consider what they will need to put on their play.
© Copyright Oxford University Press
The children work together and practise their play and the songs from the two previous units.
The children work as a group and individually to make an aid for the performance of their play (a poster, a programme, a profile page).
The children perform their plays and give feedback to other groups about their plays.
Festival lessons
Other useful resources In the Teacher’s Resource Material: Festival worksheets
Objectives Read and listen to a text about a festival and presenting the festival vocabulary. Develop an awareness of British culture and traditions.
Class Book The Class Book presents the written and spoken festival words in a text for children to read and listen to.
Read and do a comprehension task. Talk about the festival. Do a speaking activity with the new vocabulary. Read and write the new vocabulary.
New Year’s Eve Class Book
Easter Class Book
World Environment Day Class Book Comprehension questions check children’s understanding of the key concepts.
A personalized activity provides further meaningful speaking practice of the target vocabulary and the topic. A pairwork game consolidates the new vocabulary. Activity Book The Activity Book activities provide reading and writing practice of the festival vocabulary.
Activity Book
Activity Book
Activity Book
The Activity Book contains follow-up activities to help consolidate the festival language and theme.
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© Copyright Oxford University Press
Flashcards are available in the Teacher’s Resource Material.
Rapid route Outlined here is advice for teachers with reduced timetables and teachers who may sometimes need to shorten lessons. You will find suggested reduced lesson structures in the ‘Tour of a unit’ below, as well as lots of useful time-saving tips. These have been carefully considered to ensure your class gets the most out of Learn with Us, even with limited time. The reduced lesson structure applies to the main units in the Class Book only; it is recommended that you teach the Starter Unit in full, and that the Activity Book is assigned for the children to complete at home. The suggestions listed here will show you how to reduce the content of each lesson
Tour of a unit Lesson 1: Vocabulary
Lesson 2: Grammar & Communication
Lesson 5: Story & Vocabulary
[CB1 pp10-11]
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Use the guidance provided here and your Teacher’s Pack to plan your reduced lessons. And remember that if you ever feel your class requires a bit more practice, you can easily add some of the omitted lesson stages back into your unit structure or take advantage of the CPT games and resources to reinforce the content when needed.
The plan below outlines the stages for each of the existing lessons, but with a few suggested omissions and time-saving recommendations ( ✔ ). Note that the original Lesson 4 (cross-curricular) can be omitted completely. Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Unit introduction film 2 Flashcards Class Book 3 Listening activities 4 Reading and matching activity 5 Daisy’s question 6 Optional: Star learner activity Ending the lesson routine ✔
Starting the lesson routine ✔ Class Book 1 Read and listen activity 2 All about grammar activity 3 Speaking activity CPT 4 Vocabulary and grammar game Ending the lesson routine ✔
Lesson 3: Culture & Communication
as well as reduce the length of a unit by omitting one lesson entirely, whilst still ensuring plenty of practice of the unit language and a suitable balance of activities.
In all lessons you can cut down the amount of time by omitting the warmer game that is suggested in the teaching notes.
To save time, do Activity 3 only.
As with the Starting the lesson routine, cut down the amount of time by omitting the suggested closing game.
The children can play the vocabulary and grammar game on the course website.
Starting the lesson routine ✔ To save time, you can omit the video and listen using the Class CPT Audio and Class Book pages (or vice versa). 1 Culture film Lesson 4: Cross-curricular Class Book 2 Reading and listening activity To save time, you can omit this lesson from each 3 Writing activity unit entirely. If you wish, you could try to integrate 4 Language in action! conversation video ✔ some of the content into your other classes in the 5 Acting out the conversation relevant curriculum area; for example, you could 6 Let’s compare culture question use content from the Unit 1 lesson about exercise Ending the lesson routine ✔ in one of your Science lessons. Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Story animation ✔ 2 Flashcards Class Book 3 Story audio and find the words activity ✔ 4 All about values’ activity ✔ 5 Story follow-up activity 6 Story evaluation activity 7 Web search activity CPT 8 Vocabulary practice game ✔ Ending the lesson routine ✔ © Copyright Oxford University Press
To save time, choose before class whether you would like your class to watch the story animation on the CPT or listen to the story using the Class Audio CD. Have the CPT loaded or the correct track selected before the lesson to maximize teaching time in class.
To save time, set the Web search activity for homework. The children can play the vocabulary and grammar game on the course website.
Time-saving tips Routines Even if you have less time for English, in 3rd cycle it is still important to have a set routine for your lessons, and to establish this routine with your class from the start. A wellconducted routine helps you organize your lessons and makes the children aware of what you want them to do and how you expect them to behave. In Learn with Us 6, the lessons in each unit are designed to follow a familiar structure and set of routines. It is recommended, therefore, that any time-saving amends made to a lesson structure in Unit 1 are also carried through to the lessons in the units that follow. The starting and ending the lesson routines for Learn with Us 6 have also been designed to be flexible, and so timesaver suggestions have been provided in this reduced lesson planner for how these can be shortened when needed. Lesson 6: Story, Grammar & Communication
Lesson 7: Song & Skills
Lesson 8: Language review & Communication
Lesson 9: Think, do & review: My project
Your class will soon pick up on the routine and, once it is familiar to them, you will quickly be able to make the most of your English time together. Maximizing your time There are lots of other things you can do before, during and after your lessons to maximize teaching time in class. Multimedia At the start of each lesson, ensure the CPT or Class Audio CD is ready to use, and the resource or track you need for the lesson is loaded and ready to play. CPT Remember that you can use the CPT for quick and easy-to-follow navigational support in the classroom by displaying the Class Book pages on your IWB, as well as using it as a way to quickly check answers as a whole class using the answer-key reveal function.
Starting the lesson routine ✔ CPT, Classroom Resource Pack 1 Story animation 2 Flashcards Class Book 2 Reading activity 3 All about grammar activity 4 Speaking activities ✔ 5 Optional: Star learner activity CPT 6 Vocabulary and grammar game Ending the lesson routine ✔ Starting the lesson routine ✔ CPT 1 Song animation ✔ Class Book 2 Song activities 3 Pronunciation activities 4 Exam practice speaking activity CPT 5 Pronunciation game Ending the lesson routine ✔ Starting the lesson routine ✔ Class Book 1 Listening activities 2 Speaking activities CPT 3 Role-play video Class Book 4 Role-play activities 5 Optional: Star question activity CPT 6 Grammar and vocabulary review game Ending the lesson routine ✔ Starting the lesson routine ✔ Class Book 1 Listening activity 2 Project reading activities Activity Book 3 Prepare your project Ending the lesson routine ✔
Review the story using the Class Book only.
Do this activity as a warmer in the following lesson. The children can play the vocabulary and grammar game on the course website. To save time, you can omit the song animation and just sing the song using the Class Audio and Class Book pages (or vice versa). As the pronunciation lesson in each unit focuses on key sounds which relate to the vocabulary of the unit, to save time, you can use this audio at the beginning of the unit to introduce the target sounds, and then focus on these sounds as and when they appear throughout the unit. You can then choose to omit all of the activities that follow or use them to review the sounds later in the unit.
To save time, you can omit the video and just use the Class Book pages. You could save this activity for a rainy day or for another lesson when you have more time. The children can play the grammar and vocabulary review game on the course website. Work through the project in sections if you don’t have much time. Do activities 1, 2 and 3 in class together and go through the tips in Activity 4. Children can write their text for homework. Allocate a specific amount of time in class for children to check their work. They can revise it and prepare their presentation as homework.
© Copyright Oxford University Press
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Using Graded Readers with Using graded Readers in the Primary classroom is an effective way to engage children of all abilities and learning needs. By motivating children to read for pleasure, you give them the opportunity to learn without the fear of failure. Our graded Readers are available at a number of different levels and across a broad range of topics, both fiction and non-fiction, so each child will be able to find a book suitable for them from our award-winning collections: • • • • •
Dolphin Readers Classic Tales Oxford Read and Discover Oxford Read and Imagine Dominoes
Convenient bookmark shaped Reading Guides, offer a simple way to select titles that correspond to each unit of Learn with Us. Download the full set of Reading Guides from
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www.oup.com/elt/recommendedreaders)
Reading Guides
Reading Guides
Reading Guides
Reading Guides
Reading Guides
Reading Guides
For unit 1 we recommend…
For unit 4 we recommend…
For unit 4 we recommend…
For unit 5 we recommend…
For unit 2 we recommend…
For unit 4 we recommend…
Oxford Read and Discover Level 1
Oxford Read and Discover Level 2
Oxford Read and Discover Level 3
Dolphin Readers Level 2
Oxford Read and Discover Level 5
Dominoes Quick Starter
Oxford Read and Imagine Level 1
Classic Tales Level 1
Oxford Read and Imagine Level 3
Classic Tales Level 3
Oxford Read and Imagine Level 5
Dolphin Readers Level 4
SYLLABI & SAMPLES AVAILABLE AT oup.es
SYLLABI & SAMPLES AVAILABLE AT oup.es
SYLLABI & SAMPLES AVAILABLE AT oup.es
SYLLABI & SAMPLES AVAILABLE AT oup.es
SYLLABI & SAMPLES AVAILABLE AT oup.es
SYLLABI & SAMPLES AVAILABLE AT oup.es
1
1
1
1
1
1
© Copyright Oxford University Press
Supplementary Material
The most trusted materials for learners of English Oxford Children’s Picture Dictionary
Get Ready for … 2nd edition Motivating and comprehensive preparation for the Cambridge English Qualifications Young Learners exams.
A first dictionary for young learners, this beautifully illustrated topic-based dictionary contains over 850 words and 40 topics. Available in print and interactive e-Book.
This series supplements any coursebook and is ideal for use in class or self-study at home. STARTERS, MOVERS, FLYERS
Oxford Skills World A six-level, paired skills series for lower primary and upper primary that focuses on developing students’ receptive and productive skills.
Oxford Grammar for Schools A five-level series with clear explanations and communicative activities that helps young learners and teenagers understand and practise grammar. Each level in the series covers all the grammar students need to know for the Cambridge English Qualifications:
LEVEL 1-5 AVAILABLE
Level 1 - Pre A1 Starters Level 2 - A1 Movers Level 3 - A2 Flyers Level 4 - B1 Preliminary for Schools Level 5 - B1 Preliminary for Schools
Oxford Professional Development Oxford Teachers’ Academy: Teaching English to Young Learners
A range of professional development titles to support your teaching. Into the Classroom is a series of short, practical guides focused on a methodology or technique with ideas to help you introduce it into your classes.
© Copyright Oxford University Press
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Starter All about me and my family Lesson 1: Vocabulary Language Core: cooking, going to the cinema, painting, riding a bike, scooting, singing, using the computer, wearing colourful clothes Revised: Activities; Adjectives; Clothes; Family members; Food; Jobs; Numbers; Physical descriptions; Sports; Adjective order, like + ing, Present continuous, Past simple, going to future; What’s your name? I’m … , I’ve got … , How are you? I’m OK / fine / great, thank you. Other: afternoon tea, cucumber, welcome home
Starting the lesson (optional)
• Introduce yourself to the class saying Hello, everyone!
•
•
I’m … and I’m great today. Look around the room and ask 2–3 children What’s your name? and How are you today? They reply saying Hello! I’m … and I’m OK / fine / great, thank you. Continue by asking every child their name and how they feel. Ask children to turn to the person next to them, shake hands and say Hello, what’s your name? I’m … How are you today? They turn to the other child next to them and repeat. Tell the class that in Learn with Us Level 6 they will have a new guide. Her name is Daisy.
TEACHING TIP:
Encouraging the class to interact and speak in English from the start of the very first class will help create a positive and productive learning environment.
Classroom Presentation Tool (CPT)
Class Book page 2
Unit introduction: 1 Watch. Who’s untidy?
2 Ask and answer.
• Watch the video to introduce Daisy and her family and •
friends. Ask the class Who’s untidy? (Daisy) Play the video again and ask the children questions about the clip, in English: Who is in the video? (Daisy, Mum, Fred, Dad, Peter, Zoe) Who is Fred? (Daisy’s brother) Who are Peter and Zoe? (Daisy’s friends) Who is coming to visit Daisy and her family? (Daisy’s granny and grandad) Where were they? (On holiday in Spain) What does Daisy like doing? (She likes using her computer, riding her bike and scooting.) What did Daisy make for Granny and Grandad? (A welcome poster) What does Daisy’s mum like doing? (Cooking) What does Daisy’s dad like? (Colourful shirts!) What does Fred like? (Singing and dancing) What are the family making for afternoon tea? (Cucumber sandwiches and chocolate cake)
Transcript
Daisy Hi, I’m Daisy. I’m eleven. I’m really excited because Granny and Grandad are coming home from their holiday in Spain today. They’re going to come to our house for afternoon tea. 56
I made a welcome poster for them on my computer. I like using my computer. Where’s the poster? Oh dear. I’m a bit untidy! Here’s my bike helmet. I like riding my bike and scooting. But where’s the poster … aha! Here it is! This is my mum. Mum Hi! Daisy Mum loves cooking! Hi, Mum! What are you doing? Mum Hi, Daisy. I’m making some cucumber sandwiches. Daisy Yum! My favourite! Mum Hey! Could you help your brother and your dad, please? They’re laying the table. Daisy Of course! Can you hear my younger brother, Fred? He likes singing and dancing. This is my brother. Hi, Fred! Fred Hello. Daisy This is my dad. Hi, Dad! Dad Hello. Daisy Dad’s an artist. He likes painting portraits. He likes colourful things, like colourful T-shirts! Dad Do you think that’s Granny and Grandad? Daisy It’s only half past one, so it isn’t Granny and Grandad. Perhaps it’s my friends. Peter Hi, Daisy! Daisy Hi, Peter. Hi, Zoe. Peter and Zoe Hi! Daisy I’m going to make a chocolate cake for my granny and grandad. Zoe Can we help? Daisy Yes, you can. Peter Yum! Chocolate cake is the best cake! Daisy Yes, it is. Come in!
Starter
• Look at the photos of Daisy and her family at the top of
• •
•
page 2 and read Daisy’s speech bubble. Refer the class to the map and read the information about Granny and Grandpa’s journey home from Spain. Look at the photos 1–8 on page 3 and read the labels with the class. Ask the class if they can remember from the video who likes each activity. Refer the class to the speech bubbles in activity 2 and ask them to read the question and answer. Tell the class they are going to ask questions about the activities in the photo and Daisy’s family and friends. Put children into pairs to ask and answer questions. Review them how we use the structure (Who likes + ing? Daisy’s Dad likes + ing.)
ANSWERS
1 Who likes using the computer? Daisy likes using the computer. 2 Who likes scooting? Daisy likes scooting. 3 Who likes singing? Fred likes singing. 4 Who likes painting? Daisy’s dad likes painting.
© Copyright Oxford University Press
5 Who likes riding a bike? Daisy likes riding a bike. 6 Who likes wearing colourful clothes? Daisy’s dad likes wearing colourful clothes. 7 Who likes cooking? Daisy’s mum likes cooking. TEACHING TIP:
Pair children up considering their ability and friendship groups. It is good to mix more confident and less confident children at times, and more confident with more confident children at times. Also consider who works well with whom in the class. There is no right or wrong way. It takes time to establish the best pairings and groups.
3 Beat the clock. How many words can you say in 3 minutes?
• Ask the class to read the topic headings and think of
•
words which are connected to each topic. Set a timer for three minutes on the IWB, a smart phone or on the class clock. Call out a topic and ask the class to call out words they know connected to that topic. Move onto the next topic when they have exhausted all ideas. The class try to call out as many words as they can for all topics within three minutes.
OPTION: In a more confident class, put children into pairs or small groups of 3–4 children to write as many words for each topic as they can in 3 minutes.
4 Ask and answer.
• Read the speech bubbles as a class. Ask which information
•
•
each child gives (name, age, physical description, an adjective to describe themselves and what they like doing). Write the five points on the board. Put children into pairs to talk about themselves and listen to their partner describe themselves. Change pairs and repeat. Do so until the class have talked to everyone or as many people as they can in 3–5 minutes. Invite a few confident children to come to the front of the class and introduce themselves.
OPTION: Play some music the in background to help children feel confident speaking. Walking around the room with music gives the illusion that they are not being looked at by the teacher. Music also makes people happy. COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Recycling language in a personalised speaking activity will help the children back into the English classroom while also consolidating learning from the previous year.
Star question (optional)
• Point to the Star question and read it aloud. Say This
is my friend (Daisy). She’s eleven. She’s got long, dark hair. She’s untidy. She likes riding her bike and scooting. Ask the question around the class encouraging the children to talk about a child in the class they met in the previous activity.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Snap on page 177.
Activity Book page 2 1 Read and complete.
• Ask children to look at the photos and say who they can
see. Children read the descriptions and complete the information about the characters using the words in the word bank. Check answers in pairs.
ANSWERS
1 long 2 computer 3 shirt 4 colourful 5 artist 6 blond 7 singer
2 Order the words and write the questions. Answer the questions.
• Children order the words to write questions. Check they understand the meaning of each question. They write answers about themselves.
ANSWERS
1 2 3 4 5 6
What’s your name? How old are you? What do you look like? What are you wearing? What do you like doing? What do you want to be?
3 Ask your friend the questions from Activity 2. Write their answers.
• Put children into pairs to ask and answer the questions •
from Activity 2. Ask less confident children to write their partner’s answers in their notebook for support. Children write about their partner using the information they gave them. Feed back some ideas from the class.
Extra
• Fast finishers write a description of members of their
family in their notebooks using the questions in Activity 2 as a guide.
Ending the lesson (optional)
• Play Alphabet race to review vocabulary from previous levels (see Ideas bank page 185).
Lesson 2: Grammar Language Core: Numbers up to 1,000; How tall are you? I’m … centimetres. He’s / She’s … , Where do you live? I live at … , Where does he / she live? He / She lives at … Revised: Comparative and Superlative adjectives; Personal information; (Daisy) is (taller) than (Fred). (Grandad) is the (oldest).
Starting the lesson (optional)
• Play Ladders to revise adjectives from previous levels (see Ideas bank page 184).
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• Write a selection of numbers between 100 and 1,000 on
the board for the class to read and say (e.g. 476, 823, 591, 240, etc.).
3 Ask and answer.
• Ask children to write the numbers in their address and for
Class Book page 3 1 Listen and say the name. Look and say. w 1.01
•
• Ask children to look at the names in the word bank and • •
read the questions. Tell them to predict the answers before they listen. Play the audio for children to listen for the ages and heights. Check answers. Put children into pairs to answer using sentences with the superlative adjectives.
Transcript
1 Daisy I’m 11 years old. I’m 150 cm tall. I live at number 291 Mill Road. 2 Granny I’m 131 cm tall. I’m 70 years old. I like going to the cinema. 3 Fred I like singing and I like dancing. I’m 140 cm tall. I’m 8 years old. I’m younger than Daisy. 4 Mum I’m 37 years old. I’m 167 cm tall. I’m a journalist. 5 Dad I’m 178 cm tall. I’m the tallest person in this family. I’m 36 years old. I like wearing colourful clothes. 6 Grandad I’m 72 years old. I’m 175 cm tall. I like gardening. I live at number 326 Wood Avenue. ANSWERS
1 Grandad is the oldest. 2 Fred is the youngest. 3 Dad is the tallest. 4 Granny is the shortest. OPTION: Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
2 Listen again and say the answer. w 1.01
• Ask children to read the questions and think about the
answers before they listen. Elicit the numbers in each answer as a class.
Play the audio again for children to listen and answer the questions in their notebooks. Children check their answers in pairs.
ANSWERS
1 2 3 4
c 291 Mill Road c 140 cm b 167 cm b 326 Wood Avenue
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Fostering and supporting the development of listening skills is essential. Listening to the same audio twice and identifying specific information gives the children an opportunity to develop this competence.
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their height in their notebooks. Bring a measuring tape or metre ruler to class to measure children who are unsure. Check the pronunciation of centimetres. Ask children to read the speech bubbles at the bottom of page 3. Ask the class Where does she live? How tall is she? to elicit the answers and number pronunciation. Put children into pairs to ask and answer using the structure. Monitor, help and praise throughout.
Star Question (optional)
• Children write a sentence about their friend’s height and address in their notebooks.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 176.
Activity Book page 3 1 Listen and write the numbers. Correct the sentences. w 1.02
• Look at the picture and elicit the names of the characters.
•
Play the audio for children to listen and write the numbers of the heights. Check in pairs before feeding back as a class. Children use the information in the illustration to correct sentences 1–6 using comparative adjectives. Check in pairs before feeding back as a class.
Transcript
Daisy I’m 150 centimetres tall. How tall are you, Mum? Mum I’m 167 centimetres tall. Are you taller than me, Granny? Granny No, I’m not. I’m 131 centimetres tall. I’m shorter than you. Grandad I’m 175 centimetres tall. Am I the tallest? Dad No, you’re not Grandad. I’m the tallest. I’m 178 centimetres tall. Fred And I’m the shortest! I’m 140 centimetres tall. ANSWERS
Daisy 150 cm Mum 167 cm Granny 131 cm Grandad 175 cm Dad 178 cm Fred 140 cm 1 Daisy is taller than Fred. 2 Grandad is older than Granny. / Granny is younger than Grandad. 3 Mum is shorter than Dad. / Dad is taller than Mum. 4 Grandad is the oldest. 5 Fred is the youngest. 6 Fred is the shortest. / Dad is the tallest.
2 Complete the information about your family. Describe your family to your friend. Write about your family.
• Children complete the table with the names of people from their family.
• Put children into pairs to describe their family using the superlative adjectives. Monitor, help and praise throughout.
© Copyright Oxford University Press
• Children then write four sentences using the superlative adjectives. Feed back some ideas from the class.
3 Complete the fact file about yourself.
• Children complete the fact file about themselves by
writing answers to the personal information headings and drawing a picture of themselves.
OPTION: If you have time, ask children to show their fact file to their partner and say sentences about themselves.
Zoe Yes, of course. Daisy Hi! It’s Daisy. Welcome to my vlog! It’s like a blog, but in a video. This vlog is all about great songs. Zoe I’m Zoe. Peter And I’m Peter. And this is our new song. Daisy It’s about afternoon tea and making a cake. We hope you enjoy it!
Vocabulary presentation: flashcards (optional)
• Click through the flashcards in the Resources section of
the CPT to introduce the new food vocabulary. Repeat several times, encouraging the children to remember the words.
Ending the lesson (optional)
• Play True or false? to review numbers to 1,000 and
comparative and superlative adjectives (see Ideas bank page 182). Ask the children to write their height in centimetres, age and house number on a piece of paper. Make sentences for children to answer True or False. Invite confident children to make statements.
Class Book page 4 2 Read the song. What is Daisy making? Listen and check. w 1.03
• Ask the class to read the song silently to find out what
Further practice
Teacher’s Resource Material: Starter Unit Reinforcement worksheet 1.
Lesson 3: Song and Vocabulary Language Core: coffee, cream, cucumber, hot chocolate, icing, raspberry, scones, tea Core sound: /k/ cakes, coffee, cream, cucumber, scones; /g/ garden, Granny, Grandad Revised: butter, chocolate cake, eggs, flour, grams, jam, milk, sandwiches, sugar, tablespoon, teaspoon Other: afternoon tea, celebration, invitation, millilitres
Starting the lesson (optional)
• Play 2 minute race to review food and drink words the children know (see Ideas bank page 185).
Classroom Presentation Tool (CPT) 1 Watch.
• Tell the class that Daisy and her friends Zoe and Peter are
•
going to introduce a song. Ask What do you think the song is about? Take ideas from the class before you watch, then play the video (It’s about Daisy’s granny and grandad’s visit and the food they are going to have for afternoon tea.) Ask the class who writes the songs (Zoe and Peter). Ask Where is Daisy going to put the song? (On her vlog.)
Transcript
Daisy What song have you got for us today, Peter? I love your songs. Zoe Hey, what about my songs? Daisy And your songs, Zoe. You and Peter both write great songs. Peter I wrote this song for you, Daisy. It’s about your granny and grandad’s visit. Daisy Do I have to sing, Peter? Peter No, you don’t have to sing, Daisy. Do you want to hear it? Daisy Yes, I do! Can I put the song on my vlog?
• •
Daisy is making. Children write their answer in their notebooks. Ask them to compare answers with a partner. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it. Ask the class what other food Daisy’s family are going to have for afternoon tea (cucumber sandwiches, scones with raspberry jam, hot chocolate, coffee, tea).
ANSWER
Daisy is making a chocolate cake with icing.
CULTURE NOTE: Afternoon tea On special occasions, families in the UK sometimes get together for afternoon tea or a ‘cream tea’. It can be at home or in a restaurant and usually consists of a selection of small sandwiches, a variety of cakes and scones. People usually have a pot of tea to drink. Scones are small, circular, slightly sweetened baked bread / cakes. They can be made with raisins or can be savoury with cheese or herbs. With afternoon tea, they are cut in half and spread with cream and jam. Delicious! OPTION: Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Sing. Do you like the song? Use these words. w 1.03
• Play the song again for children to listen and join in. Play it •
•
one more time with books closed, if you have time, for the children to see how much they can remember. Ask Do you like the song? Read the adjectives in the word bank and check children’s understanding. Ask the question to one or two confident children and elicit their answer, I think it’s (happy). Put the children into pairs to tell their partner their opinion. In a more confident class, encourage the children to tell each other what they liked or didn’t like about it.
© Copyright Oxford University Press
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4 Listen and repeat. w 1.04
different spelling of the sound /k/. They may use their Class Book for ideas.
• Write the two phonemes /k/ and /g/ on the board and
•
•
say them. Drill the sounds with the class. Explain that with both sounds we block the flow of air by touching the top of the mouth with the middle of the tongue. The sound comes from releasing the tongue. Focus on how the two sounds are different. The /g/ sound is voiced. The /k/ sound is unvoiced. Look at the pronunciation box. Ask the class to tell you which sound is highlighted in red (/g/) and which sound in blue (/k/). Point out that we can spell the /k/ sound with the letter c (and also the letter k). Write the words on the board under the correct phoneme. Play the audio for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play Sound it out to review the pronunciation of the language from the unit (see Ideas bank page 187).
Further practice
Karaoke version of song available.
Lesson 4: Grammar Language Core: (Mix) (200 grams) of (butter) with … , (Put) (a teaspoon) of (flour) in … Revised: Food, add, grams (g), ingredients, mix, put, tablespoon (tbsp), teaspoon (tsp); Past simple Other: bake, bowl, cake mixture, chocolate sprinkles, melt, millilitres (ml), oven, a recipe
COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Teaching pairs of phonemes and contrasting them with one another helps children focus on the role that different parts of the mouth play to produce the sounds, i.e. the throat, jaw, tongue, teeth and lips. Getting this placement right will help the children’s speaking and listening skills.
5 Listen and repeat the tongue twister. w 1.05
• Play the audio for children to listen and read the tongue •
twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
Classroom Presentation Tool (CPT) Vocabulary practice: game
Starting the lesson (optional)
• Call out a range of numbers from 1–100 for the children
to listen and write in their notebooks. Ask the class to read them back and check pronunciation.
Class Book page 5 1 Read and listen. How hot is the oven? w 1.06
• Talk about making cakes as a class. Ask the class is they
• See instructions for Picture reveal on page 177.
Activity Book page 4
•
1 Read and circle the correct word. Listen and check. w 1.03
•
• Play the song for children to listen and sing. • Children read the song and circle the correct word from
the original song. Play the song for children to check their answers and sing.
ANSWERS
1 cake 2 cucumber 3 Mum’s 4 eggs 5 flour 6 cream 7 raspberry 8 teaspoon
2 Listen to the tongue twister and underline the /k/ sounds and circle the /g/ sounds. w 1.05
• Play the audio for children to listen to the tongue twister •
again. They underline the words with the /k/ sound and circle the words with the /g/ sound. In a less confident class, pause the tongue twister after each line to give children time to think about the sounds.
ANSWERS
/k/ sounds: cream, cakes, scones, coffee, cucumber /g/ sounds: Granny, grandad, garden
3 Write more words with the /k/ and the /g/ sounds.
• Ask children to think of and write more words with these
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make cakes. Who do they make them with? What type of cakes do they like eating / making? What ingredients are in these cakes? Play the audio for children to listen and read the letter from Grandad to Daisy. Ask What does he want? (A recipe for chocolate cake.) Ask the class to listen and read the recipe and answer the question. Feed back the answer from the class. Check how we write and say temperatures and quantities.
ANSWER
180 degrees Celsius.
2 Read and learn. Say the sentences.
• Refer children to the All about grammar box. Tell the class
•
we use these verbs, quantities and foods in recipes. Check children understand the meaning of the quantities and verbs. Elicit come example sentences from the table. Put children into pairs. Ask them to take turns saying sentences using the quantities and food. Monitor, help and praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Learning new language in meaningful chunks alongside previously taught language will help give it meaning and context. This develops the children’s fluency and accuracy in English.
sounds in the columns. Remind them to think about the © Copyright Oxford University Press Starter
3 Play The ingredients game. Use Activity 1 to help you.
• Refer children to the speech bubbles and ask them to •
read them. Tell the class the two children are playing The ingredients game. Put children into pairs. They take saying a quantity statement for their partner to guess the ingredient from the chocolate cake recipe in Activity 1. Demonstrate with a confident child if needed. Monitor, help and praise throughout.
Star question (optional)
• Fast finishers write a simple recipe for one of their
favourite sandwiches or smoothies in their notebooks.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Three in a row on page 178.
ANSWERS
1 225 g 2 the 3 50 g 4 25 g 5 150 ml 6 the 7 110 g 8 120 g 9 2 10 130 g 11 2 tbsps 12 the
4 Speak and guess with your friend. Use Activity 3 to help you.
• Refer children to the speech bubbles at the bottom of •
the page. Tell the class they are playing a guessing game about the two recipes in Activity 3. Read the speech bubbles as a class and do a further example with a confident child, if necessary. Put children into pairs. They say an instruction from one of the recipes for their partner to listen and guess which recipe it is from. Monitor help and praise throughout.
Ending the lesson (optional)
• Play a game of the children’s choice (see Ideas bank pages 181–187).
Further practice
Teacher’s Resource Material: Starter Unit Word Skills worksheet. Starter Unit Reinforcement worksheets 2 and 3.
Activity Book page 5 1 Listen and order the pictures. Listen again and write. w 1.07
• Children read the recipe instructions and think about • •
which order they go in before they listen. Play the audio for children to listen and order the pictures. Check answers in pairs. Play the audio again for children to listen and write the correct measurement or food item to complete the sentences. Check in pairs before feeding back as a class.
ANSWERS
a 4 b 1 c 3 d 2 1 hot chocolate 2 600 3 milk 4 100 5 chocolate 6 140 7 cream
Transcript 1 2 3 4
Put 600 ml of milk in a pan. Add 140 ml of cream. Melt 100 g of chocolate. Pour the hot chocolate into a cup.
2 What are the grammar rules? Tick f.
• Refer children to the grammar table. Ask the class to
read the sentences on the left. They read again and tick if the sentence describes a quantity or no quantity. Point out how we use the (butter) when we don’t specify the quantity. Check in pairs.
ANSWERS
Add the butter: No quantity Melt 100 grams of chocolate: Quantity Put 300 grams of jam in: Quantity Mix the sugar in: No quantity Put the raspberries in: No quantity Add 175 millilitres of cream: Quantity
3 Read and complete the recipes.
• Ask children to read the two recipes. Do they like scones or cup cakes? Why?
• Children complete the two recipes with the correct quantities of the ingredients. Check in pairs before feeding back.
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Unit 1 Chatting with my friends Lesson 1: Vocabulary
OPTION:
Language Core: avatar, email address, emoji, headphones, laptop, memory stick, mobile phone, password, tablet, webcam Revised: Can you … ? Yes, you can. / No, you can’t; Possessive s: Is it (Mum’s) (tablet)? It’s (Daisy’s) (laptop). Other: instead of, looks like, screen, use
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Listen and say. w 1.09
• Tell the class they will hear Daisy talking about the
technology items. They should listen for the words and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Starting the lesson (optional)
• Play two-minute race to review technology words the children already know (see Ideas bank page 185).
• Talk about technology in the children’s own language
•
and English. Ask the children which technology they like using and which technology they use every day. Ask how technology is different now from when they were younger. Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Resource Pack Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Who’s this? (Daisy) Who does she want to phone? (Zoe) What is she looking for? (Her phone) What does she find? (Her headphones and laptop) Where is her mobile phone? (Under her jumper)
Daisy Hello! I want to phone my friend Zoe. But I can’t find my mobile phone. Where is it? Ah! Here are my headphones, and here’s my laptop. Finally, here’s my mobile phone. It was under my jumper. I have to tidy my bedroom!
Vocabulary presentation: flashcards (optional)
• Show the flashcards from the Classroom Resource Pack
one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
2 Listen and repeat. w 1.08
• Focus the children on the picture of Daisy’s bedroom on
the Class Book pages and talk about what the children can see. Where is Daisy? What technology can you see in her room? What other things can you see? Is her room tidy? Play the audio for the children to listen and repeat.
Unit 1
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks.
4 Read and say the object.
• Check comprehension of any new or difficult words. Children read the descriptions 1–10 and say which technology object it is. Do this as a class or in pairs.
ANSWERS
OPTION:
In a more confident class, make this a listening task by asking the children to take turns reading a description to their partner for them to listen and guess the item. EXTENSION:
1 emoji 2 webcam 3 laptop 4 email address 5 password 6 mobile phone 7 memory stick 8 tablet 9 avatar 10 headphones
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Where's my tablet? Oh, there it is. … Eight. Now, where are my headphones? There they are. … Ten. What’s that noise? Oh Mum! It’s your mobile phone. … Six Who is that? Oh, it’s my friend Peter. That’s his avatar. … Nine. 5 Do you like my emoji poster? Look! It’s happy! … One. 6 Fred and I have got a laptop. Where’s our laptop? I need to send an email. … Three. 7 I need my password to do my homework. … Five 8 Granny and Grandad put some photos on my memory stick. I’m looking forward to seeing their photos. … Seven. 9 Where’s Dad’s webcam? Oh, his webcam is here. I’m going to make a video with it. … Two. 10 I want to send Zoe an email. What’s her email address? … Four.
1 laptop 2 headphones 3 emoji 4 avatar 5 password 6 memory stick 7 mobile phone 8 tablet 9 webcam 10 email address
Class Book page 6
Transcript
1 2 3 4
OPTION:
Transcript
•
Transcript
Ask children to look at the picture on pages 6–7 and say anything else they can name in English.
© Copyright Oxford University Press
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
•
children into pairs. They take turns asking about the objects on pages 6–7 using the structure to guess their partner’s choice. Monitor, help and praise throughout. Remind the class how we use the possessive s when talking about possessions and review the form of questions and short answers using can.
Daisy’s question
• Point to Daisy’s question and read it aloud. Say I use
•
my mobile phone to communicate with friends. Ask the question around the class encouraging the children to answer using the structure and to talk about what technology they use to communicate in English. If you have more time use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form.
COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Teaching new language and allowing the children to personalise the language through Daisy’s question will help them to internalise it and recall it in later lessons.
2 Cover and play Point and spell. Check with your friend.
• Put children into pairs. They take turns covering the words, pointing to a photo in Activity 1 and asking How do you spell this? Their partner spells it out. Monitor and help throughout.
3 Imagine your perfect desk. Draw and label it. Tell your friend. Write 4 sentences about your friend’s desk.
• Read the conversation in the speech bubbles and ask the • •
class to say what is on each child’s perfect desk. Review with the class how we use there is / there are. Children draw four objects on their own perfect desk. Put children into pairs to describe their perfect desk, listen and record their partner’s answers. Children write four sentences about their friend’s desk. Remind them how the pronoun changes when we talk about a girl or boy (his / her). Check in pairs.
Extra
• Fast finishers draw an emoji showing how they feel today and write a sentence in their notebooks.
Ending the lesson (optional)
• Play Wordsnake to review the technology words (see Ideas bank page 185).
Star question (optional)
• Point to the Star question and read it aloud. Say I’ve got
a big desk and a laptop in my bedroom. Ask the question around the class encouraging the children to use the technology words and other vocabulary they have learnt in previous levels.
CULTURE NOTE: Technology in the UK In the UK, children commonly use tablets for Maths programmes at school, to play games and watch films. Children usually get a mobile phone when they are eleven or twelve years old. They can message their friends using fun apps or let their parents know when they get home after school if their mum and dad are at work. Technology has changed the classroom and the way that children learn new information and do their homework, as they can create interactive presentations and have a world of information at their fingertips.
Classroom Presentation Tool (CPT)
Lesson 2: Grammar and Communication Language Core: Possessive adjectives: My, your, his hers, our, their Possessive pronouns: Mine, yours, his, hers, ours, theirs Revised: Technology objects, It’s / It isn’t … , They’re / They aren’t …
Starting the lesson (optional)
• Play Sharkman to revise the technology objects (see Ideas bank page 184).
Class Book page 7 1 Read and listen. Is the blue memory stick Daisy’s? w 1.10
• Point to the phone message and ask the class who Daisy is messaging (Peter).
Vocabulary practice: game
• Tell the children to read and listen to the message. Ask
• See instructions for Pelmanism on page 177.
Activity Book page 6 1 Look at the code and write the words.
• Children use the key to write the technology words for each picture.
ANSWERS
1 laptop 2 mobile phone 3 tablet 4 headphones 5 avatar 6 webcam 7 memory stick 8 email address 9 password 10 emoji
questions, What is Daisy looking for? (Her memory stick) What is on it? (Photos for the science project) Where is Daisy’s memory stick? (In her laptop!) Finally ask, Is the blue memory stick Daisy’s?
ANSWER
Yes, it is.
2 Read and learn. Say the sentences.
• Refer the children to the All about grammar box on
page 7. Explain that we use these possessives to explain who an object belongs to.
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• Model the different possessive adjectives using gestures
• •
and objects around the class. Point out how we follow possessive adjectives with a noun or object, e.g. It’s her tablet. Read the possessive pronouns and point out that we don’t follow a possessive pronoun with a noun because it is the noun, e.g. It’s hers. Ask the children to say sentences about objects that belong to themselves and their classmates using possessive adjectives + noun and possessive pronouns. Then ask them to look at the photos on pages 6–7 and make sentences for what they can see. Do this as a class or in pairs. Monitor, help and praise throughout.
OPTION:
Ask the class to find examples of possessive adjectives and possessive pronouns in the text in Activity 1. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Allowing children to explore patterns in grammar and enabling them to use a structure in a meaningful way will help them to learn new language and build on the structures they already know.
3 Play The avatar game. Point and use his or hers.
• Point to the avatars and describe one or two, e.g. This • •
person’s avatar had got short brown hair. Review with the class physical descriptions and colours if necessary. Read the conversation in the speech bubbles and ask the class to identify the avatar. Tell the children they are going to play The avatar game. They take turns describing an avatar for their partner to say who’s it is using the possessive adjective + noun or the possessive pronoun. (It’s her avatar. / It’s hers.) Refer them to the grammar box and the model conversation for support. Monitor and help throughout.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Sentence spin on page 179.
2 What are the grammar rules? Tick f.
• Tell children to read the sentences and think about the grammar they have just learnt.
• Ask them to identify the possessive in the sentences.
•
ANSWERS
It’s theirs. No noun / Affirmative It isn’t her password. Noun / Negative It’s your tablet. Noun / Affirmative It isn’t mine. No noun / Negative
3 Read and circle. Look and complete with the correct pronoun.
• Children read the sentences and use the picture to circle
the correct answer. They write the correct possessive pronoun for each. Check in pairs before feeding back as a class.
ANSWERS
1 2 3 4 5 6
They’re my headphones. They’re mine. It’s their laptop. It’s theirs. It’s his memory stick. It’s his. It’s our tablet. It’s ours. It’s her email address. It’s hers. It’s your mobile phone. It’s yours.
4 Ask and answer with a friend. Use Activity 3 to help you.
• Read the question and response. Children look at Activity 3 again and ask and answer about each object. Monitor and help throughout.
OPTION:
In a less confident class, write the question stem on the board for support, Whose are / is … ?
Activity Book page 7
All about grammar page 86
1 Listen and write the names. Listen again and complete. w 1.11
1 Read and circle the correct pronoun.
• Review with the class how we form sentences using
• Children listen to Daisy talking about the three objects
and write the name of the person who the object belongs to. They listen again and complete the sentences with the object and the possessive pronoun.
Transcript
1 Hi! It’s Daisy. Do you like this memory stick? It’s mine. 2 This mobile phone isn’t mine. It’s his. It’s Peter’s mobile phone. 3 These aren’t my headphones. They’re theirs. They’re Mum and Dad’s headphones. ANSWERS
1 Daisy, memory stick, mine 2 Peter, mobile phone, his 3 Mum and Dad, headphones, theirs 64
Refer them to the column headings and ask them to think about whether the possessive is followed by a noun or not, and if the sentences are affirmative or negative, e.g. It’s theirs, Ask Does a noun follow ‘theirs’? Is it affirmative or negative? Children read the sentences and tick the correct options. Feed back answers from the class. In a less confident class, allow children to work in pairs.
Unit 1
• •
possessive adjectives + noun and possessive pronouns. Clarify in the children’s own language if necessary. Refer children to the Look box to clarify the change in form for the pronouns your, our and their. Children read the sentences and choose the correct form, possessive adjective or possessive pronoun.
ANSWERS
1 mine 2 our 3 your 4 theirs 5 ours 6 my
2 Look and write.
• Children look at the pictures of people and objects and decide if they belong to the person or not. They write a sentence using a possessive adjective + noun and a sentence using a possessive pronoun if they belong to
© Copyright Oxford University Press
them. They write a negative sentence using a possessive adjective + noun and an affirmative sentence using a possessive pronoun for who the object belongs to. Ask less confident children to work in pairs. ANSWERS
1 2 3 4 5 6
It isn’t her mobile phone. It isn’t hers. They’re his headphones. They’re his. They aren’t their glasses. They aren’t theirs. It’s their cat. It’s theirs. It’s her tablet. It’s hers. They aren’t his socks. They aren’t his.
3 Write about things in your home.
• Ask children to think about their own home and what
technology objects they have got. They write 3–4 sentences about the technology objects in different rooms using possessive adjectives and pronouns. Monitor and help throughout.
Ending the lesson (optional)
• Play a game from the Ideas bank on pages 181–187. Further practice
Teacher’s Resource Material: Unit 1 Lesson 2 Reinforcement and Extension worksheets. Unit 1 Word Skills worksheet.
Lesson 3: Culture and Communication Language Core: (Footie) is another word for (football), (Pup) is short for (puppy) What’s your username? My username’s … What’s yours? Mine’s … Revised: Animals; Colours; Hobbies; Sports; Technology object; computer programmer, make friends, solar energy; Possessive adjectives; Possessive pronouns; Present simple, has got, like + ing, Other: charity, keeping safe, online, profile, Uruguay
Starting the lesson (optional)
• Play The avatar game from Lesson 2 again.
Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What museum do they visit?
• 1st viewing: Watch Daisy’s introduction to the culture film
and ask the children to tell you what the video is about (Computers). Make some predictions as a class about the question What museum do they visit? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the sports. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note: Use the Culture and Communication worksheet with the video.
Transcript
Daisy We’ve got a computer club at our school. I love it because we make our own computer games. Computers in the past were very different from computers today. In the past they were very big. Let’s watch this video about computers. Culture film: In the past there weren’t any computers at school or at home. There weren’t any laptops … digital cameras … or memory sticks. Can you imagine life without these things? This is the National Museum of Computing. You can find out about the history of computing. Computers were very, very big in the past! Look at this computer. It’s called Colossus. It’s about 75 years old. Imagine using this computer to do your homework! Some computers from the past are smaller than Colossus, but they’re still much bigger than a laptop or a tablet. These computers are about 25 years old. They still work, but they are very different to computers today. You can’t use the internet, or send an email with these computers … but you can play computer games! They’re very simple games, but they’re still fun! Look! This is a special computer. It teaches people how to fly a plane. It’s a bit like a computer game. They’re using headphones. It looks fun! Today, computers are everywhere. We can play computer games and we can even make our own computer games. We use computers at school. We can use them to find out information or to do our homework. And we can use laptops or tablets in our bedrooms or living rooms or even out in the garden. What do you use computers for? ANSWER
The National Museum of Computers
CULTURE NOTE: Computing inventions from the UK The world’s first computer, Colossus, was first used in 1944. The World Wide Web, was invented by Tim Berners Lee, a British computer scientist. He developed the idea for transferring information between a web browser and a server via the internet. After initial success in 1990, it was in household use by 1996. Tim Berners-Lee has received many awards and was knighted by Queen Elizabeth in 2004 for his work. Computers are so integral to daily life today that most children can now learn computer programming skills at school or in coding clubs.
Class Book page 8 2 Read and listen. What kind of energy does the laptop use? Is it his or hers? w 1.12
• Point to the text messages and tell the class that Daisy is •
messaging her friend Ignacio in Uruguay. Ask the children to look at the photos and say any words they know to describe them (computer, computer game, laptop).
© Copyright Oxford University Press
Unit 1
65
• Play the audio for children to listen and read. Answer the two questions.
ANSWER
It uses solar energy. It’s his.
3 Think about a good username for you. Write notes.
• Ask the class to read the text messages again and tell you
• •
Daisy and Ignacio’s usernames and why they chose those names. Ask the children why we create usernames and when we them. Refer children to the ideas in the box and check their understanding. Ask them to think about the things they like in each category. Read the example sentences. Children write similar sentences in their notebooks about what they like in each category. They create a username using two of their favourites. Feed back answers.
Ask the children to read the text message again and find examples of possessive adjective or possessive pronouns. Ask questions, e.g. Whose is the computer game? Whose is the laptop? etc.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 laptop 2 username 3 Mine 4 tablets 5 webcams 6 your
• Children read and answer the questions about
themselves. They can write answers in note form. In a more confident class, encourage children to write complete sentences.
• Children use their ideas from Activity 2 to complete
4 Watch. Discuss usernames. w 1.13
• Explain to the class that they are going to watch or listen
to two children talking about their usernames. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
the text. Refer them to the Language in action! box for additional support and ideas.
Extra
• Fast finishers write two sentences in their notebooks about how they use computers at school.
Ending the lesson (optional)
Transcript
A What’s your username? B M y username’s Footie Fan. Footie is another word for football. What’s yours? A M ine is Green Giraffe because my favourite animals are giraffes and my favourite colour is green.
Language in action!
• Refer the class to the Language in action! box and read
through the questions and answers. • When the children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about different activities using the Language in action! box for support. Note: Language in action! introduces functional language and helps the children practise it in a meaningful, natural and communicative way. The Culture and Communication worksheet can be used for additional support.
Let’s compare culture
• Discuss the culture questions in English, and in the
children’s own language if necessary. Have you got any friends that don’t live near you? Where do they live? How did you meet them? How do you and other people in your region use technology to communicate with people who live far away? Has it changed?
Unit 1
1 Read and complete the dialogue.
3 Complete the text. Use Activities 1 and 2 to help you.
CPT / Class Book page 8
66
Activity Book page 8
2 Answer the questions.
OPTION:
•
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Learning about other cultures helps children see that we often have more in common with each other than we at first might think. It also teaches children to respect one another’s ways of life and appreciate their own traditions.
• Play Slow reveal using the technology objects flashcards (see Ideas bank page 181).
Further practice
Teacher’s Resource Material: Unit 1 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 4: Cross-curricular (Technology) Language Core: blog, chat room, date of birth, gallery, profile, report button Revised: Animals; Hobbies; Personal information; Sports; Technology objects; username, worried; Possessive adjectives; Possessive pronouns; Present simple; Past simple Other: age, already, diary, instant messages, keep in touch, keeping safe, online, profile, stay safe, trophy
© Copyright Oxford University Press
Starting the lesson (optional)
• Play the Alphabet race to revise technology, animals, sports and hobbies (see Ideas bank page 185).
• Put children into pairs to ask and answer some personal •
information questions. Brainstorm some ideas a class before you put children into pairs. Ask around the class Do you write personal information on the internet? How do you stay safe on the internet?
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
• •
messaging? (Ignacio) Which website did they talk about at the end of their message? (Keeping safe online) Tell the children they are going to do a quiz from that website. Clarify the meaning of profile and online before you watch. Watch the slideshow pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
The internet is a great way to communicate with friends and family. You can write information about yourself in a profile. Have you got a profile? You can share photos in your gallery, but don’t use real photos of you or your friends. Use an avatar or maybe a photo of your pet as your profile picture. You can put your age on your profile, but don’t put your date of birth online! A blog is like an online diary. It can be about anything! Do you write a blog? You can communicate with friends in chat rooms. But remember to be nice online. If you are worried, you can use the report button. Quick quiz! Question 1 What’s this? … It’s a profile. Question 2 What’s this? … It’s a chat room. Question 3 What’s this? … It’s a blog. Question 4 Can you put your date of birth online? … No, you can’t. It isn’t safe to put your date of birth online.
to check in pairs before feeding back as a class.
ANSWERS
1 a chat room 2 a blog 3 a profile 4 a gallery 5 the report button 6 date of birth, no COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Encouraging children to stay safe on the internet and identifying ways in which to do this is an important aspect of their digital learning. It will help them navigate the internet and exploit it for its potential while also protecting them.
WEB SEARCH: Find posters about internet safety online. The children use the internet to find posters about internet safety online. Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children start.
Activity Book page 9 1 Look at the profile. Circle 6 things that aren’t safe.
• Children look at and read the webpage and identify six things that aren’t safe.
SUGGESTED ANSWER
He uses a real photo and includes photos of his friends. He includes his date of birth, his address, his phone number and the name of his school ‘Sun Hill Primary School’. He shares personal information about a meeting location ‘Meet us at 10.30 at Hillview Park’
2 Complete the rules. Use Activity 1 to help you.
• Tell the children they are going to complete a list of rules •
for internet safety. Check the meaning of the words in the word bank. Children read the Dos and Don’ts and complete the rules using the words in the word bank.
ANSWERS
1 profile 2 avatar 3 date of birth 4 username 5 blog 6 chat room 7 report button 8 gallery
Class Book page 9 2 Read and listen. What can you use instead of a photo? w 1.14
• Play the audio for the children to follow the words in their •
• Children write their answers in their notebooks. Ask them
books. Check understanding of the labelled words. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
Transcript
3 Write your own profile.
• Children follow the instructions to create their own safe personal profiles. They write 3–4 sentences about what they did last weekend to complete their blog.
4 Is your profile safe? Read and tick f.
• Children read the statements and tick those that are
correct for their profile and blog. Ask children to read and check their partner’s work to see if it is safe.
See Class Book page 9 for transcript. ANSWER
Ending the lesson (optional)
You can use an avatar instead of a photo.
3 Read again and answer.
• Read questions 1–6 and check the children understand
the key words in the questions. Allow the children time to read the text again.
• Play a game from the Ideas bank on pages 181–187. Further practice
Teacher’s Resource Material: Unit 1 Cross-curricular worksheet.
© Copyright Oxford University Press
Unit 1
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Lesson 5: Story and Vocabulary Language
•
Core: aliens, comet, Earth, key, moon, spaceship Revised: Physical appearance; Technology objects; brave, exciting, fun; Adverbs; Comparative adjectives; Past simple; Possessive adjectives; Possessive pronouns; Present simple Other: click on, escape, friendly, golden, keep in touch, rock, rope, science fiction, space; I miss you. We’re a good team.
•
• Play Word jumble to revise vocabulary from Unit 1 (see Ideas bank page 185).
CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation 1 Watch.
• Tell the children they’re going to watch a story animation
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (A computer game on the moon) With books closed, watch the story. Ask What happens in the story? (Alice and her best friend Robert play computer games together online to keep in touch. They become avatars and enter the game. They have an adventure on the moon and escape from aliens.)
Daisy This is a science fiction story about computer games. The computer game is set on the moon. I love playing computer games with my friends. Let’s find out what happens. • See Class Book pages 10–11 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book pages 10–11 2 Read and listen. Find the words in the story. w 1.15
• Point to the photo at the top of the page and ask What’s
•
68
the story about? (Computer games) What type of story is it? (A science fiction story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Who is Alice’s best friend? (Robert) Do they live near each other? (No) How do they spend their time? (Playing computer games) What happened to Robert and Alice? (They became part of the computer game.) Where are they in the game? (On the moon) What chases them? (Aliens) Why can’t they get into the spaceship? (The door is locked and they don’t have the golden key.) How does Alice help Robert? (She uses a rope to pull Robert into the spaceship.) What do they have to fly past in the space ship? (Comets) How do they finish playing the game? (They
Unit 1
in touch. Remind the children of who keeps in touch in the story and how they do so. Were Alice and Robert close? How do they feel when they don’t see each other? How do they feel when they talk to each other? Is it easy to keep in touch? Talk to the children in their own language about keeping in touch with friends and why it’s important. COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Learning how to maintain and build on changing relationships and friendships is important as children grow and their lives change. The people we meet in our lives help to build our personal character and the stories of our life, and making connections with each other helps us to develop friendships in the future.
3 Read and answer.
• Children read each question then read the story again
Transcript
•
ANSWERS
moon: frames 3, 4 key: frames 2, 3, 5, 6 aliens: frames 4, 7 spaceship: frames 4, 6, 7 Earth: frame 7 comets: frame 7 ALL ABOUT VALUES: Remember old friends and keep
Starting the lesson (optional)
•
jump out.) Are they happy? (Yes, because they always see each other in the game.) Ask the children to look at the six words in the word bank on page 10. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
and answer them in their notebooks. Check in pairs before feeding back.
ANSWERS
1 2 3 4 5 6
She misses Robert. They explore the moon. They escape from the aliens. They use a key. They use a spaceship. To fly past the comets.
5 Listen to Daisy and her friends. What did you think about the story? w 1.16
• Point to Daisy, Peter and Zoe at the bottom of the page
•
and explain that they are describing the characters and giving their opinion about the story. Play the audio for children to listen and repeat. Put the children into pairs to ask and answer the questions. Put them into new pairs and repeat.
OPTION:
Review adjectives to describe the story (exciting, boring, interesting, fun, friendly, etc.) and adjectives to describe personality before the children answer the questions.
WEB SEARCH: Find out about space. What are the names of the planets in English? Children use the internet to find out the names of the planets in our solar system in English.
© Copyright Oxford University Press
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Conveyor belt on page 176.
Lesson 6: Story, Grammar and Communication Language Core: Infinitives of purpose: He goes to school to learn new things. I go to the park to play basketball. Revised: Technology objects; to fly, to learn, to open, to play
Activity Book page 10 1 Read and complete Daisy and Zoe’s review of the story.
• Children complete the summary of the story using the words in the word bank.
Starting the lesson (optional)
ANSWERS
1 science fiction story 2 computer games 3 key 4 moon 5 aliens 6 comets 7 Earth 8 spaceship
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• Ask the children to think about the story and rate it
by circling one of the adjectives and colouring in the corresponding stars. They complete the sentences by writing the adjective, where the story is set, the name of their favourite character and why they like them, their favourite part in the story and the message of the story. Ask children to tell a partner. Note: The story evaluation activity forms part of the Self Evaluation strand of Learn with Us 6. Asking children to think about their own opinions, explain them and listen to others helps them to become better learners by building selfawareness and thinking skills.
3 Do you keep in touch with friends? Circle Yes or No. Write.
• Play What are the words? (see Ideas bank page 184).
CPT, Classroom Resource Pack Story review and grammar presentation w 1.15
• Ask the children what they remember from the story:
•
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
Class Book page 12 1 Read and say. Find the answers in the story.
• Tell the class these are four sentences from the story.
There are two words missing in each. Ask the children to read the story on pages 10–11 again and find the missing words. Feed back as a class.
• Ask children to think about the value the story focuses on • •
and read the sentences. They circle yes or no as it applies to them. Refer children to the score ratings. Remind children it’s important and doesn’t have to be difficult to keep in touch with friends. Children write their favourite way of keeping in touch with friends.
ANSWERS
1 to explore 2 to open 3 to pull 4 to fly
2 Beat the clock. How many sentences can you say in 3 minutes?
• Write the answers to Activity 1 on the board and tell
Extra
• Fast finishers imagine what happens when Alice and
Robert play the game again. They write sentences in their notebooks using the present simple. Ask the children to share their ideas with the class.
Ending the lesson (optional)
• Play True or false? using pictures and events in the story
Who’s in the story? Where does Robert live? Who goes into the game first? What chases Alice and Robert? Why can’t they get into the spaceship? How do they escape from the game? Watch (or listen to) the story again to confirm answers.
•
•
(see Ideas bank page 182).
Further practice
Teacher’s Resource Material: Unit 1 Story playscript worksheet.
•
the class that these are infinitive verbs. Explain that the infinitive contains the verb and the word to. Ask the class to tell you some more infinitive verbs. Write 5–6 on the board (to play, to run, etc.). Explain that when we talk about an action, e.g. I go to the park, we can use an infinitive verb to describe the purpose or why we do an action, e.g. I go to the park … to play basketball. Look at the All about grammar box as a class. Point out that the verbs for the action change when we use He / She but infinitive verbs are the same for all pronouns. Point out that the action always comes before the purpose. Make some sentences as a class with the infinitives in the grammar box. Put the children into pairs. Ask them to say as many sentences as they can in three minutes using the grammar box for support. They can use the action and purpose verbs in the table or any other verbs they know. Set a timer on the IWB, smart phone or class clock. When the time is up, ask children to tell you how many sentences they created. Monitor, help and praise throughout. Feed back some of the sentences from the class.
© Copyright Oxford University Press
Unit 1
69
3 Describe the action and purpose. Guess the picture.
• Read the example in the speech bubbles as a class. Ask •
the class to identify the infinitive of purpose (to fly to the moon) and to point to the correct picture. Put children into pairs. They describe a purpose for pictures 1–6 for their partner to guess. Monitor, help and praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Practising new language in a semi-controlled speaking activity allows the children to internalise the language. It also allows them to learn in memorable and manageable chunks. This will develop their listening, pronunciation and speaking skills.
4 Where do you go at the weekend? Why? Tell your friend.
• Ask children to think about where they go at the •
weekend. Brainstorm a few ideas and write them on the board. Read the example speech bubble. Put children into pairs to tell their partner where they go and why using an infinitive of purpose. Monitor, help and praise throughout.
Star question (optional)
• Ask the children to recall what their partner told them about their weekend. They write a sentence in their notebooks.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 176.
3 Write about the things in your bag. What do you use them for?
• Children read the words in the word bank and think about •
what they use each object for. Elicit examples from the class. Children write sentences about 5–6 of the items using infinitives of purpose. Check answers in pairs then elicit examples from the class.
All about grammar page 87 1 Complete.
• Review how and why we use infinitives of purpose.
•
Remind the class that form of the verb describing the action changes for He / She. Clarify in the children’s own language if necessary. Children complete the sentences with the correct form of the verbs from the word bank and using the picture for support.
ANSWERS
1 uses 2 to listen 3 looks 4 to cut 5 opens 6 to lock
2 Write sentences.
• Children write sentences using the two verb prompts.
The first verb describes the action and the second verb the reason. Do a couple of examples with the class first to model the activity. Children use their own ideas to write complete sentences of their choice. Check in pairs. Feed back ideas from the class.
3 Why do you go to town? Write 3 reasons using infinitives of purpose.
• Children write three sentences describing why they go
to town. If you like, elicit ideas from the class beforehand about what activities and places there are in your town.
Activity Book page 11 1 Match. Read the story again to check. w 1.17
• Children read the sentence halves. They number the
sentences 1–6. Children read the story again to check their answers, then check in pairs.
Ending the lesson (optional)
• Play Freeze frame (see Ideas bank page 186). Further practice
Teacher’s Resource Material: Unit 1 Lesson 6 Reinforcement and Extension worksheets.
ANSWERS
1 to play computer games. 2 to become part of the game. 3 to explore the moon. 4 to open the spaceship. 5 to pull Robert into the spaceship. 6 to escape from the aliens.
2 Write sentences.
• Children use the prompts to write sentences about the
story using infinitives of purpose. Elicit the two verbs in each sentence and remind pupils to think about which is the action and which is the reason.
ANSWERS
1 2 3 4 5 6
Alice uses a webcam to talk to Robert. They use a password to play computer games. She uses an avatar to stay safe online. He uses headphones to listen to music. Alice and Robert use a chat room to talk about music. Robert uses his mobile phone to take photos.
Lesson 7: Song and Skills Language Revised: Adjectives, Technology objects; Infinitives of purpose, Can, Possessive adjectives, Possessive pronouns, Core sounds: /p/ park, Paul, play, police, prize, purple; /f/ fast, feet, first, football, officer, headphones Other: anytime. anywhere, store
Starting the lesson (optional)
• Play Bingo! (see Ideas bank page 184).
Classroom Presentation Tool (CPT) 1 Watch.
• Tell the class that Daisy, Peter and Zoe are going to
introduce another song. Ask What’s the song about? Take
70
Unit 1
© Copyright Oxford University Press
ideas from the class before you watch, then play the video (It’s about technology.).
5 Listen and repeat the tongue twister. w 1.20
• Play the audio for the children to listen and read the
Transcript
Daisy What song have you and Peter got for my vlog today? Zoe Today’s song is about technology. Daisy Did you write it, Peter? You’re always on your mobile phone! Peter Zoe and I wrote it together. Daisy Hello. Here’s the new song for the vlog. It’s about technology. Peter wrote it. Zoe And don’t forget me, Daisy. I wrote it, too. Daisy Sorry, Zoe. Peter and Zoe wrote this song. We hope you enjoy it.
Exam practice AB pages 99–100 Note: The speaking cards in the Activity Book provide practice of an exam-style pairwork speaking activity.
6 Work in pairs. Complete your speaking cards. Play.
Class Book page 13 2 Read the song. What can you use a tablet to do? Listen and check. w 1.18
• Ask the class to read the song silently to find out what
•
•
you can do with your tablet. Children write their answer in their notebooks. Ask them to compare their answer with a partner. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
• Show the class the cut-out card and tell them to turn to •
ANSWER
To send emails all day long.
•
3 Sing. Do you like the song? Use these words. w 1.18
• Play the song again for the children to listen and join in. •
•
Play it again with books closed if you have time for the children to see how much they can remember. Ask Do you like the song? Read the adjectives in the word bank and check children’s understanding. Ask the question to one or two confident children and elicit their answer, I think it’s (great). Put the children into pairs to tell their partner their opinion. In a more confident class, encourage the children to tell each other what they liked or didn’t like about it. Ask the class what they think the song says about technology and friendship.
COMPETENCES FOR 21ST CENTURY LEARNING:
Cultural awareness and expression Learning through song allows children to express themselves in a musical way while also providing them with meaningful practice of target language.
4 Listen and repeat. w 1.19
• Refer the children to the pronunciation box. Point to the
•
tongue twister silently. Then play it again for children to repeat. Ask the class to tell you which sound is highlighted in blue (/p/), and which sound in red (/f/). Ask the class to say the words with the highlighted letters again as a class. Point out that the sound /f/ can also be spelt with the letters ph as in headphones.
two phonemes and say them. Write them on the board and drill the sounds with the class. Focus on the change in position of your mouth and lips: /p/ is a short, plosive sound and pops out of your lips. /f/ is a short sound that is formed between your upper front teeth and lips. Play the audio for the children to listen and repeat the words again. Write the words under the correct phoneme on the board. Point to the words in a random order for children to read and say.
pages 99–100 in their Activity Books and cut out the top card for Unit 1 along the dashed lines. Put the children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information. A will ask B questions about their card to complete their own card. B then asks A about the information on their card. They then say which answers are different in each line. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.
English at home
• Encourage the children to say the tongue twister to their family.
Classroom Presentation Tool (CPT) Pronunciation: game
• See instructions for Phonics matching on page 178.
Activity Book page 12 1 Listen to the original song. Read and complete the new verses. w 1.18
• Play the song for children to listen and sing. • Children read and complete the verses of the song using the words in the word bank. Explain that they are not completing the original song, but using the words to create new verses. Put children into pairs to sing or read the new verses.
SUGGESTED ANSWERS
1 tablet 2 laptop 3 photos 4 mobile phone 5 messages 6 avatars 7 excited 8 video
2 Listen to the tongue twister and underline the /p/ sounds and circle the /f/ sounds. w 1.20
• Play the audio for children to listen to the tongue twister again. They underline the words with the /p/ sound and circle the words with the /f/ sound.
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• In a less confident class, play the audio through once
and then allow pupils time to underline and circle the words. In a more confident class, ask pupils to listen and underline or circle the words at the same time.
ANSWERS
/p/ sounds: prize, police officer, Paul, play, purple, park /f/ sounds: first, officer, fast, feet, football, headphones
3 Write more words with the /p/ and the /f/ sounds.
• Ask children to think of and write more words with these
sounds in the columns. Remind children /f/ can be spelt f or ph. They may use their Class Book for ideas.
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play Phonics matching to review the pronunciation of the unit vocabulary and key sounds (see page 178).
ASSESSMENT OPPORTUNITIES:
The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Daisy I went to the park. I always ride my bike to go to the park. I usually go to the park to play football on Saturdays. I’ve got a new football shirt. Zoe What’s it like? Daisy There’s a photo of it on my blog. Can you see it? Zoe Wait a minute. I’m pressing the button to turn on Dad’s laptop … Daisy Can you see it yet? Zoe Wait, I’m looking at your blog to see your photo … aha! I can see it now! Hey, Daisy! Your football shirt is the same as mine! Daisy Is it? Zoe Yes, it is! Look, I’m turning on my webcam to show you. Daisy Oh, yes! You look great. Zoe Is your avatar new, Daisy? It’s really funny! Daisy Yes, mine is new. It’s my granny’s dog. I go to her house to walk it every day. Do you want to come with me? Zoe Yes, great! ANSWERS
blog, laptop, webcam, avatar
2 Listen again. Read and correct. w 1.21
• Ask the class to read the questions and check understanding.
• Play the audio for the children to listen again. They correct the mistakes by writing the correct answers in their notebooks. Check in pairs before feeding back.
Further practice
Karaoke version of song available.
Lesson 8: Language review and Communication Language Core: Excuse me, how does this (laptop) work, please? First … , Next, … , Now what do I do? press, turn on / off, write Revised: Science fiction words, Technology objects; Infinitives of purpose, Possessive adjectives, Possessive pronouns
Starting the lesson (optional)
• Play Anagram game to review the unit vocabulary (see Ideas bank page 183).
Class Book page 14 1 Listen to Daisy and her friend. Which 4 technology words do they mention? w 1.21
ANSWERS
1 2 3 4 5
Daisy goes to the park to play basketball. football Daisy rides her bike to go to school. the park Zoe presses the button to turn on Dad’s tablet. laptop Zoe looks at the chat room to see Daisy’s photo. blog Daisy goes to her granny’s house to feed the cat. walk the dog
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Asking children to listen and correct mistakes in given sentences develops their skill in listening for specific information. This provides useful practise for exam listening tasks and also general listening skills in the classroom.
3 Look and match.
• Ask the children to read the words in the word bank. Tell
• Point to the children in the pictures and ask the class
•
•
them they will listen to a conversation between Daisy and Zoe who mention four of the items. Ask the class to predict which four items they think they will hear. Play the audio for the children to listen and write the objects they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Daisy Hi, Zoe! Zoe Hello, Daisy. How are you? Daisy I’m fine, thanks. Zoe Where were you this morning?
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OPTION: Ask children to guess the answers before they listen again.
Unit 1
to say what technology objects they can see. Read the example sentence. Ask the children to find this sentence in the sentences halves below. Children use the pictures to match the sentence halves. They write the complete sentences in their notebooks. Check in pairs before feeding back as a class.
ANSWERS
1 c 2 a 3 e 4 b 5 d OPTION: Ask fast finishers to write new sentences using the same verbs describing the action but with a different infinitive of purpose. © Copyright Oxford University Press
4 Read and say the correct word.
• Children read the sentences and choose the correct •
word –either a possessive adjective or a possessive pronoun. Do this in pairs or individually. In a less confident class, refer children to the All about grammar box on page 7 before they complete the activity.
ANSWERS
1 yours 2 mine 3 their 4 my 5 our 6 hers
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 83.
• The children watch the role-play. Ask Where are they? What does Daisy want to know? (In the computer room. How to work the laptop). Demonstrate the role-play with a confident child.
Transcript
Daisy Excuse me, how does this laptop work, please? Teacher First, press this button to turn it on. Daisy OK. Now what do I do? Teacher Next, you have to write your password. Daisy OK. Anything else? Teacher You can also take a photo. Daisy Thank you. Teacher You’re welcome!
Conversation card 1
• Tell the children to turn to page 83 in their Class Book and
look at Conversation card 1. Read the aims together as a class and point out the language they will need for the role-play. Follow the instructions on the page: • 1 Put children into pairs. They take turns asking for information as a student and giving answers as a teacher. Monitor, help and praise throughout. • 2 Read the question and ask and answer it around the class. Then read the Language tip as a class and practise saying the sequencing words. • Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time. Note: The conversation cards at the back of the Class Book provide practice of longer functional language dialogues (pairwork).
Let’s compare culture
• Read the statement and check understanding. Discuss
with the class when and where they use computers at school. Is it the same or different to Daisy and her friends, and children in the UK?
Class Book page 14 • Children write sentences about why they go to town in their notebooks using infinitive of purpose.
Grammar and vocabulary review: game
• See instructions for Multiple choice on page 179.
Activity Book page 13 1 Write affirmative sentences using possessive adjectives and pronouns. Rewrite the sentences in the negative in your notebook.
• Children use the pronoun and technology object prompts to write two affirmative possessive sentences. They then rewrite the sentences in the negative in their notebooks. Remind the class how we use It’s and They’re for singular and plural items.
ANSWERS
1 It’s my avatar. It’s mine. It isn’t my avatar. It isn’t mine. 2 They’re your spaceships. They’re yours. They aren’t your spaceships. They aren’t yours. 3 It’s his password. It’s his. It isn’t his password. It isn’t his. 4 They’re her keys. They’re hers. They aren’t her keys. They aren’t hers. 5 It’s our tablet. It’s ours. It isn’t our tablet. It isn’t ours. 6 It’s their webcam. It’s theirs. It isn’t their webcam. It isn’t theirs.
2 Order the words to make sentences. ANSWERS
Class Book page 83
Star question (optional)
Classroom Presentation Tool (CPT)
1 I use my headphones to listen to music. 2 He looks at the internet to find pictures of comets. 3 They write their blogs to share ideas. / They share ideas to write their blogs. 4 We use our silver key to open our secret box. 5 You use your mobile phone to phone your parents. 6 She goes to the museum to see a real spaceship.
3 Listen and draw lines. There is 1 example. w 1.22
• Read the children’s names before listening and elicit what
the children can see in the picture. Point out the example answer. The class listen and draw a line from each name to the correct child in the picture. Note: This activity provides practice in a listening exam style task.
Transcript
Adult Look! There are lots of children in the park. They’re all doing different things. Look, there’s Mary. Can you see the emoji on her T-shirt? It’s her favourite T-shirt. Narrator Can you see the line? This is an example. Now you listen and draw lines. Adult Vicky can’t find her keys. Mary has her keys but Vicky can’t find hers. Adult Jane and Paul are using their tablet to take photos of the park. Their photos are for a school project. Adult Can you see John? John and Sally are using their headphones to listen to music. Adult Look! There’s Michael. He’s going to the café to buy a drink. William is wearing his football T-shirt. He’s going to the stadium to watch a football match. ANSWERS
Mary – girl with an emoji on her T-shirt Michael – boy going to the café © Copyright Oxford University Press
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Jane and Paul – children taking photos with a tablet William – boy wearing a football T-shirt Vicky – girl looking for something in the grass John and Sally – children listening to music
Ending the lesson (optional)
• Play Memory chain using I go to town to … (see Ideas bank page 183).
ASSESSMENT OPPORTUNITIES:
The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 9: Think, do and review: My project Language Revised: Clothes, Physical descriptions, Science fiction words, Shapes, Sports, Technology objects, happy, sad, sporty; Infinitives of purpose, Possessive adjectives, Possessive pronouns, Sequencing words Other: checklist, instructions, introduction, research; Future going to, Imperatives
• Sing the song from Lesson 7 again.
1 Listen to Daisy and her friends. Which 4 things do they mention? Listen and draw. w 1.23
• Explain to the class that today they’re going to look at
•
a project Daisy and her friends are doing. Read Daisy’s speech bubble at the top of the page. Ask the children to read the words in the word bank. Tell them they will listen to a conversation between Daisy, Peter and Zoe who mention four of the items. Play the audio for the children to listen and write the objects they hear mentioned in their notebooks. Play the audio again, pausing after each item is mentioned. The children tick their answers.
Transcript
Peter Hi, Daisy and Zoe. Do you want to play the avatar drawing game? Daisy How do we play? Peter I give you instructions and you draw what I say. Then we look at your pictures and see which one looks like my avatar. Zoe That sounds like fun! Let’s play. Peter First, draw a circle to make a face. Add short hair. Mine is brown. Next draw a small circle to make a nose. Then draw two big eyes. Finally draw a T-shirt with a comet on it and a cap with a spaceship on it. Zoe Let’s compare our pictures. Daisy Is my picture like yours, Peter? Peter Let’s see. Not bad, Daisy, but yours has got black hair! Zoe What about mine, Peter?
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2 Read Daisy’s instructions. Listen and answer True, False or Doesn’t say. w 1.24
• Ask the class when or where we find or give instructions
• •
(recipe books, science experiments, instruction manuals etc.). Tell the class they are going to read Daisy’s instructions to draw her avatar. Ask children if they have an avatar for their online profile. Ask how they think they would create one. Take ideas in English or in the children’s own language. Tell the class to read Daisy’s instructions. Check understanding by asking questions (What do you do first? Why do you draw two circles? etc.). Tell the class to read statements 1–3. They read and listen to Daisy’s instructions again and answer True, False or Doesn’t say. Check in pairs before feeding back as a class.
ANSWERS
1 True 2 Doesn’t say 3 False
• Put the children into pairs. They ask and answers the
Class Book page 15
•
ANSWERS
avatar, comet, spaceship, blog
3 Ask and answer. Then play the drawing game with your friends.
Starting the lesson (optional) w 1.18
•
Peter That’s good, Zoe. But yours has got a comet on the hat and a spaceship on the T-shirt. Daisy That was really fun! Can I have a turn now? I want a new avatar for my blog. Zoe Good idea. Let’s play!
questions about Daisy’s project. Remind the class of the expressions of opinion they have already used in the unit and encourage them to give their opinion to answer question 3 using I think it’s …
ANSWERS
1 Drawing an avatar 2 No 3 Children’s own answers. • Ask the children to draw their own avatar in secret. Put children into pairs. They give instructions to their friend on how to draw the avatar. They keep their own picture hidden. Once they have finished, they check to see if the avatars are the same. Then, the second child describes their avatar. OPTION:
Play as a whole class game.
Learn to learn
• Refer the children to the Learn to learn box. Ask them to
find the expressions used in Daisy’s project. Encourage children to use similar expressions in the project they are going to write.
4 Prepare your project. Then write your project. AB pages 14–15
• See Activity Book notes below. English at home
• After the children have completed their project, they may take them home to show and tell to their family.
© Copyright Oxford University Press
Activity Book pages 14–15
OPTION:
1 Think of different ideas for blogs. Complete the mind map.
• Tell children they will prepare for their project. Point to
the mind map and tell the children to think of and write as many ideas for blogs under the different headings as they can.
2 Read the project checklist and tick f for you. Learn to learn.
• Read the project checklist Daisy used to complete her
project. Tell the children they will tick each item as they complete their project.
3 Read the research questions. Research and write the answers.
• Tell children to think of a blog they would like to write and • •
an avatar for it they would like to create. They answer the questions and use the answers to help with their research. Look at Daisy’s tip. Remind the class to use infinitives of purpose to write instructions and linkers such as First, Next, Finally. Remind them to refer to the Project checklist as they complete the project.
If you have limited time, ask children to present their projects in groups of 4–5 children. Then ask 2–3 children to present to the whole class. Make a note of who presented to the class so each child has a turn before the end of the school year.
Ending the lesson (optional)
• Congratulate the children on doing so well in Unit 1. • Play a game of the class’s choice (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit 1 test. See Teacher’s Resource Material evaluation section. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
4 Read the tips and write your project.
• Read the tips together as a class. Ask for any other ideas •
the children might have for each category. Refer them to the Class Book for support with spelling and grammar. The children use the information they have found to write their instructions for drawing their avatar. They can draw or stick pictures in the three spaces provided to decorate their project.
COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Properly planning their written project in terms of structure, punctuation and grammar will help all children to write a cohesive text and become better writers. Make sure children spend adequate time planning before they start writing their text. Once this skill is embedded, it will make writing a much more manageable skill, both in their own language and in English.
5 Check and revise your work. Check and revise with your friend. Learn to learn.
• Encourage children to edit their work. The questions will •
help them to check and revise their instructions. Put children into pairs to read and check one another’s work. Remind children to be respectful of each other’s work and ideas. Monitor and help throughout.
6 Present your project.
• Ask 5–6 children to present their projects to the class. Remember who presented their project this time, so different children can present the next time.
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© Copyright Oxford University Press
Unit 2 In the countryside Lesson 1: Vocabulary
Transcript
Language Core: beautiful, boring, crowded, dangerous, expensive, famous, frightening, historical, modern, relaxing Revised: Landscape words; bridge, café, park; Past simple, was / were, Quantifiers Other: castle, cave, competition, countryside, queue, rocks, toilets, village
Starting the lesson (optional)
• Play Back to the board game to review some of the
•
•
landscape and geography words that will come up in the lesson that the children already know (see Ideas bank page 184). Talk about the countryside in the children’s own language and English. Ask the children what they see when they visit the countryside. What do they like and not like about the countryside? Do they think the countryside in the UK is different to their own country? How so? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Resource Pack Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Where is Daisy going? (To the countryside) Who is she going with? (Zoe and Peter) What are they going to do there? (Go mountain biking) What are they going to see? (A beautiful village and a river)
Transcript
Daisy Hi! I’m going to go to the countryside today with Zoe and Peter. We’re going to go mountain biking near a beautiful village and a river. Daisy Zoe! Peter! Are you ready? Peter Yes, we’re ready. Zoe It’s going to be great. Let’s go!
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Listen and say. w 1.26
• Tell the class they will hear Daisy talking about her
weekend in the countryside. They should listen for the adjectives and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Transcript
1 There were delicious cakes in the modern café. … Three. 2 It was very boring waiting outside the toilets. … Six. 3 There were lots of people at the competition. It was very crowded. … Five. 4 The cave was dark and a bit frightening. … Two. 5 There was a dangerous rocky part of the mountain bike trail. … One. 6 The bikes in the shop were very expensive. … Nine. 7 Mum and Dad sat in the relaxing park. … Eight. 8 There was a famous popstar at the competition. … Four. 9 The flowers were very beautiful. … Ten. 10 There was a very old historical castle near the trail. … Seven. OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Exposing the children to contextualized chunks of new language through a listening helps them to develop their pronunciation and listening skills.
4 Read and say the adjective.
• Check comprehension of any new or difficult words.
Children read sentences 1–10 and say which adjective is missing. Do this as a class or put the children into pairs.
Class Book page 16
ANSWERS
2 Listen and repeat. w 1.25
• Focus the children on the picture of Daisy and her friends.
•
1 dangerous 2 frightening 3 modern 4 famous 5 crowded 6 boring 7 historical 8 relaxing 9 expensive 10 beautiful
Elicit where they are (in the countryside) and what is happening (there’s a mountain biking competition). Talk about what the children can see. Where is Daisy? What things can you see in the countryside? Play the audio for children to listen and repeat the adjectives.
1 beautiful 2 modern 3 historical 4 frightening 5 expensive 6 famous 7 crowded 8 relaxing 9 dangerous 10 boring
© Copyright Oxford University Press
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Activity Book page 16
OPTION:
In a more confident class, make this a listening task by asking the children to take turns reading a sentence to their partner for them to listen and guess the adjective. They say ‘beep’ or ‘banana’ in place of the green space. EXTENSION:
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
children into pairs. They take turns describing the places and objects in the countryside spread on pages 16–17 using adjectives from the word bank for their partner to guess. Monitor, help and praise throughout. Remind the class that they are using It was or They were + the adjective to describe the singular and plural places and objects in the past.
Daisy’s question
• Point to Daisy’s question and read it aloud. Say There are a
•
lot of rivers and farms in my region. Ask the question around the class encouraging the children to talk about the countryside in their region in English. If you have more time use this as an opportunity to extend the question and ask the children to talk about other regions they have visited and what the countryside is like there. Encourage them to think about the similarities and differences.
• Point to the Star question and read it aloud. Say In my
town there are lots of crowded cafés and there’s a modern bridge. There are some beautiful parks and a toy shop. Ask the question around the class encouraging the children to use structures and vocabulary they have learnt in previous levels.
CULTURE NOTE: The countryside in the UK The countryside in the UK is a very important part of British culture. Only about 8% of the landscape is urban – that is, covered in houses, cities, towns, villages and roads. The rest is farmland and open countryside. The geography is also incredibly diverse, from dry and barren moors, to icy mountains, and rolling green hills. British people love spending time in the countryside; sightseeing, hiking along the extensive network of trails, barging along rivers and canals, mountain biking, surfing, sailing and skiing. There is a lot to see and do!
Classroom Presentation Tool (CPT) • See instructions for Snap on page 177.
the word search. They write the words below the correct picture.
1 expensive 2 beautiful 3 boring 4 relaxing 5 crowded 6 frightening 7 dangerous 8 historical 9 modern 10 famous
2 Cover and play Point and spell. Check with your friend.
• See notes on page 63.
3 Describe a place you went to last weekend. Ask and answer. Write sentences about where your friend went last weekend.
• Read the conversation in the speech bubbles and ask the •
•
class to say what the child did and what it was like. Review with the class how we use past simple verbs. Children think about where they were last weekend considering countryside / town vocabulary and adjectives. Put children into pairs to talk about their weekend, listen and record their partner’s answers. Children write 2–3 sentences about their friend. Remind them to use past simple verbs and to include adjectives. Check in pairs.
Extra
• Fast finishers write a description in 2–3 sentences about their favourite place in their notebooks.
Star question (optional)
Vocabulary practice: game
• Children look at the pictures and find the adjectives in ANSWERS
Ask children to look at the photos on pages 16–17 and say anything else they can name in English.
•
1 Look and find. Write the 10 adjectives.
Ending the lesson (optional)
• Play Odd one out to review the adjectives using positive / negative as categories (see Ideas bank page 182).
Lesson 2: Grammar and Communication Language Core: Comparative adjectives (affirmative and negative): The café is more modern than the castle. The park is less crowded than the village. The park is quieter than the town. Revised: Adjectives; brave, competition, winner; Past simple, was / were
Starting the lesson (optional)
• Play Wordsnake to revise the adjectives from Lesson 1 and any other adjectives the children know (see Ideas bank page 185).
Class Book page 17 1 Read and listen. Why were Mum and Dad happier in the park? w 1.27
• Point to the postcard and ask the class, What is it? (A
postcard) Who wrote it? (Daisy) Who is she writing to? (Her granny) What’s her granny called? (Betty)
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© Copyright Oxford University Press
• Tell the children to listen and read the postcard. Ask the
class what Daisy is telling her granny about (The mountain biking competition) Ask Why were Mum and Dad happier in the park? Feed back the answer from the class.
ANSWER
Because the park was less crowded than the village.
2 Read and learn. Say the sentences.
• Ask the class to read the postcard again and find any
•
• •
•
adjectives in it. Write these on the board. Tell the class that today they are going to look at comparative adjectives. If you write any on the board highlight these. Explain to the class that they already know how to make some comparative sentences using short and irregular adjectives. Elicit some affirmative sentences from the class using adjectives they know (big, small, sunny, etc.), e.g. Today is sunnier than yesterday. Refer the children to the All about grammar box. Remind the class how we create comparatives from regular adjectives and short adjectives ending in -y. Finally work through the examples of adjectives with two or more syllables and explain that for these we use more + adjective. The adjective doesn’t change. Then point out that we can make negative comparative adjectives using less + adjective. Finally, point out the irregular adjectives. Ask the children to find three examples in the postcard of comparative adjectives (The park was less crowded than the village, The winner was faster than everyone else, It was less expensive than the café). Point out that we can create comparative sentences in the present or in the past. Ask Is Daisy talking about the present or the past? (The past) Ask the children to say the sentences at the bottom of the table. Elicit some example sentences for each affirmative and negative comparative in the table as a class, or in pairs in a more confident class. Remind the children to use than.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Gap-fill on page 178.
Activity Book page 17 1 Listen and tick f. Listen again and complete. w 1.28
• Elicit the places in the pictures (castle, house, park, beach, •
theatre, hotel). Children listen to the audio and tick the correct picture according to what they hear. Read sentences 1–6 and encourage the class to predict the answers. Play the audio again, pausing after each sentence for children to write the correct comparative adjective to complete the sentence.
Transcript 1 2 3 4 5 6
The castle is more frightening than the house. The house is less frightening than the castle. The park is less crowded than the beach. The beach is more crowded than the park. The theatre is more historical than the hotel. The hotel less historical than the theatre.
ANSWERS
1 the castle 2 the park 3 the theatre 1 more frightening 2 less frightening 3 less crowded 4 more crowded 5 more historical 6 less historical
2 What are the grammar rules? Tick f.
OPTION:
In a more confident class, ask the children to create sentences about the place where they live or the scene on pages 16–17 using affirmative and negative comparative adjectives. Monitor, help and praise throughout.
• Tell children to look at the table and think about the • •
3 Play The park game.
• Point to the two different parks in the table and elicit what
•
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Encouraging children to speak using new language, in a controlled and fun way, allows them to internalise the meaning and use of the language. This makes the language more memorable and easier for children to recall and use in later lessons.
the pictures show (New Town Park: money, a modern statue, fountain, a crowd. Old Road Park: a historical monument, tree, playground, deckchair). Ask the class to think about what adjectives could be used to describe each park based on these pictures. Which is more modern? Which is more relaxing? Which is less crowded? Read the conversation in the speech bubbles. Tell the children they are going to play The park game. Put the children in to pairs. They take turns making comparative sentences for their partner to guess which park they are describing. Encourage them to use both affirmative and negative comparatives. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.
grammar they have just learned. Refer them to the column headings and ask them to think about whether the adjective is regular, has 2 syllables ending in -y, 2 or more syllables, or irregular. Children tick the appropriate box. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
dangerous – 2 syllable adjectives tidy – 2 syllable adjectives ending in -y fast – regular good – irregular
3 Write 6 sentences about Daisy’s town using more, less, +er or +ier.
• Children use the table to write sentences about Daisy’s town. Ask children to check in pairs.
POSSIBLE ANSWERS
1 The hotel is less famous than the museum. 2 The hotel is more modern than the museum / park. 3/4 The museum is more famous than the park / hotel. The museum is tidier than the park.
© Copyright Oxford University Press
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The museum is better than the hotel. The museum is quieter than the hotel. The museum is more crowded than the hotel / park. The museum is less quiet than the hotel. The museum is worse than the park. The museum is less modern than the hotel / park. 5/6 The park is more famous than the hotel. The park is quieter than the hotel / museum. The park is better than the hotel / museum. The park is less famous than the museum. The park is less tidy than the hotel / museum. The park is less modern than the hotel. The park is less crowded than the museum.
4 Speak and guess with your friend. Use Activity 3 to help you.
• Read the example in the speech bubbles. Children look at Activity 3 again and make statements about Daisy’s town using the information in the table. Their partner guesses which place it is. Monitor and help throughout.
OPTION:
Play as a team game for added enjoyment and to provide support for a less confident class.
All about grammar page 88 • Review with the class how we form affirmative and
•
negative comparative adjectives with a variety of adjectives, and when we use them. Clarify in the children’s own language if necessary. Refer children to the Look box to clarify the use of than, more and less. Children read the adjectives and write the affirmative and negative forms. Remind them to think about how many syllables each adjective has. Does it end in -y? Is it irregular? Check in pairs and feed back answers from the class.
ANSWERS
1 more relaxing 2 less relaxing 3 more boring 4 less boring 5 more modern 6 less modern 7 more beautiful 8 less beautiful 9 smaller 10 less small 11 friendlier 12 less friendly
2 Look and write.
• Children use the prompts to write complete sentences
using affirmative and negative comparatives. Remind them to think about if the objects they are comparing are singular or plural. Ask less confident children to work in pairs.
ANSWERS
1 2 3 4 5
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The pens are less expensive than the pencil case. The book is more frightening than the magazine. The pencil is less dangerous than the scissors. The earrings are more beautiful than the belt. The lion is bigger than the zebra.
Unit 2
• Ask children to think about two objects at home or at
school. They write two sentences comparing the objects using two different comparative adjectives.
Ending the lesson (optional)
• Play Descriptions using objects in the classroom and comparative adjectives (see Ideas bank page 184).
Further practice
Teacher’s Resource Material: Unit 2 Lesson 2 Reinforcement and Extension worksheets.
Lesson 3: Culture and Communication Language Core: How was your day out? It was a bit (boring). It was (great). It wasn’t very (exciting). Revised: Comparative adjectives; Free time activities; inside, outside, nature; Past simple, Other: coin, Denmark, geocaching, landscapes, someone else, treasure hunt
Starting the lesson (optional)
1 Write the + and - comparative form of the adjectives.
•
3 Compare 2 objects. Write.
• Play The park game from Lesson 2 again.
Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What places can you see?
• 1st viewing: Watch Daisy’s introduction to the culture film
and ask the children to tell you what the video is about (Exploring the countryside) Make some predictions as a class about the question What places will you see? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about geocaching. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note: Use the Culture and Communication worksheet with the video.
Transcript
Daisy I love exploring the countryside. It’s so much fun. There are so many different things to see and do. Let’s find out about some good places to explore. Culture film: There are great ways to explore the countryside. These children are exploring a forest. They’re looking for birds. Look! A bird’s nest! They are very quiet near the nest. They don’t want to frighten the bird or the chicks. They take photos of the birds they see. Treasure hunts are a fantastic outdoor activity, too. You can do a treasure hunt in a town or in the countryside. Look, these children are doing a treasure hunt in a town. They’ve got a clue. The clue says, find the bank next to the cake shop. What’s opposite the bank? There’s the bank.
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There’s a beautiful park opposite the bank. It’s less crowded than the street, but it’s also very big. Where’s the next clue? Look! There it is! It’s on the big tree. This clue says, find the river behind the big tree. Find the old, brown bridge over the river. So they have to find a historical bridge. Here’s a bridge but it’s more red than brown. They’re following the river to find the next bridge. It’s more relaxing here than in the town. Yes! They did it! There’s the old, brown bridge. I think they’ve found the last clue. It says … … Cross the bridge over the river. Turn left. Turn right. Then look in front of you. Ah! It’s the treasure. A dinosaur! Geocaching is a like a modern treasure hunt. You look at a website to find directions and a map. You follow the directions to find the treasure. You can use a GPS like these children … or you can use a smart phone. The treasure – ‘the cache’ – is in a box. Ooh look, a spotty plastic ring. You have to write a message in the book and put it back in the box. But you have to put something else in the box, too … And then put it back so other people can find it. You can go geocaching all over the world. Try it! ANSWERS
a forest, a town, a bank, a cake shop, a park, a tree, two bridges, a river
CULTURE NOTE: Outdoor activities the UK There are hundreds of exciting and interesting places to visit across the UK, including national parks and stately homes. There are medieval castles, Norman churches, pagan rock formations, such as Stonehenge, and Gothic cathedrals. Historical villages dot the countryside from the highlands of Scotland to the coastal areas of the south in Cornwall and Wales. These sites are protected and looked after by the government and volunteers. Many are free to visit and they have lots of fun activities to do at weekends or in the holidays. You can go on treasure hunts, fact finding quests and bird watching or bug collecting. You can see activities like falconry and jousting tournaments. You can do hut and raft building or go canoeing or rowing on the rivers.
Class Book page 18 2 Read and listen. Why is geocaching more modern than a treasure hunt? What does Clara find on the beach? w 1.29
• Point to the text messages and tell the class that Daisy is • •
messaging her friend Clara in Copenhagen, Denmark. Ask the children to look at the photos and say any words they know to describe them (Halloween, pumpkin, bat, hat, coin, etc.). Play the audio for children to listen and read. Ask the class what Clara and Daisy are talking about (Their weekend) What did Daisy do? (She went geocaching.) What did Clara do? (She went to look for things on the beach.) Did they have a good time? (Yes) Answer the two questions.
ANSWERS
Geocaching is more modern than a treasure hunt because you use the internet. Clara found an old coin.
3 Think about a weekend. Write notes.
• Refer children to the ideas in the box and check their •
understanding. Ask them to think about what they did on a fun weekend and what it was like. Tell the children to write sentences in their notebooks about what they did and what it was like and why. Monitor and help throughout.
OPTION:
Ask the children to read the text message again and find examples of phrases Clara and Daisy use to show that they enjoyed their weekend, e.g. It was great! I had the best day! Really interesting. COMPETENCES FOR 21ST CENTURY LEARNING:
Learning to learn Encouraging children to think about their own lives and what they enjoy, or don’t enjoy, helps them to personalise the language of the unit. This is a useful study skill and helps them develop as independent learners.
CPT / Class Book page 18 4 Watch. Discuss your day out. w 1.30
• Explain to the class that they are going to watch or listen •
to two children talking about their day out. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
Transcript
A How was your day out? B It was great. I went to the football stadium to watch a match. It was exciting. How was your day out? A It wasn’t very exciting. I went to the cinema to watch a film. It was a bit boring.
Language in action!
• Refer the class to the Language in action! box and read through the questions and answers.
• When children are using the language confidently, put
them into pairs. They take turns to ask, answer and talk about the weekend they wrote about in Activity 3. Refer them to the Language in action! box for support. Note: Language in action! introduces functional language and helps the children practice it in a meaningful, natural and communicative way. The Culture and Communication worksheet can be used for additional support.
Let’s compare culture
• Discuss the culture question in English, and in the
children’s own language if necessary. What places do you enjoy exploring in your region? Which place is more interesting than the park? What’s more fun than the beach? Do you like walking in the countryside?
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Activity Book page 18
Classroom Presentation Tool (CPT)
1 Read and complete the dialogue.
Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
• Talk about Lesson 3. Ask the class Who was Daisy
ANSWERS
1 quite 2 than 3 less 4 beautiful 5 historical 6 older 7 frightening
•
2 Think of a day out. Compete the mind map with adjectives to describe the day out.
•
• Children think of a day out and read and write adjectives
they could use to describe it in the mind map. Refer them to the Language in action! box for ideas. Remind them they can use positive and negative adjectives.
3 Complete the text. Use Activities 1 and 2 to help you.
• Children use their ideas from Activity 2 to complete the text. Refer them to Activity 1 for additional support and ideas.
Extra
• Fast finishers write sentences in their notebooks
comparing two days out in their region. Encourage children to write full sentences if they are able to.
Ending the lesson (optional)
• Play Match using the adjectives flashcards and describing places or objects (see Ideas bank page 184).
Further practice
Teacher’s Resource Material: Unit 2 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 4: Cross-curricular (Social Science) Language Core: continent, island, peninsula, plain, valley, waterfall; It’s … metres high / wide / long. Revised: mountain, river, valley, volcano, waterfall; Comparative adjectives; Superlative adjectives (regular) Other: cable car, European, landscapes, mountain ranges
Starting the lesson (optional)
• Play two-minute race to revise geographical features from •
82
previous levels (see Ideas bank page 185). Ask the class to name any countries they have been to. Then ask in English or the children’s own language if they have ever climbed a mountain, seen a waterfall, skied, etc.
Unit 2
messaging? (Clara) What were they talking about? (Outdoor activities at the weekend) Which website did they talk about at the end of their message? (‘European Landscapes’) Tell the children they are going to do a quiz from that website. Watch the slideshow pausing before the Quick quiz. Clarify the meaning of continent, plain, peninsula and island after you watch. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
The Earth contains seven continents. Europe is one of the smallest. Can you see your country on the map of Europe? A plain is a big area of flat land. The European plain goes from the Pyrenees in Spain to the Urals in Russia. A lot of food is grown on the European plain. In the mountains, there are often waterfalls and valleys. Are there any waterfalls and valleys in your region? A peninsula is an area of land with water on three sides. There are five big peninsulas in Europe. Do you live on a peninsula? Great Britain is the biggest island in Europe. This photo was taken by a satellite. What different landscapes can you see? Where do you think London is? Quick quiz! Question 1 How many continents are there? … There are seven continents. Question 2 Where is lots of food grown in Europe? … On the European plain. Question 3 How many peninsulas are there in Europe? … There are five big peninsulas. Question 4 What’s the biggest island in Europe? … Great Britain.
Class Book page 19 2 Read and listen. Where’s the highest mountain in Europe? w 1.31
• Play the audio for the children to follow the words in their books. Check understanding of the labelled words.
• Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
Transcript
See Class Book page 19 for transcript. ANSWER
Mount Elbrus in Russia.
3 Read again and answer.
• Read questions 1–6 and check the children understand •
the key words in the questions. Allow the children time to read the text again. Children write the answers in their notebooks. Ask them to check in pairs before you feed back as a class.
© Copyright Oxford University Press
ANSWERS
1 a continent 2 the biggest island in Europe 3 (the tallest) waterfalls (in Europe) 4 a peninsula 5 the European plain 6 mountains and valleys
Ending the lesson (optional)
• Play True or false? to review facts about the European landscape (see Ideas bank page 182).
Further practice
Teacher’s Resource Material: Unit 2 Cross-curricular worksheet.
COMPETENCES FOR 21ST CENTURY LEARNING:
Cultural awareness and expression Encouraging children to learn about the amazing world around them and the geographical features of different places helps them to understand and respect the natural world and the different people and animals that live in those places.
Lesson 5: Story and Vocabulary Language Core: confident, embarrassed, kind, nervous, selfish, shy Revised: Adjectives; Comparative adjectives; Possessive adjectives; Possessive pronouns; love + -ing, hot chocolate, mountains, valley; Present simple; Past simple Other: careful, humorous, mug, race, skier, ski trail, snowman; -ing and -ed adjectives
WEB SEARCH: Find out about landscapes in your country. Children use the internet to find out about landscapes in their own country and the amazing things they can see. Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research.
Starting the lesson (optional)
• Play Describe it to revise adjectives (see Ideas bank page 183).
Activity Book page 19
CPT, Classroom Resource Pack
1 Label the photos. ANSWERS
1 plain 2 peninsula 3 island 4 valley 5 waterfall 6 continent
2 Complete the table with the information from the map.
• Children look at the map to complete the information
about the largest and smallest mountain, waterfall and lake. They write the name and measurement in the table.
Vocabulary and grammar review and presentation: story animation 1 Watch.
• Tell the children they’re going to watch a story animation •
ANSWERS
Mountain (height) + Scafell Pike 978 m - Old Man of Coniston 803 m Waterfall (height) + Scale Force 52 m - Aira Force 22 m Lake (length) + Lake Windermere 18 km - Bassenthwaite Lake 6.4 m
Transcript
Daisy This is a humorous story about learning to ski. Can you ski? The story is set in a beautiful valley in the mountains. Let’s find out what happens. • See Class Book pages 20–21 for story transcript.
3 Complete the text. Use Activity 2 to help you.
• Children refer to the map in Activity 2 to complete the description about the Lake District. In a less confident class, ask children to work in pairs.
ANSWERS
1 Cumbria 2 Plain 3 Peninsula 4 Island 5 Scafell Pike 6 bigger / taller 7 Scale Force 8 taller 9 Lake Windermere 10 longer
4 Describe the landscape of your region.
• Bring a map of your region to class for support or
brainstorm ideas as a class. Ask children to use Activity 2 and 3 to help them write 4–5 sentences in their notebooks about the landscape in their region. Children may work in pairs.
Extra
• Fast finishers refer to their text in Activity 4 and draw and label a map of the region.
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (Learning to ski) With books closed, watch the story. Ask What happens in the story? (Ben and his sister Sophie are on holiday. Sophie can ski but Ben can’t. Sophie doesn’t help him. A famous skier, Holly, helps Ben learn to ski. Ben and his sister have a race. Ben wins! Sophie is angry, but Ben gives her a hot chocolate.)
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book pages 20–21 2 Read and listen. Find the adjectives in the story. w 1.32
• Point to the photo at the top of the page and ask What’s • •
the story about? (Learning to ski.) What type of story is it? (A humorous story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Where were Ben and Sophie on holiday? (In a beautiful valley in the mountains.) How did Ben feel? (Scared and bored) How did Sophie feel? (Excited) What did Ben make? (A snowman) Who helped Ben to ski? (Polly Snow – a famous skier) How long did it take for Ben
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• • •
to learn to ski? (Two days.) Ben asks Sophie for a race – How did they feel? (Both confident.) Who was faster? (Ben) Was Sophie careful? (No, she wasn’t.) What happened to Sophie? (She skiied into Ben’s snowman.) Who won the race? (Ben) What did Ben give Sophie? (A mug of hot chocolate.) How did Ben and Sophie feel at the end of the story? (Happy) Ask the children to look at the six words in the word bank on page 20. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
ANSWERS
selfish: frame 2 kind: frames 4, 8 confident: frame 5 shy: frame 3 nervous: frame 1 embarrassed: frame 7 ALL ABOUT VALUES: Winning isn’t the most important
thing. Remind the children of who has a race in the story. Who wins? How does he win? Who wants to win the most in the story? Does Sophie feel happy when Ben is good at skiing? How does he feel when he wins? How does Sophie feel? Does it matter who wins? Talk to the children in their own language about being a good winner and a good loser and why it’s important.
1 Read and complete Daisy and Peter’s review of the story.
• Children complete the review of the story using the words in the word bank.
ANSWERS
1 humorous story 2 nervous 3 selfish 4 shy 5 confident 6 embarrassed 7 kind
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• See notes on page 68.
3 How do you act when you win or lose? Circle Yes or No. Write.
• Ask children to think about the value the story focuses on •
•
and read the sentences. They circle yes or no as it applies to them. Refer children to the score ratings. Remind children it’s very important to be a good winner as well as a good loser. It shows support and kindness towards us and our friends. Children write what they think is most important when doing a sport.
Extra
3 Write the sentences in order.
• Children read the sentences and write them in the correct order of events in their notebooks. They read the story again to check their answers.
• Fast finishers imagine what happens next in the story.
They write sentences in their notebooks using the present simple. Ask the children to share their ideas with the class.
Ending the lesson (optional)
ANSWERS
1 2 3 4 5 6
Activity Book page 20
Ben was nervous. Sophie was selfish. Polly was kind and helped Ben to learn to ski. Ben was faster than Sophie. Sophie was very embarrassed. Ben was kind and got a hot chocolate for Sophie.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Ordering information and summarising a story are tasks that will develop children’s reading comprehension skills. These are skills they will need to employ in exams and which will help to develop their writing skills.
4 Listen to Daisy and her friends. What did you think about the story? w 1.33 See notes on page 68.
WEB SEARCH: What’s the name of the tallest mountain in your country? Find out some facts about it. Children use the internet to find out the name of the tallest mountain in your country and some interesting facts.
• Play Mime the sentence using ideas from the story (see Ideas bank page 187).
Further practice
Teacher’s Resource Material: Unit 2 Story playscript worksheet. Unit 2 Word Skills worksheet.
Lesson 6: Story, Grammar and Communication Language Core: Superlative adjectives (affirmative and negative): It was the most beautiful valley in the mountains. He skied on the easiest part of the mountain. He’s the best skier. Holly is the least nervous character. Revised: Adjectives; Superlatives with short adjectives and irregular superlatives
Starting the lesson (optional)
• Play Noughts and crosses to review adjectives (see Ideas bank page 181).
CPT, Classroom Resource Pack Story review and grammar presentation w 1.32
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Picture reveal on page 177. 84
Unit 2
• Ask the children what they remember from the story:
Who’s in the story? Where are Ben and Sophie on holiday? Can Ben and Sophie ski? How does Ben feel at the start of the story? Who teaches Ben to ski? Who wins the race? How does
© Copyright Oxford University Press
•
Sophie feel when her brother beats her? How does she feel when he gives her a hot chocolate? Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
Class Book page 22 1 Read and say. Find the answers in the story.
• Tell the class these are four sentences from the story.
There are words missing in each. Ask the children to read the story on pages 20–21 again and find the missing words. Feed back as a class.
ANSWERS
1 most beautiful 2 most difficult 3 least crowded / the easiest 4 most exciting
2 Beat the clock. How many sentences can you say in 3 minutes?
• Ask the class what type of words the missing words in the •
• •
•
• •
sentences are (superlative adjectives). Refer the children to the Review box and elicit some examples of superlatives with short or irregular adjectives. Write 5–6 on the board (e.g. shortest, biggest, happiest, best, worst, etc.). Explain that today they will learn how to make superlatives with long adjectives of two syllables or more. They will also make negative superlative adjectives. Look at the All about grammar box as a class. Review when we use superlative adjectives – to compare one person or thing to other things or people, e.g. He’s the most confident person I know. Point out to the class the affirmative superlative adjectives. With adjectives of two or more syllables we use the most. Point out that we use the least with all types of adjectives to form a negative. Elicit some example sentences for each affirmative and negative superlative in the table as a class. Remind the children to use the. Put the children into pairs. Ask them to say as many sentences as they can in three minutes using the grammar box for support. Set a timer on the IWB, smart phone or class clock. Monitor, help and praise throughout. Feed back some sentences from pairs.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Building on what children already know provides important scaffolding for learning. Teaching new language along with language the children have already seen helps to provide context and understanding of the use of grammar.
3 Read, ask and answer.
• Refer the class to the table and read the names of the
story characters and the adjectives used to describe them. The ticks define how much each character defines that trait.
• Read the speech bubbles as a class. Put children into
pairs. They ask and answer questions using superlative adjectives. Monitor, help and praise throughout.
OPTION:
In a less confident class, go through each adjective in the table and elicit the correct affirmative and negative superlative before children ask and answer in pairs.
4 Describe a character from your favourite book or film. Tell your friend.
• Ask children to think about a character from a favourite •
book or film. Brainstorm a few ideas and write them on the board. Point to the child speaking at the bottom of the page and read the speech bubble. Put children into pairs to tell their partner their favourite book or film and a character from it. Remind them to include the character’s name, which book or film they are from and to describe their personality using superlatives. Monitor, help and praise throughout.
Star question (optional)
• Ask the children to recall what their partner told them
about the character from their favourite book or film. They write sentences in their notebooks. Ask them to check with their partner if they remembered correctly.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 176.
Activity Book page 21 1 Write T (true) or F (false). Read the story again to check.
• Ask children to read the sentences and write T or F next to them. Children read the story again to check their answers, then check in pairs.
ANSWERS
1 F 2 T 3 T 4 F 5 F 6 T
2 Read and circle the mistakes. Write the correct sentences.
• Children read each sentence and circle the mistake. They write the correct sentence in the space provided.
ANSWERS
1 (than) At the beginning, Ben is the least confident skier. 2 (confidentiest) At the end, Ben is the most confident skier. 3 (most fast) The fastest skier has to buy mugs of hot chocolate. 4 (embarrassest) At the end of the race, Sophie is the most embarrassed skier. 5 (famousiest) Polly Snow is the most famous skier. 6 (most kind) At the café, Ben is the kindest brother.
3 Write about your favourite sportsperson. Use superlative adjectives.
• Children think about who their favourite sportsperson is.
They write about him or her using the superlative form of
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some of the adjectives in the word bank. Remind them to use both affirmative and negative sentences.
Starting the lesson (optional)
• Play My little brother to review superlative adjectives (see Ideas bank page 184).
OPTION:
Invite individuals to present their sportsperson to the class. They can find a picture of them to accompany their text.
All about grammar
• Tell the class that Daisy and Peter are going to introduce
• Review how and when we use affirmative and negative
superlative adjectives. Clarify in the children’s own language if necessary. Children read the adjectives and write the affirmative and negative superlative forms. Remind them to think about how many syllables each adjective has. Does it end in -y? Is it irregular? Check in pairs and feed back answers from the class.
ANSWERS
1 most expensive 2 least expensive 3 most famous 4 least famous 5 heaviest 6 least heavy 7 bravest 8 least brave 9 most dangerous 10 least dangerous 11 most selfish 12 least selfish
2 Order the words and write sentences. Match to the pictures.
• Children order the words to make sentences using
superlative adjectives. They match sentences 1–5 to the correct picture a–e. Check in pairs. Feed back ideas from the class.
ANSWERS
1 2 3 4
1 Watch.
a song today. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about mountain biking.).
page 89
1 Write the + and - superlative form of the adjectives.
•
Classroom Presentation Tool (CPT)
The least confident person in the band is Steve. c The most famous person in the band is Lucy. a The least tidy person is Jim. d The worst dancer is Penny. b
3 Write about your favourite band. Use superlative adjectives.
• Children think about their favourite band and write
Transcript
Peter Hey, Daisy! I’ve got the best new song for your vlog. Daisy Fantastic! Hello, everyone. What’s your new song about, Peter? Peter Today’s song is about mountain biking. I think that mountain biking is the most exciting sport. Daisy Me, too. But is your song the most exciting song, Peter? Peter Of course it is! Daisy Listen to this.
Class Book page 23 2 Read the song. What’s the most beautiful place to be? Listen and check. w 1.34
• Ask the class to read the song silently and find out what
•
ANSWER
The mountain biking park / the countryside.
3 Sing. Do you like the song? Use these words. w 1.34
• See notes on page 71.
4 Listen and repeat. w 1.35
• Refer children to the pronunciation box. Point to the
sentences about each band member using superlative adjectives. Refer them to the sentences in Activity 2 for support. In a less confident class, do this as a class and choose a band you can talk about together.
Ending the lesson (optional)
• Play Bingo! to review superlatives (see Ideas bank page 184). Further practice Teacher’s Resource Material: Unit 2 Lesson 6 Reinforcement and Extension worksheets.
Language Revised: Adjectives; Comparative and Superlative adjectives (affirmative and negative); Free time activities; Core sounds: /z/ was, Zack, Zoe, zoo /s/ castle, centre, city, historical, most, place, Saturday, ski /ks/ exciting, expensive, relaxing 86
Unit 2
• • •
Lesson 7: Song and Skills
the most beautiful place to be is. Children write their answer in their notebooks. Ask them to compare their answer with a partner. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
three phonemes and say them. Write them on the board and drill the sounds with the class. Focus on the change in position of your mouth: /z/ the tongue reverberates against the teeth. /s/ is softer as air passes through the teeth and /ks/ combines the /k/ at the back of your throat with the soft /s/. Play the audio for the children to listen and repeat the words. Ask the class to look at the words and tell you which sounds have different spellings (/z/ can be spelt with the letters z and s; /s/ can be spelt with the letters s and c). Play the audio for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Raising awareness of different phonetic sounds and differences in spelling helps children develop their pronunciation as well as their listening and writing skills.
© Copyright Oxford University Press
5 Listen and repeat the tongue twister. w 1.36
• Play the audio for the children to listen and read the •
tongue twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
Exam practice AB pages 99–100 6 Work in pairs. Complete your speaking cards. Play.
• Show the class the cut-out card and tell them to turn •
•
to pages 99–100 in their Activity Books and cut out the bottom card for Unit 2 along the dashed lines. Put children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information. A and B take turns asking questions about Town A or Town B. They add a tick or a cross in the table. They then use the information in their table to say superlative sentences about the towns. Finally they read and complete the sentences about each of their towns and read them to each other. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.
OPTION:
This activity can also be done using comparative adjectives.
• Encourage the children to say the tongue twister to their family.
Classroom Presentation Tool (CPT) • See instructions for Phonics matching on page 178.
Activity Book page 22 1 Read and order the lines. Listen and check. w 1.34
• Play the song for the children to listen and sing. • The children read the lines of the song and number them in the correct order. Play the song for children to listen and check.
Than other kinds of cycling. It’s never boring. I love mountain biking. It’s more exciting
6 5 8 7
Than activities like climbing. It’s less frightening Than activities like abseiling. And it’s more relaxing
2 Listen to the tongue twister and underline the /z/ sounds, circle the /s/ sounds and draw a box around the /ks/ sounds. w 1.36
• Play the audio for children to listen to the tongue twister
•
again. They underline the words with the /z/ sound, circle the words with the /s/ sound and draw a box around the words with a /ks/ sound. In a less confident class, pause the tongue twister after each line to give children time to think about the sounds.
ANSWERS
/z/ sounds: Zoe, Zack, was, zoo /s/ sounds: Saturday, historical, castle, most, place, city, ski, centre /ks/ sounds: exciting, relaxing
3 Write more words with the /z/, /s/ and the /ks/ sounds.
• Ask children to think of and write more words with these
sounds in the columns. Remind children /s/ can be spelt s or c and /z/ can be spelt with z and s. They may use their Class Book for ideas.
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play What’s the word? to review the pronunciation of the
unit vocabulary and key sounds (see Ideas bank page 187).
Pronunciation: game
ANSWERS
14 Because it’s less dangerous 16 Or other adventures. 13 So don’t be nervous. 15 Than swimming in deep rivers
Extra
English at home
4 2 1 3
11 It’s the most beautiful place to be. 12 Get on your bike! Let’s go for a ride! 9 Let’s go to the mountain biking park 10 In the middle of the countryside.
ASSESSMENT OPPORTUNITIES:
The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Further practice
Karaoke version of song available.
Lesson 8: Language review and Communication Language Core: Excuse me, what’s the film at (seven o’clock) like? It’s … ; adventure film, horror film, true story, U, PG, 12 Revised: Adjectives; Geographical features; Comparative and superlative adjectives Other: age rating, a little, a lot
Starting the lesson (optional)
• Play The first letter to review the unit vocabulary (see Ideas bank page 183).
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Class Book page 24
ANSWERS
1 Listen to Daisy and her friends. Which 6 adjectives are mentioned? w 1.37
• Ask the children to read the words in the word bank. Tell
•
them they will listen to a conversation between Daisy, Peter and Zoe who mention six of the adjectives. Ask the class to predict which six words they think they will hear. Play the audio for the children to listen and write the adjectives they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Daisy Hi Peter! Peter Hello, Daisy. How was your day? Daisy It was great! I had fun mountain biking in the countryside. It was really exciting! It was more exciting than going to the skate park. Peter Wow! Was it frightening? Daisy A little bit. The forest path was more difficult than the valley path. Zoe Was it crowded? Daisy The village was crowded. It was less crowded in the forest than in the village. Zoe Who did you go with? Daisy I went with Mum and Dad. They waited in the park because the park was more relaxing than the café in the village. Peter: It is a beautiful village. I think our town is less beautiful than the village. Daisy: Yes, let’s go together one day. Zoe: Good idea! ANSWERS
exciting, frightening, difficult, crowded, relaxing, beautiful
2 Listen again. Read and choose. w 1.37
1 2 3 4 5 6
COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Encouraging children to record new vocabulary or grammar structures using opposites is a useful study skill. It helps to give the language meaning and improves recall in later lessons.
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 84.
• The children watch the role-play. Ask Where are they? What does he want to know? (At the cinema. What the film is like) Demonstrate the role-play with a confident child.
Transcript
Daisy Excuse me, what’s the film at seven o’clock like? Box office attendant It’s a true story. Daisy Is it interesting? Box office attendant Yes, it is. Daisy What age rating is it? Box office attendant It’s a U rating. Daisy It sounds great. Thanks!
Class Book page 84 Conversation card 2
• Tell the children to turn to page 84 in their Class Book and
• Ask the class to read the sentences. • Play the audio for the children to listen again. They
choose the correct word more or less and write it in their notebooks. Check in pairs before feeding back.
ANSWERS
•
1 more 2 more 3 less 4 more 5 less OPTION:
Ask children to guess the answers before they listen again.
3 Look and say.
• Point to the children in the pictures and ask the class to •
say the adjectives that describe them. Read the example sentences. Put children into pairs. One child says a sentence about a person for their partner to guess which picture it is.
4 Read and say the opposite. Use superlative adjectives.
• In pairs, children take turns to read the sentences and say the opposite using a superlative. In a less confident class, ask children to write answers in their notebooks before they speak.
She’s the most kind. He’s the least nervous. He’s the least selfish. She’s the most beautiful. She’s the least famous. It’s the most expensive.
• •
look at Conversation card 2. Read the aims together as a class and point out the language they will need for the role-play. Information on film ratings in in the box at the bottom of page 84. Follow the instructions on the page: 1 Read the language tip as a class and remind the children to be polite. Put children into pairs. They take turns asking for information as a customer and giving answers as an assistant. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.
Let’s compare culture
• Read the statement again. Discuss with the class what
films they are allowed to watch at home. Is it the same or different to children in the UK?
Class Book page 24 Star question (optional)
• Children write sentences in their notebooks about their
favourite film and why they like it using comparative and superlative adjectives.
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Unit 2
© Copyright Oxford University Press
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Three in a row on page 178.
Activity Book page 23 1 Read and write the comparative adjectives. ANSWERS
1 2 3 4 5 6
less shy than more nervous than less confident than tidier than happier than kinder than
ANSWERS
2 Write sentences using superlative adjectives. Use the table in Activity 1 to help you. ANSWERS
1 2 3 4 5 6
The least tidy person is Daisy. The most nervous person is Zoe. The least confident person is Peter. The tidiest person is Zoe. The least happy person is Zoe. The kindest person is Zoe.
1 2 3 4 5
• Play Sharkman to review language from the unit (see Ideas bank page 184).
ASSESSMENT OPPORTUNITIES:
• Remind the children that we use than with comparative
adjectives and the before superlative adjectives. Ask children to read the sentences carefully to decide which adjectives form to use. They complete the sentences using their own ideas. Children check in pairs before feeding back as a class. Discuss as a class the different answers children have.
The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 9: Think, do and review: My project Language Revised: Adjectives; Geographical features; Sports; Comparative and superlative adjectives Other: accommodation, advert, campsite, caravan park, contact information, fort, map, slogan, title, trails, tourist information office
4 Listen and write. There is one example. w 1.38
• Read the information before listening and elicit what
information is being asked for. Point out the example answer. Ask children about Lego Batman. Who was in it? What was it about? What was it like? • The class listen and complete the missing information. Pause the audio after each section. Note: This activity provides practice in a listening exam style task.
Transcript
Where: Cinema at the shopping centre When: Half past two / 2.30 pm Price for children: £6 / six pounds Favourite character: Robin Description of film: exciting and funny
Ending the lesson (optional)
3 Write your opinions about your town. Use superlative adjectives or comparative adjectives.
•
3 Adult How much did it cost? Peter My ticket was £6. My dad’s ticket was more expensive than my ticket. It was £9. Adult That’s very expensive! 4 Adult Who was your favourite character? Peter I liked Robin. Adult Do you spell that R-O-B-Y-N? Peter No, you don’t. We spell it R-O-B-I-N. 5 Adult Why did you like Robin? Peter At the start of the film he was the most boring and least confident character, but by the end I think he was the most exciting. Adult It sounds great! Peter Yes, it was. It was exciting and funny.
Adult Hello, Peter. What did you do last weekend? Peter I went to the cinema. Adult What did you watch? Peter Lego Batman. Narrator Can you see the answer? Now listen and write. 1 Adult Where did you watch the film? Peter We watched it in the cinema at the shopping centre. Adult Oh, yes, it’s new, isn’t it? Peter Yes, it’s more modern than the one in town. 2 Adult What time was the film? Peter We wanted to watch the film at lunchtime, but it was too crowded. It was less crowded at half past two than at lunchtime, so we watched it then. Adult Was it more relaxing in the afternoon than at lunchtime? Peter Yes, it was.
Starting the lesson (optional) w 1.34
• Sing the song from Lesson 7 again.
Class Book page 25 1 Listen to Daisy and her friends. Which 4 places do they mention? w 1.39
• Explain to the class that today they’re going to look at • • •
Daisy’s latest project. Read Daisy’s speech bubble at the top of the page. Ask the children to read the words in the word bank. Tell them they will listen to a conversation between Daisy, Peter and Zoe who mention four of the places. Play the audio for the children to listen and write the places they hear mentioned in their notebooks. Play the audio again, pausing after each place is mentioned. The children tick their answers.
© Copyright Oxford University Press
Unit 2
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Transcript
Peter Hi, Zoe. Are you writing your holiday advert? Zoe Yes, I am. It’s going to be the best advert! Peter Oh yes? I think mine will be better. My holiday advert is for historical holidays in Scotland.
Zoe A historical holiday sounds a bit boring. Peter No, it isn’t. It’s more exciting than a holiday with just beaches. You can visit the most frightening old castles in Scotland. Daisy I think I’m a bit too nervous for that holiday! Zoe I’m writing about a holiday in London. Daisy I think London is the most expensive place to go on holiday. The hotels are more expensive in London than any other city. Zoe Yes, but it’s the most exciting place, too. You can see famous places and people! You can visit historical palaces. I think it’s the best. Daisy Hmm, I think London is more crowded than any other city in the UK. I think my advert is going to be the best. Zoe You’re very confident! Why? Daisy Because my holiday advert is for Snowdonia in Wales. I think it’s the most beautiful, exciting, historical and interesting place in the whole of the UK!
4 Prepare your project. Then write your project. AB pages 24–25
• See Activity Book notes below. English at home
• After the children have completed their project, they may take them home to show and tell to their family.
Activity Book pages 24–25 1 Write an adjective for each place.
• Tell children they will prepare for their project. Point to the table and tell the children to think and write adjectives for each place describing that place in their region. Children may work in pairs.
2 Read the project checklist and tick f for you. Learn to learn.
• See notes on page 75.
3 Read the research questions. Research and write the answers.
• Tell children to think of places they would like to include
ANSWERS
beaches, castles, hotels, palaces
2 Read Daisy’s advert. Listen and answer True, False or Doesn’t say. w 1.40
•
• Ask children if they read adverts about holidays, and
•
•
where we find them (in newspapers and magazines, online, in emails, in brochures). What information is usually included? Is it important for an advert to be interesting or exciting? Take ideas in English or in the children’s own language. Tell the class to read Daisy’s advert and see if the information she included is the same as they mentioned. Check understanding of the key words highlighted and ask questions (Does it include different types of holidays? Are they in different places? Does it include the price? etc.). Tell the class to read statements 1–3. They read and listen to Daisy’s advert again and answer True, False or Doesn’t say. Check in pairs before feeding back as a class.
ANSWERS
4 Read the tips and write your project.
• See notes on page 75.
5 Check and revise your work. Check and revise with your friend. Learn to learn. 6 Present your project.
3 Ask and answer.
• Put the children into pairs. They ask and answers the
questions about Daisy’s project. Remind the class of the expressions of opinion they already know and to use comparatives and superlatives to answer.
• See notes on page 75.
Ending the lesson (optional)
• Congratulate the children on being such good learners •
OPTION:
You might like to discuss the answers to the questions as a class. Alternatively, use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups.
Learn to learn
• Refer the children to the Learn to learn box. Ask them to
find the expressions used in Daisy’s project. Encourage children to use similar expressions in the project they are going to write.
Unit 2
COMPETENCES FOR 21ST CENTURY LEARNING: Autonomy and personal initiative Providing children with questions to support their research will help them work independently to find information and write an interesting and engaging text. This develops their ability to find information for themselves and work autonomously.
• See notes on page 75.
1 True 2 Doesn’t say 3 False
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in their holiday advert about their region. They answer the questions and use the answers to help with their research. Look at Daisy’s tip. Remind the class to include some or all of these things and to use comparative and superlative adjectives to make it sound more interesting and exciting. Remind them to create a slogan for their advert.
and for thinking about other people. Play a game of the class’s choice (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit 2 test and Term test 1. See the Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
© Copyright Oxford University Press
© Copyright Oxford University Press
Unit 2
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Review 1 Call the H Team: A recycling
problem!
Learning outcomes
• Play the story audio again. Check comprehension: Picture 1:
What is Theo thinking about? (His science project) What doesn’t he want the girl to do? (Throw her laptop in the bin) Picture 2: What are the H-Team doing when they get the call? (Discuss the activities of each member) Picture 3: Who calls the H Team? (Theo) Why does he call them? (He’s worried about the planet. People throw away technology and it causes pollution.) Picture 5: What do the H Team do to help people see the problem? (They talk to news reporters who write about it.) Picture 5: What does Josie do? (She repairs old technology.) Why will Josie need more volunteers to help? (Because of the new article, more people will be recycling their technology tomorrow.) Picture 6: What do the people bring? (Their old computers and technology) Picture 7: Why is Theo sad? (He’s happy about the recycling, but he forgot to do his homework.) Pictures 8 and 9: What was Bonnie’s idea? (Theo can do his project in space!) What does Josie do? (She builds a spaceship for Theo.) How does Theo feel? (He’s excited.) Picture 10: What is his project about? (How beautiful the Earth is and how we can keep it safe and clean by recycling.) Pictures 11 and 12: Does Theo’s project change people’s minds? (Yes) Picture13: What happens to Theo? (His project makes him famous.)
To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work independently and follow instructions to make a poster for the play
Language Core review language: Language from Starter and Units 1 and 2 Other: bin, cause pollution, Everyone needs to help., I care!, I’d love to do that., It’s broken., news reporters, Nobody cares about the planet., Read all about it!, shouldn’t throw, shocking, volunteers, Well done!, What’s the matter?
Competences for 21st century learning: Cultural awareness and expression Social and civic competence Note: It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 1 test.
Lesson 1 Starting the lesson (optional)
• Play Match to review the vocabulary from the Starter unit and Units 1–2 (see Ideas bank page 184).
2 Read the story again and write True or False. Correct the false sentences.
• Ask the children to read the sentences and think about •
Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: A recycling problem!
• Tell the class that they are going to read a story about
•
a group of friends in the H Team. Ask the class if the remember the characters from Level 5 and what they do (Bonnie, Scott, Camilla and Owen. They are a team of super hero kids who receive a message on their watches when people need their help. They work together to help solve problems.) Ask What does Bonnie / Scott / Camilla / Owen look like? Read the title of the story and ask What do you think will happen in the story? Take all ideas. Choose the ‘Listen only’ option in the Review 1 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the characters and the story.
Class Book pages 26–27 1 Read and listen. w 1.41
• Tell children to look at the pictures and say the names of
92
their answers. Tell the children to focus on the content words of each sentence to help them find the answer. The children read the story again and write True or False in their notebooks. The children check their answers in pairs before feeding back as a class.
ANSWERS
1 2 3 4 5 6
False: A girl throws Theo’s old laptop in the bin. her True True False: Theo doesn’t want to do his homework. forgot True True
3 Prepare your project. Do your project. AB pages 26–27
• Tell the class they are going to plan, prepare and practise a •
play about Call the H Team: A recycling problem! See Activity Book notes below.
4 Rate your project. AB page 27
• See Activity Book notes below.
Classroom Presentation Tool (CPT) Review game
• See instructions for Picture race on page 179.
the members of the H Team, the activities, technology Activity Book page 26 objects and science fiction words they can see. Note: The review projects provide an opportunity for • Play the story audio for children to read and follow in their children to work collaboratively to fulfil a task with a Class Books. © Copyright Oxford University Press Review 1
communicative outcome, whilst revising language learnt over the term. They also provide the opportunity for the teacher to evaluate the Competences for 21st century learning.
Plan 1 Plan your play. Decide who’s going to do each part. Some pupils can be the chorus. Some pupils can be volunteers who don’t speak.
• Put children into groups of 12–15 and seat them •
•
together so they can communicate. Consider abilities and friendship groups when deciding on the groups. Ask the groups to look at the cast list and work together to decide which role each child will play. A confident child with good communication skills should be the director. Children write their names in the cast list. Ask the groups to give themselves a name, and plan the props and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.
2 Talk about these things with your group. Make notes. SUGGESTED ANSWERS
• The children can use the Story playscript worksheet to say / practice their lines.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Acting out the story allows children to express themselves artistically. The vocabulary and grammar of the previous units is activated more easily in the context of the story, making it fun and memorable.
2 Practise the songs from Starter Unit, Unit 1 and Unit 2. w 1.02 1.18 1.34
• Sing the songs from the Starter Unit, Units 1 and 2, with or without the audio.
Ending the lesson (optional)
• Play a game of the children’s choice to review the
language from the Starter Unit and Units 1–2 (see Ideas bank pages 181–187).
Further practice
Teacher’s Resource Material: Review 1 Story playscript worksheet.
Lesson 2 Language
2 a laptop, other technology, watches, a newspaper, a bin, a recycling sign, a cardboard box for a spaceship, a globe, etc. 3 a phone ringing, a spaceship flying, etc.
Prepare 1 Understand the story. Answer the question.
• Ask the children to think about why it isn’t a good idea to
throw away technology. Refer them to the story to answer the question.
SUGGESTED ANSWERS
Thrown away technology pollutes the earth and water as the parts get old and leak. The materials are not biodegradable. It’s much better to fix technology to use it as long as we can and recycle it by making the old parts into new things, etc.
2 Understand your part in the play. Work in groups. Talk about these things.
• Ask the children to refer to the Prepare section and answer the questions about the part they will play in the play. The children can complete who plays each part on the Story playscript worksheet.
SUGGESTED ANSWERS
1 Words to describe characters: kind, selfish, shy, confident, friendly, kind, clever, strong, young, old, tall, short, pretty, funny, sporty (and other adjectives) 2 Suggested feelings: angry, sad, happy, excited, etc.
Practise 1 Practise the play. Listen to the director. Try to remember your lines.
• Ask the director to consider each scene (Where the •
children stand, how they speak and interact, etc.). Ask the children to think about how they act as their character (How do they feel at that time? etc.).
Core review language: Starter, Units 1 and 2 language Material: a piece of A4 or A3 paper, paint or coloured pens, a pencil, scissors
Starting the lesson (optional)
• Play Mime the sentence to review the vocabulary from the story (see Ideas bank page 187).
Classroom Presentation Tool (CPT) Review game
• See instructions for Basketball on page 179. Story review w 1.41
• Ask the children what they remember from the story: Who •
was in the story? What problem did they have to solve? How did they solve it? How did the people feel in the end? Watch (or listen to) the story again to confirm answers.
Activity Book page 27 Make. Follow the instructions to make a poster. 1 Plan your poster in pairs. Complete the mind map.
• Tell children they are going to make a poster for their play. • Put children into pairs and ask them to look at the mind •
map on the page and read the information that is labelled. Ask them to think about each point and decide what information they need to include for their poster.
2 Design the poster in your notebook.
• Children write and draw a design of the poster in their
notebook. Each child in each pair can design their own poster and then they choose ideas from both for the final poster. Help and praise throughout.
© Copyright Oxford University Press
Review 1
93
3 Check your spelling.
• Remind children to check their work and their spelling.
They can use their Class Book for support. Pairs can check each other’s work.
4 Make your poster.
• Hand out paper for the poster to pairs. Children create their final poster for display.
5 Put the posters on the walls around your school.
• If you are able to, decide on a time and place when you
•
can perform your play to the rest of the school before you design your posters. Invite other classes to come and watch. Display the posters around the school to advertise the performance. Alternatively, display the posters around the classroom.
Perform the play and rate it! 1 Perform your play and sing your songs. Enjoy acting. It’s fun!
• Ask each group to perform their play and sing one of the songs from the Starter Unit, Unit 1 and Unit 2. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Ask the children who are watching to respect one another’s performance, listen and clap at the end.
2 Watch all the plays. Tick f or cross g.
• Refer to the table and read the examples listed in the first • •
column. Ask children to write three things they like about each group’s play. Brainstorm ideas if necessary. Ask the class to tell each group what they liked for positive feedback. Congratulate the class on performing so well and finishing a group project.
COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Working together to perform a play and giving and receiving positive feedback are all important skills that help children participate effectively inside and outside of the classroom and develop respect for themselves and others.
Ending the lesson (optional)
• Play a game of the children’s choice to review the
language from the Starter Unit and Units 1–2 (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
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Review 1
© Copyright Oxford University Press
Unit 3 At the train station Lesson 1: Vocabulary
Transcript
Language Core: departures board, entrance, escalator, exit, lift, platform, stairs, ticket office, timetables, waiting room Revised: Places around town; Prepositions: next to, under Other: above, train station; Where’s the (ticket office)? It’s …
Starting the lesson (optional)
• Play Ladders to review places around town the children
•
•
already know, e.g. hotel, bus station, museum, post office, hospital, shopping centre, school, etc. (see Ideas bank page 184). Talk about travelling in the children’s own language and English. Ask the children how they travel in their town. Ask How do you travel to other places in your region or to other countries? What type of transport do you like best? Why? Where do you catch a bus / train / aeroplane? What can you do and see at those places? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Resource Pack
OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Listen and say. w 2.02
• Tell the class they will hear people talking at the station. They should listen for the station words and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Transcript
Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Where is Daisy going? (To the city / station) What time is her train? (At 14.35) Who is she going to meet? (Zoe and Peter) Are they late? (Yes, they have to go quickly.)
Transcript
Daisy Hi! I’m going to go to the city today. Mum, can you take me to the station, please? Mum Yes, of course. What time is your train? Daisy It’s the 14.35 train, but I’m going to meet Zoe and Peter at quarter past two. Mum What time is it now? Daisy Erm, it’s ten past two. Mum Well come on – let’s go! We need to move fast. Daisy Bye!
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
1 Attention please. The next train to London is on platform 2. … Nine. 2 Please check the timetables. … Four. 3 You can wait for your train in the waiting room. … Five. 4 Please buy your tickets from the ticket office before you get on the train. … Seven. 5 Please use the lift if you have big bags. … Three. 6 There are taxis near the entrance. … Eight. 7 Please check the departures board for train times. … Six. 8 There’s a bus stop next to the exit. …Ten. 9 Please use the stairs to get to the bridge. … Two. 10 Please don’t run on the escalator. … One. OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks. Play a guessing game in pairs. Pupils take turns to say a number for their partner to say the word and / or point at the word in the word bank.
4 Read and say.
• Check comprehension of any new or difficult words.
Class Book page 28 2 Listen and repeat. w 2.01
• Focus the children on the scene showing the train station
•
1 platform 2 departures board 3 ticket office 4 lift 5 timetables 6 waiting room 7 entrance 8 exit 9 stairs 10 escalator
on the Class Book pages and talk about what the children can see. Where is Daisy? Who can you see? What things can you see at the station? Play the audio for children to listen and repeat.
Children read sentences 1–10 and say which place in the train station is being described. Do this as a class or in pairs.
ANSWERS
1 waiting room 2 departures board 3 stairs 4 lift 5 entrance 6 timetables 7 ticket office 8 platform 9 exit 10 escalator
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Unit 3
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OPTION:
CULTURE NOTE: Train travel in the UK
In a more confident class, make this a memory task. In pairs, one child looks at the scene for one minute. After one minute, that child closes their book. Their partner reads the statements for them to remember where the places were. They change roles or partners.
The steam engine was invented in Britain in the 19th century during the industrial revolution. There are still many steam trains running across the country, taking visitors on short pleasure trips. Trains today are faster and more modern, but the train stations they travel to are often very old and beautiful. The longest platform at a train station is 600 metres long and the longest railway tunnel in Britain is the Severn tunnel which runs between Wales and England. It’s 7 km long. The Eurostar train leaves London and in under two hours later you can be in Paris, France.
EXTENSION:
Ask children to look at the photos on pages 28–29 and say anything else they can name in English. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Recycling language from previous levels helps children consolidate their learning. It also allows them to give meaning to the new language, memorise it and produce it more it easily.
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
•
children into pairs. They take turns saying what they want to do and asking where a place is for their partner to answer using prepositions. Monitor, help and praise throughout. Remind the class that we use Where’s the … ? to talk about singular places and Where are the … ? to talk about plural places. Elicit which of the new words are plural (stairs, timetables).
OPTION:
In a less confident class, before putting the children into pairs, elicit some ideas about what you do or use each place for and write them on the board to provide additional support.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Conveyor belt on page 176.
Activity Book page 28 1 Look and complete the crossword. When does the train leave? Write the hidden word.
• Children look at the pictures and write the words in the
puzzle next to the corresponding number. The letters in orange answer when the next train leaves. Children write it in the space below.
ANSWERS
1 platform 2 exit 3 waiting room 4 timetables 5 lift 6 entrance 7 departures board 8 escalator 9 ticket office 10 stairs The train leaves in ten minutes.
2 Cover and play Point and spell. Check with your friend.
• See notes on page 63.
Daisy’s question
• Point to Daisy’s question and read it aloud. Ask the
question around the class encouraging the children to answer using the structure. Encourage the children to describe where in their town the train station is, e.g. It’s next to …
3 Describe a train or bus station. Ask and answer. Write 4 sentences about your friend’s train or bus station.
• Read the conversation in the speech bubbles and review •
Star question (optional)
• Point to the Star question and read it aloud. Say In the train station, there’s a small supermarket. There are two platforms. There’s a lift and some stairs. Ask the question around the class encouraging the children to describe what is in their bus / train station. Encourage them to use any language they are able to and have learnt from previous levels.
•
with the class how we use prepositions. Children think about a train or bus station near them or one they have been to. Put children into pairs to talk about their train station, listen and record their partner’s answers. Encourage them to talk about at least four features of the station. Children write four sentences about their friend’s train station.
Extra
• Fast finishers design a train ticket and include information about the departure time, place, platform number and price.
Ending the lesson (optional)
• Play What’s missing? to review the station words (see Ideas bank page 183).
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Unit 3
© Copyright Oxford University Press
Lesson 2: Grammar and Communication
•
Language Core: Necessity and obligation: need to / don’t need to Revised: Places around town; Station words; Verbs: bring, buy, catch, come, get, meet, wait Other: I can’t wait … , journey, snacks, toilets
Starting the lesson (optional)
• Play Bingo! to revise the station words and / or places around town (see Ideas bank page 184).
point out the different train routes and the information in the Departures board. Put children into pairs. They take turns saying a place they need to go to for their partner to say the time of the train and the platform it goes from. Refer them to the model conversation for support. Monitor and help throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Mathematical competence Learning to read and interpret timetables and using numbers in times incorporates an important mathematical element into the lesson, developing children’s mathematical skills.
Class Book page 29
Classroom Presentation Tool (CPT)
1 Read and listen. What train does Daisy need to catch? w 2.03
Vocabulary and grammar practice: game
• Point to the email and ask the class Who Daisy is writing to? • •
(Peter) Tell the children to read and listen to the email. Ask What train does Daisy need to catch? Check understanding of the verbs get and catch. Feed back the answer from the class. Ask further questions, Where are they going? (To the cinema), What time are they meeting? (At 14.15) Where are they meeting Zoe? (In the waiting room) What is Zoe bringing? (Magazines) Is Peter bringing anything? (Snacks)
ANSWER OPTION:
Play Match or Word jumble to revise verbs (see Ideas bank page 184 and 185).. Note: In English we often read timetabled times for the train or the bus using the 24-hour clock, e.g. Daisy needs to catch the fourteen thirty-five train. You might like to practise saying some different times with the class in this way.
2 Read and learn. Say the sentences.
• Refer the children to the All about grammar box on
• •
Activity Book page 29 1 Listen and write the times. Listen again and complete. w 2.04
• Look at the three pictures and elicit what children can see. Children listen and write the times on the pictures.
• Play the audio again for children to listen and complete
the sentences with the correct obligations and station words. Ask them to predict the answers before they listen.
Transcript
Daisy needs to catch the 14.35 train.
•
• See instructions for Sentence spin on page 179.
page 29 and read the sentences. Explain to the class that we use need to / don’t need to to talk about things that are necessary (i.e. obligations) or things that are not necessary. Ask the children to find sentences in the email using need to / don’t need to. Ask, Is it necessary for Daisy, Peter and Zoe to be at the station before 14.35? (Yes) Why? (Because the train leaves then.) Is it necessary for Daisy to buy a ticket? (Yes) And Zoe? (No, because she’s got one.) Point out the different form with He / She. And that we always follow need to with a verb. This verb doesn’t change for different pronouns. Ask the children to say affirmative and negative sentences about things you need to do if you’re travelling on a train.
3 Play The Departures board game.
• Read the speech bubbles and explain that the two
children are playing The Departures board game. Point to the picture and elicit the different places the children can travel to by train (museum, hospital, hotel, post office, shopping centre, theatre, square, supermarket). Then
1 This is the 12.32 train to Birmingham. Children don’t need to buy a ticket from the ticket office for this train. 2 Everyone in the waiting room, please listen. You need to go to Platform 3 for the 14.18 train to London. 3 Welcome to Bristol Train Station. The time is 16.47. We need to clean the lift so please use the stairs or the escalators. ANSWERS
Picture 1: 12.32 Picture 2: 14.18 Picture 3: 16.47 1 don’t need to buy 2 ticket office 3 need to 4 Platform 5 need to 6 stairs 7 escalator
2 What are the grammar rules? Tick f.
• Tell children to read the different forms of need to and the •
column headings and think about the grammar they have just learnt. Children tick the appropriate boxes. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
need to don’t need to needs to doesn’t need to
I / You / We / They / affirmative I / You / We / They / negative He / She / affirmative He / She / negative
3 Write about things you and your friends or family need to and don’t need to do.
• Children complete the sentences and write about
different obligations. They refer to the tick or cross in order to write an affirmative or negative sentence.
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OPTION:
In a less confident class, elicit some ideas about obligations the children have together as a class before they complete the sentences.
4 Ask and answer with your friend. Use Activity 3 to help you.
• Read the question and answer. In pairs, children ask and
answer referring to Activity 3. Remind them how to adapt the question to ask about friends and family, e.g. What does your friend / family need to do? Monitor and help throughout.
Language Core: Excuse me, may I (sit here)? Yes, of course. No, sorry. That’s OK. Revised: Adjectives; Station words; Transport; need to / don’t need to, can, Past simple Other: art gallery, borrowed, broken, colourful, decorated, design, designed, patterns, politely, underground station
Starting the lesson (optional)
All about grammar page 90
• Play The Departures board game from Lesson 2 again.
1 Look and match. Complete using the correct form of need to or don’t need to.
Classroom Presentation Tool (CPT)
• Review with the class how we form affirmative and • • •
negative sentences using need to / don’t need to. Clarify in the children’s own language if necessary. Refer children to the Look box to clarify the contraction of do not and does not. Children read the instructions to make a fruit salad and match them to the pictures a–g. Children check in pairs. They read the sentences again and write the correct form of need to in the space. Check in pairs and feed back answers from the class.
ANSWERS
1 b, need to 2 e, need to 3 c, don’t need to 4 a, need to 5 g, don’t need to 6 d, need to 7 f, need to
2 Complete the text using the correct form of need to or don’t need to and the verb.
• Ask children to read the text through once before writing
anything. Ask them to read it again and complete it with the correct form of need to / don’t need to and the verbs in brackets.
ANSWERS
1 don’t need to buy 2 need to wait 3 need to remember 4 needs to be 5 needs to work 6 doesn’t need to use
3 Write 3 things you and your family need to do in the morning.
• Children think about and write three things they and their family need to do in the morning to get ready for the day. Elicit ideas as a class for additional support.
Ending the lesson (optional)
• Play Lucky dip to review station words (see Ideas bank page 181).
Further practice
Teacher’s Resource Material: Unit 3 Lesson 2 Reinforcement and Extension worksheets.
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Lesson 3: Culture and Communication
Unit 3
Culture presentation: 1 Watch. What transport can you see?
• 1st viewing: Watch Daisy’s introduction to the culture film
and ask the children to tell you what the video is about (Transport in London) Make some predictions as a class about the question What transport can you see? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the different forms of transport and London. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note: Use the Culture and Communication worksheet with the video.
Transcript
Daisy London is very crowded because it’s the capital city of the UK. People travel around the city using all kinds of different transport. Let’s watch some different ways to get around. Culture film: London buses are always red. Most London buses are doubledecker buses – that means they’ve got two floors. There are over 19,000 bus stops in London. This is a London taxi. They’re also called ‘black cabs’. These taxis are in front of Buckingham Palace. London taxi drivers need to learn all the roads in central London before they can drive a taxi. That takes about three years! This is the entrance to a tube station. Over four and a half million people use the tube in London every day! This is a tube map. There are 270 different tube stations. You need to buy your ticket before you get on the tube. You can buy tickets from the ticket office … or from a machine. You can’t go through the gate without a ticket. When you’re on the platform, you need to stand behind the yellow line. Here’s comes the tube. The tube system in London is the oldest in the world, and it’s one of the biggest. The tube is the fastest way to travel in London but it can be very crowded, so some people find walking or riding a bike more relaxing. You can also use boats to travel up and down the River Thames in London. What a great way to see the city!
© Copyright Oxford University Press
Transcript
ANSWERS
Buses, taxis, tubes, bikes, boats
CULTURE NOTE: London transport The London Underground is the oldest underground train network in the world. It was first opened in 1863 and now serves 270 stations on eleven lines around the city and surrounding counties. The first escalators were installed in 1911 at Earl’s Court station. Remember, don’t stand on the left! You need to stand on the right unless so others can pass you on the left. There are around 40 disused stations known as ‘ghost stations’. Some, such as Aldwych station, have been used as a film location and visitors can book tours. Transport for London is trying to make the stations more accessible to wheelchair users, so a number of lifts and platforms are being installed.
Class Book page 30 2 Read and listen. What forms of transport do Daisy and Preeti mention? Why did Preeti’s dad borrow a taxi? w 2.05
• Point to the text message and tell the class that Daisy is • •
messaging her friend Preeti. Ask the children to look at the photos and say any words they know to describe them (art, colourful, car, underground, etc.). Play the audio for children to listen and read. Answer the two questions. Check understanding of the word borrow.
Language in action!
• Refer the class to the Language in action! box and read through the questions and answers.
• When children are using the language confidently, put
them into pairs or small groups. They take turns to ask, answer and talk about the situations they wrote about in Activity 3. Refer them to the Language in action! box for support.
COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Teaching children to use polite requests in another language not only helps them to interact successfully in a different culture and language, it also focusses them on the importance of politeness in their own language.
Let’s compare culture
• Discuss the culture question in English, and in the
children’s own language if necessary. What do taxis look like in your region? Are they a special colour or pattern? Are they cheap or expensive? Are they fast or slow? Do you use taxis a lot or do you use other transport?
Activity Book page 30
ANSWERS
Car, taxi, bus, underground train Because their car is broken.
1 Read and complete the dialogue.
3 Think about polite requests you make at school. Write notes.
• Ask the class to read the text messages again and find a •
A Excuse me, may I sit here? B No, sorry. Pablo is going to sit here. A That’s OK. May I borrow your ruler? B Yes, of course! Here you are. A Thank you!
polite request Daisy or Preeti make. Ask them when we need to ask for things politely. Refer children to the ideas in the box and ask them to read the example sentences. Explain that these are examples of things we often need to ask politely about with another person. When we need to borrow a pencil, we need to ask politely. When we don’t need the window open and we want to close it, we ask politely. Ask the children to write sentences using the ideas in the box and need to / don’t need to. Feed back answers.
OPTION:
In a less confident class, elicit the verbs that we can use with the words in the box and write them on the board to provide support, e.g. borrow / pencil, put on / jumper, get / drink, open / window, close / window, etc.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 train station 2 course 3 colourful 4 stairs 5 escalator 6 water
2 Complete the table about two types of public transport in your region.
• Children write two types of transport in the left column. They write where it is and what the design is like in the table.
3 Complete the text. Use Activities 1 and 2 to help you.
• Children use one of their ideas in Activity 2 to complete the text. Refer them to Activity 1 for additional support and ideas.
Extra
• Fast finishers write what you need to do to use a form of
CPT / Class Book page 30
public transport in their town or city in their notebooks.
4 Watch. Ask for something very politely. w 2.06
• Explain to the class that they are going to watch or listen •
to two children asking and responding very politely. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
Ending the lesson (optional)
• Play Describe it to review station words and types of transport (see Ideas bank page 183).
Further practice
Teacher’s Resource Material: Unit 3 Culture & Communication worksheet.
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ASSESSMENT OPPORTUNITIES:
Class Book page 31
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
2 Read and listen. Which artist likes symmetrical patterns? w 2.07
Lesson 4: Cross-curricular (Art) Language Core: hexagon, mosaic, pattern, symmetry, tessellation, tile Revised: artist, colourful, colours, patterns, shapes Other: complicated, cube, diamond, repeat, simple, symmetrical
• Play the audio for the children to follow the words in their •
Transcript
See Class Book page 31 for transcript. ANSWER
William Morris
3 Read again and answer.
• Read questions 1–6 and check the children understand
Starting the lesson (optional)
• Bring a picture of a famous painting to class (Kandinsky or
•
Picasso would work well). Ask the class what shapes and colours they can see. Are there any patterns? What feeling do they get from the painting? Ask around the class Do you go to art galleries? Which types of paintings do you like? Which artists do you like? Do we have art in public places in our town / city? etc.
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
• •
messaging? (Preeti) Which website did they talk about at the end of their message? (Patterns in art) Tell the children they are going to do a quiz from that website. Clarify the meaning of patterns before you watch. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
Many artists use patterns in their art. You can repeat shapes to make a pattern called a tessellation. The shapes fit together perfectly. The Ancient Romans made a diamond pattern using three different colours. The pattern looked like lots of cubes. These are tiles in the Alhambra Palace, in Granada. Can you see the stars and the hexagons? This is a symmetrical pattern by William Morris. What natural things can you see in the pattern? Paul Klee made a colourful pattern of squares. This is not a tessellation because the shapes don’t fit together perfectly. Quick quiz! Question 1 Who made mosaics with a diamond pattern? … The Ancient Romans. Question 2 What shapes can you see in this pattern? … Stars and hexagons. Question 3 What kind of pattern did William Morris often make? … A symmetrical pattern. Question 4 What artist makes simple patterns that aren’t tessellations? … Paul Klee.
•
Unit 3
the key words in the question. Allow the children time to read the text again. Children write their answers in their notebooks. Ask them to check in pairs before feeding back as a class.
ANSWERS
1 tessellation 2 mosaics, tiles 3 at the Alhambra in Granada 4 diamond, cube, star, hexagon, square 5 William Morris 6 Paul Klee COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Examining art from around the world, in the past and present, helps children understand its use and importance. Art isn’t just a fun pastime; Art and design is everywhere. It can inspire us in many ways.
WEB SEARCH: Find other works of art that use patterns. Children use the internet to find out about other art that uses patterns in their own country and around the world. Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research.
Activity Book page 31 1 Complete the descriptions of these photos. ANSWERS
1 tiles 2 tessellation 3 mosaic 4 hexagons 5 symmetry 6 pattern
2 You are going to make a tessellated picture. Tick f the shapes you want to use.
• Tell the children they are going to make their own
tessellated picture. They tick the shapes they would like to use in it. Encourage them to use two or three.
3 Make your tessellated picture.
• Ask the class to read what materials they need to make • •
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books. Check understanding of the labelled words. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
their picture and ensure they have what they need. Remind children how to ask and answer for things politely. Children read the instructions how to make a tessellated picture and look at the pictures. Ask the children to think of an animal they will make using their shape(s). Children draw and cut out their shape(s) to
© Copyright Oxford University Press
make a stencil. They draw around their stencil many times to draw an animal. Children can work individually, in pairs or in small groups. Monitor, help and praise throughout.
4 Write about your tessellated pattern. Use Activity 1 to help you. Children read the example sentences about a tessellated picture. They use similar structures to write about their own picture in their notebooks. Refer them to Activity 1 for additional support.=
Class Book pages 32–33 2 Read and listen. Find the prepositions in the story. w 2.08
• Point to the photo at the top of the page and ask What • •
Extra
• Fast finishers write how many different shapes and animals they can see in the picture.
Ending the lesson (optional)
• Play Dictadraw (see Ideas bank page 184). Further practice
Teacher’s Resource Material: Unit 3 Cross-curricular worksheet.
Lesson 5: Story and Vocabulary Language Core: Prepositions: above, below, in front of, inside, outside, through Revised: Station words; accessories, need to / don’t need to; Adjectives; Comparatives; Adverbs; Past simple; Polite requests; Possessive adjectives; Possessive nouns Other: diamond, floor, lost, mystery, nobody, return, seat, statue; catch him, Marry me! Wait!
Starting the lesson (optional)
• Play Just three questions to revise adjectives (see Ideas bank page 184).
CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation 1 Watch.
• Tell the children they’re going to watch a story animation •
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (A diamond ring) With books closed, watch the story. Ask What happens in the story? (Emily is travelling on a bus and loses her bag. The man next to her took her bag and she has his bag. There is a diamond ring in it. Emily tries to find the man. She finally finds him so he can give the diamond ring to his girlfriend, Felicity.)
Transcript
Daisy This is a mystery story about a diamond ring. It’s set in London. Let’s find out what happens. • See Class Book pages 32–33 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
•
•
type of story is it? (A mystery story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Why did Emily sit upstairs on the bus? (It was less crowded.) What was Emily thinking about when the man sits down? (Her bag with her lunch.) How did Emily know it wasn’t not her bag? (There was a diamond in it.) Is it Oscar with a red scarf? (No) Is it Oscar’s hat? (No, it’s not.) Is it Oscar in the lift? (No, it isn’t.) Where did she find Oscar? (In front of a statue in the park) Who was he with? (Felicity, his girlfriend) What did he give her? (An apple) How did Emily help Oscar? (She gave him his bag with the diamond in it.) Why did he need the ring? (To ask Felicity to marry him) Is Emily happy in the end? (Yes, she’s got her lunch.) Ask the children to look at the six words in the word bank on page 32. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
ANSWERS
above: frames 1, 2, 6 below: frame 6 in front of: frame 7 through: frame 4 inside: frames 1, 2, 5 outside: frames 4, 7 ALL ABOUT VALUES: Return lost things to their owners. Remind the children of who lost something. What did they both lose? How did Emily feel when she lost her bag? How would Oscar feel if he didn’t get his ring back? How does Emily feel when she gives back the ring? Talk to the children in their own language about returning lost things to their owners and why it’s important. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Reading a story brings language to life and provides a motivating context for children. Asking the comprehension questions clarifies how much children have already understood and provides support for less confident children. This helps motivate all learners.
3 Read and correct the sentences.
• Children read each sentence and correct the mistakes in their notebooks. Check in pairs before feeding back.
ANSWERS
1 Emily’s bag was below the seat. above 2 Oscar’s bag was below the seat. above 3 Oscar walked through a crowded train station. town square 4 Oscar was inside the lift. wasn’t 5 Emily went up the escalator. down 6 Felicity was behind the statue. in front of
4 Listen to Daisy and her friends. What did you think about the story? w 2.09
• See notes on page 68. Remind the class to use adjectives
to describe the story and the characters. Encourage them to use the past simple to describe a part of the story they liked. Press © Copyright Oxford University Unit 3
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WEB SEARCH: What can you do if you find a lost item? Where can you take it? Who can you tell? Children use the internet to find out what they should do when they find a lost item, where they should go and who they should tell. You could provide them with three different items for them to research, e.g. a bag with a lot of money in it, a stray kitten, a very old coin.
Classroom Presentation Tool (CPT)
Starting the lesson (optional)
• Play Sharkman to review language from the unit (see Ideas bank page 184).
• Play Match to introduce the verb phrases children will encounter in the lesson (see Ideas bank page 184).
CPT, Classroom Resource Pack Story review and grammar presentation w 2.08
• Ask the children what they remember from the story: Who’s
Vocabulary practice: game
• See instructions for Pelmanism on page 177.
Activity Book page 32 1 Read and complete Daisy and Zoe’s review of the story.
• Children complete the review of the story using the words in the word bank.
•
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
ANSWERS
1 mystery story 2 above 3 inside 4 through 5 outside 6 in front of 7 escalator
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• See notes on page 68.
Class Book page 34 1 Read and say. Find the answers in the story. Use must or mustn’t.
• Tell the class these are four sentences about the story.
There is a word missing in each; must or mustn’t. Ask the children to read the story on pages 32–33 again and find the missing words. Feed back as a class.
3 Do you return lost things? Circle Yes or No. Write.
• Children think about a time when they have found • •
something that someone else may have lost and circle Yes or No as it applies to them. Refer children to the score ratings. Remind children it’s very important to return lost things to their owner as they could be very important to them. Children write what they must do when they find a lost object.
ANSWERS
1 mustn’t 2 must 3 must 4 must
2 Beat the clock. How many sentences can you say in 3 minutes?
• Explain to the class that we use must and mustn’t to talk
Extra
• Fast finishers imagine what happens next in the story.
•
Ending the lesson (optional)
•
They write sentences in their notebooks using the present simple.
• Play Freeze frame (see Ideas bank page 186). Further practice
Teacher’s Resource Material: Unit 3 Story playscript worksheet. Unit 3 Word Skills worksheet.
Lesson 6: Story, Grammar and Communication Language Core: Obligation: must / mustn’t Revised: Prepositions; Station words; Verb phrases: buy a ticket, forget (her) lunch, go outside, miss the train use the stairs / lift, wait inside; Negative sentences Other: rules
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Unit 3
in the story? Which bus is Emily on? Who sits next to her? What has Emily got in her bag? What does she find in the other bag? Where does she find Oscar? What does he give to Felicity? What does Emily return to Oscar? How do Oscar and Felicity feel? How does Emily feel? Watch (or listen to) the story again to confirm answers.
•
•
about obligation. Read the sentences in Activity 1 again as a class. Ask, Is it important that Emily finds Oscar? (Yes) Is it an obligation? (Yes) Is it important that Emily remembers her lunch? (Yes) Is it an obligation? (Yes) Look at the All about grammar box as a class. Explain that we use must to talk about obligation and mustn’t to talk about negative obligation. Refer children to the Review box and explain that they already know how to make negative sentences. Ask the class to tell you some examples of negative sentences (It isn’t a bag. We aren’t singing. I haven’t got a pen. He didn’t listen.) Point out we form these negatives using not contracted as n’t. Point out to the class that the negative form of must is the same, mustn’t = must not. Point out that the form is the same with all pronouns and is always followed by a verb without to. Make some sentences as a class on the board. Put the children into pairs. Ask them to say as many sentences as they can in three minutes using the grammar box for support. Set a timer on the IWB, smart phone or class clock. When the time is up, ask the children how many sentences they said. Monitor, help and praise throughout. Feed back some of the sentences from the class.
© Copyright Oxford University Press
3 Look and say the train station rules.
• Explain to the class that we often use must / mustn’t to talk
•
about rules. Refer the class to the pictures and explain that these are the rules in the train station. Read the examples in the speech bubbles as a class. Put children into pairs. They take turns making sentences using must or mustn’t for each picture and rule. Feed back answers as a class.
4 What rules are there at your school? Tell your friend.
• Ask children to think about rules at school. Read the
•
example. Brainstorm a few ideas and write them on the board. Individually, ask the children to write notes about the rules there are at school. Give them a time limit. Put children into pairs to tell their partner the rules they thought of using the structure. Monitor, help and praise throughout.
Star question (optional)
• Ask the children to recall what their partner told them about school rules. They write sentences in their notebooks using We + must / mustn’t.
COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Enabling children to personalise language both to themselves and their classmates gives it meaning and provides a context in which to use new language naturally. Writing down what they have already spoken about activates and integrates all their language production skills.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Multiple choice on page 179.
Activity Book page 33
All about grammar page 91 1 Complete the swimming pool rules with must or mustn’t.
• Review how and when we use must and mustn’t. Clarify in •
the children’s own language if necessary. Children look at the pictures and complete the swimming pool rules.
ANSWERS
1 must 2 must 3 mustn’t 4 mustn’t 5 mustn’t 6 must
2 Write sentences with must and mustn’t.
• Children use the prompts to write either affirmative or
negative sentences about learning at school. Feed back answers from the class.
ANSWERS
1 2 3 4 5
You must check your grammar. You mustn’t be untidy. You must use a dictionary. You mustn’t use a calculator. You must help friends.
3 Write 3 rules for your school with must and mustn’t.
• Children think about and write three important rules for school. They can invent the rules of their choice.
Ending the lesson (optional)
• Play Rules, rules, rules! (see Ideas bank page 186). Further practice
Teacher’s Resource Material: Unit 3 Lesson 6 Reinforcement and Extension worksheets.
Lesson 7: Song and Skills Language
1 Circle the words. Read the story again to check.
• Ask children to read the sentences and circle the correct answer. Children read the story again to check their answers, then check in pairs.
ANSWERS
1 less 2 inside 3 through 4 inside 5 the escalator 6 an apple
Revised: Prepositions; Station words; Times; must / mustn’t, need to / don’t need to, Core sounds: /ɔː/ boring, platform, warm /əʊ/ below, most, yellow /uː/ beautiful, moon, you, room Other: at the top of, delay, late, miss, past, wait; I’ll be there soon. I’m on my way.
Starting the lesson (optional)
2 Write must or mustn’t. Write 2 sentences about you.
• Children read the sentences and complete them with must or mustn’t. They write two additional sentences about things they must or mustn’t do.
ANSWERS
1 mustn’t 2 mustn’t 3 must 4 mustn’t 5 must 6 mustn’t
3 Think of some rules for your home. Write.
• Children think about rules they have in their own homes. They can use the ideas in the word bank or their own ideas. Children write 5–6 sentences using must and mustn’t.
• Play Teacher’s mistake to review must and mustn’t (see Ideas bank page 182).
Classroom Presentation Tool (CPT) 1 Watch.
• The children watch and listen to another song presented
by Daisy, Zoe and Peter. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about trip to Brighton.).
Transcript
Zoe Hey, Daisy! It was a great trip to Brighton yesterday, wasn’t it?
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Daisy Yes, it was. Let’s tell everyone about it. Are you ready for the next song on the vlog? It’s all about our fantastic trip to Brighton. Zoe We nearly missed the train! Peter But we didn’t miss it. We arrived in Brighton and wrote a great song about it. Daisy Here you go!
Exam practice AB pages 101–102 6 Work in pairs. Complete your speaking cards. Play.
• Show the class a cut-out card and tell them to turn to •
Class Book page 35 2 Read the song. What mustn’t the singer forget? Listen and check. w 2.10
• Ask the class to read the song silently to find out what the •
singer mustn’t forget. Children write the answer in their notebooks. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
•
ANSWER
To buy a train ticket.
English at home
3 Sing. Do you like the song? Use these words. w 2.10
• Encourage the children to say the tongue twister to their
• See notes on page 71.
family.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Using song to teach or learn new vocabulary builds confidence in children, particularly those who are shy, and even those who struggle with pronunciation. The natural rhythm of the music, group dynamic and more relaxed context allow these children to flourish. Encourage those children who feel self-conscious about singing to join in by giving them a physical response activity to do while singing.
4 Listen and repeat. w 2.11
Classroom Presentation Tool (CPT) Pronunciation: game
• See instructions for Phonics matching on page 178.
Activity Book page 34 1 Listen to the original song. Read and complete to make new verses. w 2.10
• Play the song for children to listen and sing. • Children read and complete the verses of the song using
the words in the word bank. They choose a place from the word bank for gaps 1, 3 and 5 and complete the remaining gaps with a preposition. Explain that they are not completing the original song, but using the words to create new verses. Put children into pairs to sing or read the new verses.
• Refer children to the pronunciation box. Write the three
• •
pages 101–102 in their Activity Books and cut out the top card for Unit 3 along the dashed lines. Put children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information in the pictures on their card. They take turns to say sentences with must or mustn’t about the things in the list based on their picture. If the rule is the same in the other child’s picture, they tick the box. If the rule is different, they put a cross. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.
phonemes on the board and drill the sounds with the class. Focus on the change in position of your mouth. /ɔː/ is a long sound with the lips in a small circle and the tongue low and at the back of the mouth. The jaw widens as the sound is produced. /əʊ/ is a sound made up of two vowel sounds and the mouth changes shape and closes a little at the end of the sound. /uː/ is a longer sound with the lips in a small circle and the tongue higher and further forward. The lips and jaw do not move. Play the audio for the children to listen and repeat the words. Highlight the different spellings of words with each sound. Play the audio again for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.
5 Listen and repeat the tongue twister. w 2.12
2 Listen to the tongue twister and underline the /ɔː/ sounds, circle the /əʊ/ sounds and draw a box around the /uː/ sounds. w 2.12
• Play the audio for children to listen to the tongue twister
•
again. They underline the words with the /ɔː/ sound, circle the words with the /əʊ/ sound and draw a box around the words with a /uː/ sound. Children can do this first without listening and then listen and check. Focus on one sound at a time and play the audio to check each sound.
ANSWERS
• Play the audio for the children to listen and read the
/ɔː/ sounds: platform, warm /əʊ/ sounds: below, yellow /uː/ sounds: you, room, beautiful, moon
•
3 Write more words with the /ɔː/, /əʊ/ and the /uː/ sounds.
tongue twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
• Ask children to think of and write more words with these
sounds in the columns. They may use their Class Book for ideas.
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© Copyright Oxford University Press
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play The first letter to review the pronunciation of the unit vocabulary (see Ideas bank page 183).
ANSWERS
ASSESSMENT OPPORTUNITIES:
The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material. Karaoke version of song available.
Lesson 8: Language review and Communication
2 Listen again. Read and match. w 2.13
match 1–5 to obligations a–e in their notebooks. Check in pairs before feeding back.
ANSWERS
1 c 2 a 3 e 4 b 5 d OPTION:
Language Core: Times: (ten) (twenty-five), (twenty-five) past (ten); What number coach is it? When’s the next coach to the (theme park)? Where does the coach leave from? Revised: Prepositions; Sequencing words; Station words; must / mustn’t, need to / don’t need to Other: bay number, driver, ticket
Starting the lesson (optional)
• Play Sentence, please to review the unit vocabulary (see Ideas bank page 185).
Class Book page 36
Ask children to guess the answers before they listen again.
3 Look at the pictures and describe the actions in order.
• Point to the pictures and ask the class to say what they
•
can see. Elicit the verb phrases, e.g. 1 go to the ticket office. Ask the children to think about the order of the actions at the station. Put children into pairs. Review sequencing words, first, then, next, finally. Pairs take turns saying what you need to do. Monitor, help and praise throughout.
SUGGESTED ANSWERS
1 Listen to Daisy and her friends. Which 7 words do they mention? w 2.13
• Ask the children to read the words in the word bank. Tell
them they will listen to a conversation at the train station between Daisy, Zoe and Peter. They mention seven of the items. Ask the class to predict which seven items they think they will hear. Play the audio for the children to listen and write the places they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
ticket office, entrance, timetables, departures board, platform, stairs, lift
• Ask the class to read the questions sentence halves. • Play the audio again for the children to listen again. They
Further practice
•
Zoe Hi, Peter and Daisy! I’ve got my ticket now. What platform do we need? Peter Hi, Zoe. We need platform 4. It’s down the stairs over there. Daisy My bag is very heavy. I need to use the lift. Zoe OK, let’s all use the lift! This week is going to be so much fun!
Daisy Hi, Zoe! Are you ready? I can’t wait to go to the activity camp this week. Zoe I’m nearly ready, Daisy, but first I must buy a train ticket. Where’s the ticket office? Daisy Let’s ask that man. Zoe Excuse me, where’s the ticket office, please? Man You need to go inside the train station. The ticket office is in front of the entrance. Zoe Thank you! I’m going to buy my ticket. Daisy, you need to wait here for Peter. Daisy OK! Hi, Peter! Peter Hi, Daisy! When’s the next train to the activity camp? Daisy I don’t know. We need to look at the train timetables. Peter No, we don’t. We can look at the departures board instead. Daisy Oh yes, we need to catch the 12.35 to the activity camp. The train goes from platform 4.
First, you need to go through the entrance. Picture 3 Then, you need to look at the departures board. Picture 5 Then, you need to go to the ticket office. Picture 1 Next, you need to use the escalator. Picture 4 Next, you need to wait in the waiting room. Picture 6 Finally, you need to wait on the platform. Picture 2
4 Read and say must or mustn’t.
• In pairs, children read and say the sentences, completing them with must or mustn’t. In a less confident class, ask children to write the answers in their notebooks before they speak.
ANSWERS
1 must 2 must 3 must 4 mustn’t, must 5 mustn’t, must COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Consolidation of key target language through a variety of controlled activities provides children with several opportunities to assess what they know and gives all learners confidence in their abilities.
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 85.
• The children watch the role-play. Ask Where are they? (At the coach station) Where does Daisy want to go? (To the
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airport) What number is the coach? (89) Which bay is it? (Bay 12) Demonstrate the role-play with a confident child. Check understanding of the word coach and bay.
Transcript
Daisy Excuse me, when’s the next coach to the airport? Assistant It’s at ten twenty-five. Daisy What number coach is it? Assistant It’s the number 89 coach. Daisy Where does the coach leave from? Assistant It leaves from bay 12. Daisy Great. Thanks for your help. Assistant You’re welcome.
Conversation card 3
• Tell the children to turn to page 85 in their Class Book and
• •
look at Conversation card 3. Read the aims together as a class and point out the language they will need for the role-play. Check understanding of any new words. Follow the instructions on the page: 1 Read the Language tip as a class and practise saying the times as numbers. Put children into pairs. They take turns asking for information as a customer and giving answers as an assistant. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Remind the children to say the times correctly. Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.
Let’s compare culture
• Read the statement and check understanding. Discuss with the class whether or not they buy tickets on the bus / train or on the internet before they travel. Are they cheaper or more expensive? Is it the same or different to the UK?
Class Book page 36 Star question (optional)
• Children write sentences about the rules they have at home in their notebooks using must and mustn’t.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Cloudburst on page 176.
106
You must use the fire exit. I mustn’t run in the classroom. We must wait outside. They must listen to the teacher. She mustn’t use the lift. He must use the stairs.
Unit 3
3 What does Alex need to do? Listen and draw a line from the day to the correct picture. There is 1 example. w 2.14 week. Point out the example answer. Play the audio for children to match the activities to the days of the week. Note: This activity provides practice in a listening exam style task.
Transcript
Adult What do you need to do this week, Alex? Alex I need to cook dinner for my family. Adult What are you going to cook? Alex I’m going to cook pasta with tomatoes and olives on Tuesday. Narrator Can you see the line? This is an example. Now you listen and draw lines. 1 Adult What else do you need to do? Alex My granny isn’t feeling very well. She’s in hospital. I need to visit her on Thursday. Adult Oh dear. I hope she feels better soon. 2 Alex First my mum and I need to go to her house to get her another book. Adult Are you going to do that on Monday? Alex No, we’re going to go to her house on Wednesday. 3 Alex On Friday I need to go to the train station. Adult Are you going to town on Friday? Alex No, I’m going to the ticket office. I need to buy a ticket. 4 Alex I’m going to town on Saturday. I need to go to the library to help with my homework. 5 Adult So what about Sunday? What do you need to do on Sunday? Alex I need to do my homework and then I need to relax! ANSWERS
1 Tuesday 2 Thursday 3 Wednesday 4 Friday 5 Saturday 6 Sunday
• Play Mime it to review language from the unit (see Ideas
1 Write sentences using must and mustn’t. 1 2 3 4 5 6
He doesn’t need to use the stairs. e She needs to use the lift. b We don’t need to use the waiting room. f I don’t need to go to the ticket office. a You need to wait on Platform 5. c They need to go inside. d
Ending the lesson (optional)
Activity Book page 35 ANSWERS
ANSWERS
1 2 3 4 5 6
• Read the days of the week and look at the pictures for Alex’s
Class Book page 85
•
2 Order the words to make sentences. Match to the pictures.
bank page 183). Play in pairs or small groups to help mime the vocabulary sets.
ASSESSMENT OPPORTUNITIES:
The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
© Copyright Oxford University Press
Lesson 9: Think, do and review: My project
2 Read the advice column. Listen and answer True, False or Doesn’t say. w 2.16
• Ask children if they read advice columns. Ask them where
Language Revised: Polite requests; Prepositions Station words; must / mustn’t, need to / don’t need to Other: active, advice, busy, healthy, in time for, problems, registration, roads, warm; Have you tried … ? My advice is … Why don’t you … ?
•
•
Starting the lesson (optional) w 2.10
• Sing the song from Lesson 7 again.
ANSWERS
Class Book page 37
1 Doesn’t say 2 True 3 False
1 Listen to Daisy and her friends. Which 4 prepositions do they mention? w 2.15
• Explain to the class that today they’re going to look at • • •
Daisy and Peter’s latest project. Read Daisy’s speech bubble at the top of the page. Ask the children to read the prepositions in the word bank. Tell them they will listen to a conversation between Daisy, Peter and Zoe who mention four of the places. Play the audio for them to listen and write the four prepositions they hear mentioned in their notebooks. Play the audio again, pausing after each place is mentioned. The children tick their answers.
Transcript
inside, at, outside, near
3 Ask and answer.
• Put the children into pairs. They ask and answers the
questions about Daisy and Peter’s project. Ask the children if they think Daisy and Peter give good advice. Does the class have any other suggestions?
Learn to learn
• Refer the children to the Learn to learn box. Ask them to
find the expressions used in Daisy and Peter’s project. Encourage the children to use similar expressions in the project they are going to write.
4 Prepare your project. Then write your project. AB pages 36–37
Peter Hey, Daisy. We must answer these letters to our advice column today. Daisy Oh, yes, of course. Zoe What advice column is that? Peter We’ve got an advice column in a magazine. Other children write to us about a problem they’ve got. Then we must give them advice. Zoe That sounds great! What kind of problems have they got? Peter Things like: ‘I’m frightened of going inside lifts’, or ‘I find Music lessons at school really difficult’. Zoe That sounds really interesting. Can I help? Daisy Yes, of course. What problems do we need to look at today, Peter? Peter This girl is really cold and bored at school at lunchtime. Zoe I think she needs to play sports outside with her friends. Daisy Great advice, Zoe! Let me write that down. Please may I borrow your pen? Zoe Yes, of course. Here you are. What’s the next problem? Daisy This boy says his bus is always late. And his teacher says he mustn’t be late for school. Peter The train station is near the school. Why doesn’t he catch the train? Daisy I’ve got a better idea. He needs to ride his bike to school! Zoe Great idea, Daisy. Talking about trains, I need to catch the next train home. Please can I have my pen back, Daisy? Daisy Yes, of course. Here you are. Zoe Thanks. Bye! Peter and Daisy Bye! ANSWERS
we find advice columns (newspapers, magazines, online, blogs, etc.). What information is usually included? Take ideas in English or the children’s own language. Tell the class to read Daisy and Peter’s advice column. Check understanding by asking questions (Does it include advice for different problems? How many problems are there? What words do they use to give advice? etc.). Tell the class to read statements 1–3. They read and listen to the advice column again and answer, True, False or Doesn’t say. Check in pairs before feeding back as a class.
• See Activity Book notes below.
Activity Book pages 36–37 1 Read the problems. Write the correct topic.
• Tell children they will prepare for their project. Point to
the problems in the table and read the topics in the word bank. Children write the correct topic next to the problem. Children may work in pairs.
ANSWERS
health – I’ve got a toothache. friends – I feel shy. weather – It’s raining and I need to go outside. travel – The train platform is cold in the morning. school – I find Maths very difficult. family – My mum is very tired.
2 Read the project checklist and tick f for you. Learn to learn.
• See notes on page 75.
3 Write the research questions. Research and write the answers.
• Look at Daisy’s tip. Remind the class to use question words
•
to help them think of questions to help them plan their research for their project. The research questions will help them to plan and organize their advice column. Tell children to think of questions to ask and answer to organize and write their project. Children may work in pairs to think of a range of ideas. Elicit another example question as a class to provide further support, e.g. What is the problem?
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COMPETENCES FOR 21ST CENTURY LEARNING: Autonomy and personal initiative Children are now asked to think of questions independently to aid their research. Daisy’s tip provides support, but the children must work independently to think about their own research, thus developing their skills in planning and organising their work.
4 Read the tips and write your project.
• See notes on page 55.
5 Check and revise your work. Check and revise with your friend. Learn to learn.
• See notes on page 75.
6 Present your project.
• See notes on page 75.
Ending the lesson (optional)
• Congratulate the children on being such good learners •
and for trying different things. Play a game of the class’s choice (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit 3 test. See Teacher’s Resource Material evaluation section. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
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Unit 4 At the coast Lesson 1: Vocabulary
Transcript
Language Core: collect shells, eat at a restaurant, go bowling, go ice skating, go karting, go to a concert, go to the cinema, go to the funfair, visit the aquarium, visit the planetarium Revised: Adjectives; Free time activities; Future going to, like + -ing Other: coast, seaside, throw a ball
Starting the lesson (optional)
• Play Alphabet race to review free time activities the • • • •
children already know, such as go swimming, play tennis, do karate, etc. (see Ideas bank page 185). Talk about free time in the children’s own language and English. Ask the children what they like doing in their free time. Ask Do you go to the mountains? Do you ever go to the coast? What do you do there? Where do you like to go in the holidays? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Resource Pack Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Whose birthday is it today? (Zoe’s) What are the friends going to do? (Going to visit a town on the coast, eat at a restaurant, give Zoe a present.) What are they going to give Zoe? (Concert tickets)
Transcript
Daisy It’s Zoe’s birthday today, so we’re going to visit a town on the coast. We’re going to eat at a restaurant. Then, we’re going to give Zoe her birthday present. Peter Concert tickets! We’re all going to go to a concert. Daisy But, shh! It’s a surprise. Bye!
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book page 38 2 Listen and repeat. w 2.17
• Focus the children on the scene at the coast with Daisy •
and her friends and talk about what the children can see. Where is Daisy? Who can you see? What are they doing? Play the audio for children to listen and repeat.
1 go ice skating 2 visit the aquarium 3 go bowling 4 visit the planetarium 5 eat at a restaurant 6 go karting 7 go to a concert 8 go to the cinema 9 go to the funfair 10 collect shells OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Listen and say. w 2.18
• Tell the class they will hear people talking about the coast. They should listen for the seaside activities and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Transcript
1 Come to the seaside! There’s so much to do. Why not go to a concert? … Seven. 2 Go to the cinema to watch the new adventure film. … Eight. 3 It’s too cold for swimming, but you can go ice skating. … One. 4 Why not go bowling with your friends? … Three. 5 You can visit the aquarium later. The fish are very beautiful. … Two. 6 Relax on the beach. It’s the perfect place to collect shells. … Ten. 7 If you like a more exciting activity, go to the funfair. … Nine. 8 Why not go karting? … Six. 9 Look at all the beautiful planets and stars. Let’s visit the planetarium. … Four. 10 Are you hungry? Eat at a restaurant near the beach. … Five. OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Learning language in meaningful chunks, such as verb collocations, helps children to remember new language more easily and also presents a more realistic pronunciation model. This improves both speaking and listening skills.
4 Read and say the activity.
• Check comprehension of any new or difficult words.
Children read the descriptions 1–10 and say which activity it is. Do this as a class or in pairs.
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ANSWERS
1 go to a concert 2 eat at a restaurant 3 go bowling 4 visit the planetarium 5 go ice skating 6 visit the aquarium 7 go karting 8 go to the cinema 9 collect shells 10 go to the funfair OPTION:
In a more confident class, make this a listening task by asking the children to take turns reading a sentence to their partner for them to listen and guess the activity. EXTENSION:
Ask children to look at the photos on pages 38–39 and say anything else they can name in English.
5 Ask and answer.
• Read the conversation in the speech bubbles. Remind
•
the class that we use I like + -ing to talk about activities we enjoy. Review questions and short answers using future going to. Elicit the negative short answer, No, I’m not! Put the children into pairs. They take turns saying what they like about one of the places / activities for their partner to guess which place / activity it is. Monitor, help and praise throughout.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Snap on page 177.
Activity Book page 38 1 Order the tiles and write 10 activities.
• Placing the tiles in the correct order spells out a sentence. Children use the pictures and tiles to write the correct activity.
ANSWERS
1 3 5 7 9
2 Cover and play Point and spell. Check with your friend.
• See notes on page 63.
3 Complete the table. Ask and answer. Write 4 sentences about your friend.
• Read the conversation in the speech bubbles and ask the
OPTION:
In a less confident class, the children can use the ideas in Activity 4 to describe the activity / place. In a more confident class, encourage the children to use their own ideas.
• Point to Daisy’s question and read it aloud. Say I like going
•
bowling on my birthday. Ask the question around the class encouraging the children to answer using the structure and vocabulary. If you have more time use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form.
Star question (optional)
• Point to the Star question and read it aloud. Say You
can go horse riding at the coast. Ask the question around the class encouraging the children to answer using any language they have learnt in previous levels.
CULTURE NOTE: At the seaside in the UK Travelling to the coast and spending time at the coast is much loved in the UK, for holidays, weekend trips or simply for a day trip. The beaches can have sand or pebbles. If it’s sunny, people enjoy sunbathing on deck chairs, looking in rock pools for small sea animals, playing games or eating ice cream. Many seaside towns have got a pier which stretches out to the sea. Here you can walk, play arcade games or go to the funfair. People eat fish and chips, candy floss and doughnuts. On some beaches you can even ride donkeys or watch a puppet show. Some coastal areas are not so developed. These have more rugged beaches and cliffs where you can go hiking or dig for dinosaur fossils. If it rains, you can visit an aquarium in some bigger towns where you can see sharks and manta rays, or pick up crabs and lobsters. 110
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• •
Daisy’s question
eat at a restaurant 2 collect shells go to the cinema 4 go to a concert visit the planetarium 6 go karting go to the funfair 8 go ice skating visit the aquarium 10 go bowling
class to say what the boy likes doing. Review with the class how we use like +-ing for activities we enjoy. Children think about the activities they like doing. These can be activities for their birthday or in general. They write 3–4 ideas on the left of the table. Put children into pairs to ask and answer questions about what they like doing. Children record their partner’s answers on the right of the table.
Extra
• Fast finishers add three more activities they like doing in the table.
Ending the lesson (optional)
• Play Collocations race to review activities (see Ideas bank page 185).
Lesson 2: Grammar and Communication Language Core: Past simple regular verbs: I visited the aquarium. You didn’t collect shells. Past simple irregular verbs (buy, drink, eat, find, see): She didn’t buy a bottle of water. We bought a T-shirt. Revised: Seaside activities; Superlatives Other: afterwards, birthday card, concert tickets, diary, pudding, spaceman
Starting the lesson (optional)
• Play What’s missing? to revise seaside activities from Lesson 1 (see Ideas bank page 183).
© Copyright Oxford University Press
Class Book page 39
• Tell the children they are going to play Who did that? They
1 Read and listen. Who did they see on the beach? w 2.19
•
• Point to the diary entry and ask the class what day of the •
•
week the diary is from (Monday). Ask them what they think Daisy is writing about. Don’t confirm answers yet. Tell the children to read and listen to the diary entry. Check their predictions about what Daisy was writing about (Zoe’s birthday at the weekend). Ask What was the band called they saw? (Silver Dolphins) Did they enjoy the weekend? (Yes!) Ask Who did they see on the beach? Feed back the answer from the class.
ANSWER
take turns saying an activity one of the characters did in the past simple for their partner to guess who it was. Put children into pairs. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.
EXTENSION:
Ask the children to look at the people in the scene on pages 38–39 and make sentences about what they did and didn’t do at the coast using the past simple, e.g. He didn’t go to a concert. He went go karting.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
The singer from the band.
• See instructions for Sentence spin on page 179.
2 Read and learn. Say the sentences.
• Ask the class Was Daisy writing about the past, the present or
Activity Book page 39
•
1 Listen and write T (true) or F (false). Listen again and correct the false sentences. w 2.20
•
• •
the future in her diary? (The past) Refer the children to the All about grammar box on page 39. Point out the form of the regular past tense verbs in the affirmative and negative. Ask What do we add to the verb? (-ed) Ask Is it the same for all pronouns? (Yes) Point out the irregular past tense verbs. Ask the class to tell you the present tense verb for each irregular past simple verb. Remind the class we need to learn these by practising them. Point out the negative form of both regular and irregular verbs is the same. Ask What do we add to the verb form the negative? (didn’t + verb) Point out we use past simple verbs to talk about things that we did in the past that are finished. Ask the children to say sentences aloud. They need to use the correct verb with the correct activity and use a range of pronouns. Do this as a class or in pairs. Monitor, help and praise throughout.
OPTION:
Ask the class to find examples of past simple regular and irregular verbs in Daisy’s text in Activity 1. Elicit the infinitive for any irregular affirmative verbs. EXTENSION:
Ask the children to rewrite the past simple verbs in Daisy’s text in the opposite form, by changing affirmative verbs to the negative and vice versa. COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Enabling children to analyze grammar rules and use this analysis to create meaningful sentences allows them to learn new language independently. It also provides them with a useful study skill they can continue to use.
3 Play Who did that?
• Point to the table and ask children to tell you what
•
information they can see in the table. Elicit if the verbs are in the past or infinitive (infinitive). Ask the class what the f and g mean (affirmative and negative). Read the conversation in the speech bubbles and ask the class to say who is being described (Peter).
• Ask the children to read the sentences and look at the • •
picture and make predictions as to whether the sentences are true or false before they listen. Play the audio for children to listen and write T or F next to each sentence. In a less confident class, play the audio again for children to listen and correct the sentences which were false. In a more confident class ask them to correct them and then listen and check. Check in pairs before feeding back as a class.
Transcript 1 2 3 4
I didn’t eat a pizza in a restaurant on Saturday. He drank a bottle of orange juice at lunchtime. They visited the planetarium near the beach. She went karting with her friends.
ANSWERS
1 2 3 4
False: I didn’t eat pizza in a restaurant on Saturday. True False: They visited the planetarium near the beach. False: She went karting with her friends.
2 What are the grammar rules? Tick f.
• Tell children to read the past simple verbs on the left and •
think about the grammar they have just learnt. Refer them to the column headings and they decide if they are affirmative or negative and regular or irregular. Children tick the appropriate boxes for each verb. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
bought – affirmative / irregular didn’t see – negative / irregular didn’t listen – negative / regular visited – affirmative / regular ate – affirmative / irregular went – affirmative / irregular
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Ending the lesson (optional)
didn't go – negative / irregular
3 Write what Daisy did and didn’t do on Sunday.
• Play Find someone who … to review regular and irregular past simple verbs (see Ideas bank page 185).
• Children refer to the table of things Daisy and Zoe did and
Further practice
didn’t do on Sunday. They write affirmative or negative sentences about Daisy using the verb prompts. Ask children to check in pairs.
ANSWERS
1 2 3 4 5 6
Teacher’s Resource Material: Unit 4 Lesson 2 Reinforcement and Extension worksheets.
Lesson 3: Culture and Communication
She didn’t go to the aquarium. She didn’t buy a magazine. She drank hot chocolate. She ate sandwiches. She didn’t listen to music. She visited the museum.
Language Core: How long were you there for? I was there for (two hours). How long was your journey? It was (quite) long. It was (three hours). Revised: Animals; Seaside activities; art gallery, beach, go snorkelling, mountains, museum, portrait; Past simple affirmative and negative Other: 3D cinema, concert hall, palace, seaside, seasons
4 Speak and guess with your friend. Use Activity 3 to help you.
• Children use the information in the table in Activity 3 to
make sentences in the past simple about either Daisy or Zoe. Their partner guesses which character they are talking about. Refer children to the speech bubbles and demonstrate with a confident child. Monitor help and praise throughout.
• Play Who did that? from Lesson 2 again.
All about grammar page 92
Classroom Presentation Tool (CPT)
1 Write the + and - form of the verbs in the past simple.
Culture presentation: 1 Watch. What places can you see?
• Review with the class how we form affirmative and
• •
negative sentences using regular and irregular verbs in the past simple. Clarify in the children’s own language if necessary. Refer children to the Look box to remind the class that they need to learn the irregular forms. Children write the past simple affirmative and negative forms of the verbs. Allow less confident children to use the grammar table for support. Children check in pairs.
ANSWERS
1 bought 2 didn’t buy 3 went 4 didn’t go 5 saw 6 didn’t see 7 drank 8 didn’t drink 9 found 10 didn’t find 11 ate 12 didn’t eat
2 Read and complete using the correct form of the verb.
• Ask the children to read the text through once to
understand the meaning. They read it again and complete it using the correct past simple form of the verb in brackets. Check in pairs before feeding back.
ANSWERS
1 went 2 watched 3 didn’t eat 4 drank 5 had 6 collected 7 saw 8 didn’t see 9 didn’t have 10 liked
3 Write about a good day out in the past.
• Ask the children to think about a good day out they had
in the past. Ask them to think of at least two things they did and two things they didn’t do. They write sentences about their day. Ask children to read their ideas and check their spelling and grammar before they check in pairs. Monitor and help throughout.
112
Starting the lesson (optional)
Unit 4
• 1st viewing: Watch Daisy’s introduction to the culture
•
•
film and ask the children to tell you what the video is about (Coastal towns and cities in the UK). Make some predictions as a class about the question What places can you see? Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about these towns. 2nd viewing: Watch the video again and answer the comprehension task at the end of the film.
Transcript
Daisy I visited Brighton recently. Brighton is a city by the sea. It’s on the south coast of England. Here’s a video about coastal towns and cities in the UK. Let’s watch. Culture film: This is the beach in Brighton. It’s a stony beach with a long pier. There aren’t many shells on the beach, but there are lots of stones. You can make patterns with stones on the beach – like this beautiful star. Not all beaches in the UK are stony. The beach in Bournemouth is sandy. And there are lots of colourful beach huts. There are aquariums in lots of seaside cities. Look at the colourful fish and turtles. The turtles look very serious! These are clown fish. They are orange, white and black with stripes. Blackpool is a coastal city in the north of England. It’s famous for its beautiful lights. It’s got a big funfair and a tall tower called the Blackpool Tower.
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There’s an exciting funfair on Brighton Pier, too. It’s open until late at night. This is Brighton Pavilion. It’s a royal palace in the city and it’s only a couple of minutes from the beach. Isn’t it beautiful! There’s also a theatre in Brighton, and you can go shopping in the city. There are lots of great shops and cafés. This is a sweet that you can buy in lots of coastal cities. It’s called rock because it’s very hard like a rock! Fish and chips are nice, too! There are lots of seagulls – they also like fish and chips! There’s so much to do at the beach!
Write prompts on the board to provide support: I like … It’s / It isn’t near my house. OPTION:
In a less confident class, do this as a whole class activity.
CPT / Class Book page 40 4 Watch. Discuss the duration of a visit. w 2.22
• Explain to the class that they are going to watch or listen
ANSWER
Brighton, Bournemouth, Blackpool
•
CULTURE NOTE: Brighton Pavilion Brighton is a busy coastal city on the South coast of England. It is an hour by train from London and is a popular destination for Londoners and others across the country. There are many interesting buildings in Brighton but Brighton Pavilion is the most beautiful and interesting. It was a royal residence of George, The Prince Regent, and its construction was completed in 1815. The Prince Regent was a very grand character who liked parties and socialising with people. The building is interesting because its architecture is Indian influenced and was very popular at that time. It has large domes and minarets and used to be filled with very ornate furniture. Today you can visit the Pavilion to see the excessive life of George and you can even get married in it!
• Point to the text messages and tell the class that Daisy is
messaging her friend Roberto. Ask them where Roberto is from (Spain). Ask the children to look at the photos and say any words they know to describe them (a palace, a funfair, a pier, an aquarium, etc.). Play the audio for the children to listen and read. Answer the two questions.
ANSWERS
Daisy: drank hot chocolate, ate fish and chips Roberto: Valencia, aquarium and planetarium
3 Think about interesting places to visit and how far away they are. Make notes.
• Ask the children to read the text messages again and
•
•
A B A B
How long were you at the funfair? I was there for two hours. And how long was your journey? It was quite long. It was three hours.
Language in action!
• Refer the class to the Language in action! box and read through the questions and answers.
• When children are using the language confidently,
put them into pairs or small groups. They take turns to imagine a visit to one of the places they wrote notes about in Activity 3. They ask and answer about the place / activity using the Language in action! box for support.
• Discuss the culture question in English, and in the
2 Read and listen. What did Daisy eat and drink? What places did Roberto go to? w 2.21
•
Transcript
Let’s compare culture
Class Book page 40
•
to two children talking about a visit to a place. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
make a list of all the activities mentioned by Daisy and Roberto (ice skating, Brighton Pavilion, aquarium, funfair, the beach, concert hall, 3D cinema, planetarium, science museum, snorkelling). Refer children to the places in the box in Activity 3 and read the example sentences. Ask them to think about these places and any of the other places / activities they listed previously in their region. Which do they like? How far away are they? Tell the children to write notes in their notebooks about what they like doing, why and how far away the place is.
children’s own language if necessary. Encourage the children to use their notes from Activity 3. What activities can you do in your region? Which activities do you like doing? Which activities do you like doing in other areas of your country or in other countries? Do we have similar seaside activities in our region as Daisy does in the UK?
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Thinking about places of interest in their own country and comparing them to other cultures helps children to see and appreciate the similarities and differences between geographical locations and people. It also inspires curiosity about and understanding of the abundance of cultural highlights in the children’s own country.
Activity Book page 40 1 Read and complete the dialogue.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 went 2 long 3 aquarium 4 saw 5 were 6 ate 7 visited
2 Tick f the activities you can do in your region.
• Ask children to read the different activities and f those
they can do in their region. Feed back ideas from the class.
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Unit 4
113
3 Write a description of an activity you enjoyed in your region. Use Activities 1 and 2 to help you.
• Children choose one of the places in Activity 2 that they
have visited (or they can choose a different place) and complete the text. Refer them to the Language in action! box and Activity 1 for additional support and ideas.
Extra
• Fast finishers write two sentences in their notebooks
about the nearest coastal city to their house. Where is it? What can they do there? What do they like doing there?
Ending the lesson (optional)
• Play Mime it to review activities from the unit (see Ideas bank page 183).
Further practice
Teacher’s Resource Material: Unit 4 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Transcript
The equator divides the Earth into two parts. They are called the northern hemisphere and the southern hemisphere. Can you see the equator? The UK is in the northern hemisphere. Australia is in the southern hemisphere. Where do you live? It’s summer and the weather is warm. The northern hemisphere is close to the sun. It’s winter and the weather is cold. The northern hemisphere is far from the sun. The photo on the left is of the UK. It’s winter. But look, it’s summer in Australia. Quick quiz! Question 1 What divides the Earth into two parts? … The equator. Question 2 What season is it in the northern hemisphere in this picture? … It’s winter. Question 3 What season is it in the southern hemisphere in this picture? … It’s summer. Question 4 What hemisphere is the UK in? … The northern hemisphere.
Class Book page 41 2 Read and listen. Name the 4 seasons. w 2.23
Lesson 4: Cross-curricular (Social Science) Language Core: equator, North Pole, northern hemisphere, seasons, South Pole, southern hemisphere Revised: Months of the year; Weather; autumn, far, near, spring, summer, winter Other: dry season, rainy season
• Play the audio for the children to follow the words in their •
Transcript
See Class Book page 41 for transcript. ANSWER
Winter, spring, summer and autumn.
3 Read again and answer.
• Read questions 1–6 and check the children understand
Starting the lesson (optional)
• Bring a globe to class. Ask the class to say the names of
•
the continents and elicit the areas of the earth covered in this lesson (northern hemisphere, southern hemisphere, equator, North Pole and South Pole). Ask around the class Where do we live? Which hemisphere is it? Is it near the North Pole or South Pole? Which season is it now? Have you (ever) been to the southern hemisphere? Which countries are there? What season is it in Australia now? What’s the weather like near the equator? etc.
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
• •
114
messaging? (Roberto) Which website did they talk about at the end of their message? (The seasons) Tell the children they are going to do a quiz from that website. Clarify the meaning of northern, southern and hemisphere before you watch. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Unit 4
books. Check understanding of the labelled words. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
•
the key words in the questions. Allow the children time to read the text again. Children write their answers in their notebooks. Ask them to check in pairs before you feed back as a class.
ANSWERS
1 southern hemisphere 2 the equator 3 the North and South Poles 4 two 5 autumn 6 summer COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Prompting the children to read a text for specific information without understanding every word helps them to become better readers. It also allows them to see new words in context and consider what they might mean.
WEB SEARCH: Find out about the weather and seasons somewhere in the southern hemisphere. Children use the internet to find out about a country’s seasons and weather in the southern hemisphere (for example, Argentina, New Zealand or South Africa). Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research.
© Copyright Oxford University Press
Activity Book page 41
Starting the lesson (optional)
• Play two-minute race to revise animals (see Ideas bank
1 Label the diagram.
page 185). Describe the animals as a class (safe, dangerous, nice, furry, live in the desert, forest, etc.).
ANSWERS
1 North 2 northern 3 equator 4 southern 5 South
CPT, Classroom Resource Pack
2 What season is it? Do the experiment and record your results.
Vocabulary and grammar review and presentation: story animation
Note: Children can do the experiment at home or ask them to bring in the required materials from home. • Tell the children they are going to do an experiment about the seasons. • Ask the class to read what material they need to do the experiment and to check they have got the materials they need. • Ask children to read the instructions for the experiment and check understanding of any new words. Put children into pairs or groups of four to follow the instructions. • Children answer the questions using the information they have learned from their experiment. Monitor, help and praise throughout.
1 Watch.
• Tell the children they’re going to watch a story animation •
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (An American explorer) With books closed, watch the story. Ask What happens in the story? (Mongolian people said there were dragon eggs in the desert. Explorer Roy Chapman Andrews wanted to visit the desert. He travelled across the desert with 125 camels and experienced dangerous weather and animals. He finally found some eggs, but they weren’t dragon eggs. They were dinosaur eggs! He discovered a new type of dinosaur and it was named after him.)
Transcript
ANSWERS
1 more 2 summer 3 winter 4 less 5 winter 6 summer
3 Read and circle.
• Ask children where New Zealand is and find it on a map or globe. Children read the text about Rachel and circle the correct answers. Check in pairs.
ANSWERS
1 Southern 2 winter 3 far from 4 sun 5 cold
4 Describe the season and weather where you live. Use Activity 3 to help you.
Daisy This is a true story about an American explorer called Roy Chapman Andrews. About one hundred years ago he travelled to Mongolia because there were stories about mysterious things in the desert. Let’s find out what happened! • See Class Book pages 42–43 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
• Children write about the season and the weather where
Class Book pages 42–43
Extra
2 Read and listen. Find the words in the story. w 2.24
they live. Refer them to Activity 3 for additional support.
• Fast finishers repeat Activity 2, focusing on North and
• Point to the photo at the top of the page and ask What’s
Ending the lesson (optional)
•
South Poles.They record their results.
• Play Describe it with countries around the world to review language from the lesson (see Ideas bank page 183).
•
Further practice
Teacher’s Resource Material: Unit 4 Cross-curricular worksheet.
Lesson 5: Story and Vocabulary Language Core: dinosaur, dragon, fossils, mud, sandstorm, snake; Revision of irregular verbs: went, had, met, became, made Revised: Adjectives; Clothes; Weather words; eggs, camel, desert, rocks, valley; Past simple Other: explore, explorer, facts, Mongolian, nest, tents
•
•
the story about? (An explorer) What type of story is it? (A true story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Where did Roy Chapman Andrews travel to and when? (The Gobi desert in Mongolia in 1923) Why did he go there? (To find out about dragon eggs) How did he travel across the desert? (By car and with 125 camels) What made his hat fly off? (A sandstorm) Did it rain in the desert? (Yes, it did.) What was it like at night? (It was cold.) Why were the snakes in their bed and hat? (It was warm.) Where did they find the dragon eggs? (In the valley) Were they dragon eggs? (No, they were dinosaur eggs.) How many did they find? (25) Did they find anything else? (Yes, they did. Dinosaur fossils.) What did they call the new dinosaur? (Andrewsarchus) Ask the children to look at the six words in the box on page 42. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
© Copyright Oxford University Press
Unit 4
115
ANSWERS
dinosaur: frames 7, 8 fossils: frames 7, 8 dragon: frames 1, 6, 7 sandstorm: frame 2 snake: frames 4, 5 mud: frame 3
3 Do you explore the facts for yourself? Circle Yes or No. Write.
• Ask children to think about the value the story focuses on
ALL ABOUT VALUES: Explore the facts for yourself.
Remind the children of who was an explorer. Where did he go and what was he looking for? At the beginning of the story was he certain that dragon eggs existed? What did he think at the end? Why? How did Roy Chapman Andrews’ exploration change world knowledge? What do you think it contributed to science? Talk to the children in their own language about exploring facts for yourselves and why it’s important to think critically. COMPETENCES FOR 21ST CENTURY LEARNING:
Mathematical competence and basic competences in science and technology Encouraging children to think critically is an important skill, particularly in the age of the internet. Focusing on this will help children to build on their knowledge and understanding of a range of subjects, form their own opinions and be able to distinguish fact from theory. They will be able to understand the difference between bias and subjectivity and fact and keep safe on the internet.
3 Read and answer.
• Children read each question then read the story again
and answer them in their notebooks. Check in pairs before feeding back.
• •
Extra
• Fast finishers imagine what happens next in the story.
They write sentences in their notebooks to continue the story using the present simple.
Ending the lesson (optional)
• Play True or false? using ideas from the story (see Ideas bank page 182).
Further practice
Teacher’s Resource Material: Unit 4 Story playscript worksheet. Unit 1 Word Skills worksheet.
Lesson 6: Story, Grammar and Communication Language Core: Past simple: questions and answers with irregular verbs: How many did they find? They found (twenty-five). What did you see? I saw (a snake). Who did she meet? She met (some friends). Revised: Past simple regular verbs; Question words
ANSWERS
1 the desert 2 A sandstorm arrived. 3 dragon eggs 4 a snake 5 twenty-five dinosaur egg fossils 6 a dinosaur
4 Listen to Daisy and her friends. What did you think about the story? w 2.25
• See notes on page 68.
WEB SEARCH: Find out about other famous explorers. Where did the travel to? Children use the internet to find out about another famous explorer, where they travelled to and what they discovered.
Starting the lesson (optional)
• Play Back to the board game to review verbs and
vocabulary from the unit (see Ideas bank page 184).
CPT, Classroom Resource Pack Story review and grammar presentation w 2.24
• Ask the children what they remember from the story:
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Picture reveal on page 177.
Activity Book page 42
•
Who’s in the story? Where did he travel to? Why did he go there? What was the desert like? Which animals did he see? What did he find? Was it a successful journey? Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the
1 Read and complete Daisy and Peter’s review of the story.
• Children complete the review of the story using the words in the word bank.
ANSWERS
new vocabulary.
Class Book page 44 1 Which questions are in the story? Find the answers in the story.
1 true story 2 sandstorms 3 mud 4 dragon 5 fossils 6 dinosaur 7 snakes
• Tell the class these are four questions – some are from
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
•
• See notes on page 68. 116
and read the sentences. They circle Yes or No as it applies to them. Refer children to the score ratings. Remind children it’s very important to explore facts for themselves as it helps them find the truth and makes them better learners. Children write what they do to explore the facts themselves.
Unit 4
the story and some are not. Ask the class to guess from memory which ones were in the story and which weren’t. Tell the children to read the story on pages 42–43 again and find the questions that are in the story and the
© Copyright Oxford University Press
answers to the questions. Children write their answers in their notebooks. Feed back as a class.
• Read the speech bubbles. Put children into pairs to ask
and answer about what they did yesterday. Ask them to ask at least one further question about what their partner did. Monitor, help and praise throughout.
ANSWERS
1 Where did my hat go? I think the camel is wearing it, Mr Andrews! 2 What did you see? Aghhh! I saw a snake! 4 Where did they find the dragon eggs? They found them in this valley.
2 Beat the clock. How many questions and answers can you say in 3 minutes?
• Refer children to the Review box. Ask the class to tell you
•
•
•
some past simple regular verbs in the affirmative (walked, talked, played, etc.). Review how we form questions with the verbs and elicit some examples (Did you walk to school? Did you talk to your friend? Did you play outside yesterday? etc.) Ask the class how the verb is different in the question and the affirmative statement (we add -ed to the verb in the affirmative. Explain that today they will make questions and answers for past simple irregular verbs. Look at the All about grammar box as a class. Ask the class how the verb is different in the question and the affirmative statement here (the verb in the affirmative is completely different). Point out the question words (What, Where, Who, etc.) and the word order (question word + did + subject + infinitive). Make some questions as a class on the board. Point out to the class that we answer the questions using Subject + verb + object. Make some answers to the question on the board. Put the children into pairs. Ask them to say as many questions and answers as they can in three minutes using the grammar in the grammar box. Set a timer. Monitor, help and praise throughout. When the time is up, ask children how many sentences they said. Feed back some of the sentences from the class.
Star question (optional)
• Ask the children to recall what their partner told them they did yesterday. They write sentences in their notebooks using the past simple.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Chase the cheese on page 178.
Activity Book page 43 1 Order the sentences. Read the story again to check.
• Ask children to think about the story of Roy Chapman
Andrews in Mongolia. They order the sentences. Children read the story again to check their answers, then check in pairs.
ANSWERS
e 1 c 2 d 3 b 4 f 5 a 6
2 Complete the questions with question words. Write the answers.
• Children read the questions and use the prompts to write the correct question words. They then write the answers to the questions using the verbs. Check in pairs before feeding back.
ANSWERS
• Point to the photos and read the information given with
1 Where did Roy Chapman Andrews go? He went to the Gobi Desert. 2 Who did he meet? He met Mongolian people. 3 What did he find in his bed? He found snakes. 4 What did he wear? He wore a hat. 5 What did he write? He wrote books.
•
3 Order the words to make questions about yesterday. Answer the questions.
3 Ask questions and answer.
each one. Ask the class who they can see and what they have in common (They were all explorers.). Read the example in the speech bubbles as a class. Put children into pairs. They take turns asking questions about each explorer and answering them with the information given. Remind children to use the All about Grammar box for support. Monitor, help and praise throughout.
OPTION:
Have the children do some research about the three explorers. You could give or elicit from the class three questions from the All about grammar box that they could use to do their research (e.g. What did they see? Who did they meet? What did they find?). COMPETENCES FOR 21ST CENTURY LEARNING:
Cultural awareness and expression Learning about famous explorers alongside new language develops the children’s curiosity and motivation to use the new language.
4 Ask a friend what they did yesterday.
• Ask the children to think about what they did yesterday.
• Children order the words to make past simple questions. They write answers for themselves.
ANSWERS
1 2 3 4 5
Who did you meet? What did you write? What did you wear? What did you eat? Where did you go?
All about grammar page 93 1 Write the infinitive form of the verbs.
• Review how and when we use past simple irregular verbs •
in questions and answers. Clarify in the children’s own language if necessary. Children read the past simple form of the verbs and write the infinitive.
ANSWERS
1 write 2 wear 3 go 4 see 5 say 6 meet
Brainstorm a few ideas and write them on the© board. Copyright Oxford University Press
Unit 4
117
2 Read and match the questions and answers. Complete the answers.
• Ask the children to read all of the questions and answers
before they match them. They match the questions to the answers by writing the correct number in the box. Children then complete the answers with the correct form of the verb.
ANSWERS
1 2 3 4 5 6
b, They wore school uniform. e, She wrote a postcard to her grandad. d, He met a famous musician. a, They went to Manchester. f, She saw beautiful stars in the sky. c, He said he was sorry.
Daisy Watch our new song on our vlog. Zoe, Peter and I wrote it. It’s a song about going on holiday by the sea. Thank you for your comments about the songs. Peter What were the comments, Daisy? Daisy They said the songs are really fun and exciting. Let’s listen to the next song.
Class Book page 45 2 Read the song. What did they eat at the restaurant? Listen and check. w 2.26
• Ask the class to read the song silently to find out what the
3 Complete the questions and answer for you.
•
• Children use the question words in the word bank to
complete the past simple questions. They write answers using the correct verb in the past simple. Ask children to read their answers to a partner to check.
ANSWERS
1 What did you wear on Saturday? 2 Where did you go on Saturday? 3 Who did you meet on Saturday? 4 Who / What did you see on Saturday? 5 What did you on Saturday? Children’s own answers.
ANSWER
Fish and chips
3 Sing. Do you like the song? Use these words. w 2.26
• See notes on page 71.
4 Listen and repeat. w 2.27
• Refer children to the pronunciation box. Point to the three
Ending the lesson (optional)
• Play Bingo! to review past simple irregular verbs (see Ideas bank page 184).
• •
Further practice
Teacher’s Resource Material: Unit 4 Lesson 6 Reinforcement and Extension worksheets.
Lesson 7: Song and Skills Language Revised: Seaside activities; Transport; Past simple regular and irregular Core sound: /eɪ/ ate, skate, snake /aɪ/ I, dinosaur, ice /ɪ/ chips, fish, in, it, swimming Other: band, fish and chips
•
• Play two-minute race to review regular and irregular past
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Teaching contrasting phonemes not only helps children focus on the shape of their mouths and how to produce the sound accurately and fluently, but it makes them aware of some of the differences in vowel sounds. This develops their speaking and listening skill.
• Play the audio for the children to listen and read the
simple verbs (see Ideas bank page 185).
Classroom Presentation Tool (CPT) 1 Watch.
• Tell the class that Daisy, Zoe and Peter are going to
introduce another song. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about going on holiday by the sea.).
•
Daisy The vlog is really popular. People love the songs. Peter That’s great! Zoe I hope they like the next one.
tongue twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
Exam practice AB pages 101–102 6 Work in pairs. Complete your speaking cards. Play.
• Show the class a cut-out card and tell them to turn to
Transcript
Unit 4
phonemes and say them. Write them on the board and drill the sounds with the class. Play the audio for the children to listen and repeat the words. Ask the class to tell you which sound is highlighted in blue (/eɪ/), which sound in red (/aɪ/) and in green (/ɪ/). Play the audio again for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.
5 Listen and repeat the tongue twister. w 2.28
Starting the lesson (optional)
118
singer ate at the restaurant. Children write their answer in their notebooks. Ask them to compare their answer with a partner. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
•
pages 101–102 in their Activity Books and cut out the bottom card for Unit 4 along the dashed lines. Put children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information. A and
© Copyright Oxford University Press
•
B take turns describing what Jenny or Marlon did using the prompts to make past simple sentences. Their partner listens and tick the activities they hear. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubble. Remind the children of the structure they are using. Monitor, praise and help throughout.
Further practice
Karaoke version of song available.
Lesson 8: Language review and Communication Language Core: How old do you have to be to (go on this ride)? You have to be (twelve years old). You’re old enough. You aren’t old enough. Revised: Explorer words; Seaside activities; Past simple regular and irregular, statements and questions Other: Numbers
English at home
• Encourage the children to say the tongue twister to their family.
Classroom Presentation Tool (CPT) Pronunciation: game
• See instructions for Phonics matching on page 178.
Activity Book
page 44
1 Read and circle the correct word. Listen and check. w 2.26
• Children read the song and circle the correct words from the original song.
• Play the song for children to listen and check their
Starting the lesson (optional)
• Play Words from words (see Ideas bank page 185).
Class Book page 46 1 Listen to Daisy and her dad. Which 3 activities did Daisy do? w 2.29
• Ask the children to read the words in the word bank. Tell
answers.
ANSWERS
•
1 see 2 funfair 3 karting 4 dragon 5 shells 6 had
2 Listen to the tongue twister and underline the /eɪ/ sounds, circle the /ɪ/ sounds and draw a box around the /aɪ/ sounds. w 2.28
• Play the audio for children to listen to the tongue twister
•
again. They underline the words with the /eɪ/ sound, circle the words with the /ɪ/ sound and draw a box around the words with the /aɪ/ sound. In a less confident class, pause the tongue twister after each line to give children time to think about the sounds.
ANSWERS
/eɪ/ sounds: skate, snake /ɪ/ sounds: in, it, fish, chips, swimming, with /aɪ/ sounds: I, dinosaur, my, ice
3 Write more words with the /eɪ/, /ɪ/ and the /aɪ/ sounds.
• Ask children to think of and write more words with these
sounds in the columns. They may use their Class Book for ideas.
them they will listen to a conversation between Daisy and her dad who mention three of the items. Ask the class to predict which three items they think they will hear. Play the audio for the children to listen and write the activities they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Dad Hi, Daisy. How did you find the concert? Daisy It was great, Dad. Zoe said she loved the concert, too. Dad Great. How long were you there? Daisy We were there for a couple of hours. Then, we went down to the beach. We saw a famous singer there! Dad Wow! What did you do on the beach? Daisy We collected some shells. Dad Did you go to the funfair, too? Daisy No, we didn’t. But we did go to a restaurant. Dad Did you eat any birthday cake? Daisy No, we didn’t eat any cake. We didn’t have time. Dad Did you meet Fred? Daisy No, we didn’t. Where was he? Dad He visited the planetarium. I think he bought you a book about the seasons. Daisy Really? That’s very kind of him. When I see him, I must say thank you. ANSWER
go to a concert, collect shells, go to a restaurant
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
2 Listen again. Read and write the missing words. w 2.29
• Ask the class to read the sentences. Play the audio for
Ending the lesson (optional)
• Play Sound it out to review the pronunciation of the course sounds (see Ideas bank page 187).
ASSESSMENT OPPORTUNITIES:
the children to listen again and write the affirmative or negative form of the verb to complete each sentence in their notebooks. Check in pairs before feeding back.
ANSWERS
The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
1 said 2 saw 3 didn’t eat 4 didn’t meet 5 bought
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• 1 Put children into pairs. They take turns asking for
OPTION:
Ask the children to write the opposite sentences for each answer, e.g. 1 Zoe didn’t say she loved the concert.
•
3 Ask and answer.
• Point to the pictures and ask the class to say what they
•
can see. Read the example in the speech bubbles. Ask the children to think about different questions they can ask about each picture and the verbs they can use (e.g. clothes – wear, place – go, activity – see / do, etc.). Review the question words (What, Where, Who, How many, etc.). In a less confident class, write ideas on the board before the children speak. Put the children into pairs. They take turns to guess which picture their partner has chosen by asking a question for their partner to answer. Monitor, help and praise throughout.
4 Read Zoe’s text message and say the verbs in the past simple.
• The children read Zoe’s text message aloud and say
the highlighted verbs in the past simple affirmative or negative. Put the children into pairs or work as a class. Repeat if needed.
ANSWERS
1 went 2 see 3 met 4 went 5 looked 6 found 7 bought
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 86.
Let’s compare culture
• Read the statement and check understanding. Discuss
with the class whether or not they have age and height restrictions on things they like to do and see. Why do we have height and age restrictions? Are they the same or different to the UK?
Class Book page 46 Star question (optional)
• Children write sentences about the last place they visited
using the past simple. Encourage them to write where they went, who they went with and the activities they did.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Three in a row on page 178.
Activity Book page 45 1 Write questions about Daisy’s grandad.
• The children watch the role-play. Ask Where are they? (At
• Children use the verbs in the word bank and the pictures
Transcript
1 What did he visit? 2 What did he do? 3 What did he collect? 4 What did he wear? 5 What did he eat? 6 What did he buy?
the theme park) What does Daisy want to know? (How old she has to be to watch the 3D film) Demonstrate the roleplay with a confident child.
Daisy Excuse me, how old do you have to be to go on this ride? Adult You have to be eleven years old. How old are you? Daisy I’m eleven years old. Adult You’re old enough! Daisy Thanks for your help. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Using new language in a meaningful communicative activity helps consolidate learning and develops children’s listening and speaking skill. It also develops better pronunciation as language is learned and used in chunks, developing connected speech.
Class Book page 86 • Tell the children to turn to page 86 in their Class Book and look at Conversation card 4. Read the aims together as a class and point out the language they will need for the role-play. Follow the instructions on the page:
Unit 4
to write questions about Daisy’s grandad. Remind them to use question words.
ANSWERS
2 Circle the answer to the questions in Activity 1. Use the pictures to help you.
• Children refer to the ticks and crosses in the pictures in Activity 1 to circle the correct answers.
ANSWERS
1 visited 2 went 3 collected 4 didn't wear 5 didn’t eat 6 didn’t buy
3 Write about when you were two.
• Ask children to think about what they did and didn’t do when they were two years old. Children write six sentences using a variety of past simple verbs.
4 Listen and tick f the box. There is 1 example. w 2.30
Conversation card 4
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•
information as a customer and giving answers as an assistant. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Then read the Language tip as a class and model the conversation talking about height. Put the children back into pairs to practise asking about height. Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.
• Ask children to read the questions and look at the possible answers in the pictures before they listen. Point out the example answer. The class listen and tick the correct answer for each question. Note: This activity provides practice in a listening exam style task.
© Copyright Oxford University Press
• Play the audio for them to listen and write the eight verbs
Transcript
Adult Hello, John. What did you do last weekend? John I went to the aquarium. Adult Did you see a dolphin? John No, I didn’t. There weren’t any dolphins. I saw a beautiful green turtle. Narrator Can you see the tick? Now listen and tick the box. 1 Adult Did you buy anything at the aquarium shop? John No, I didn’t buy anything. But my mum bought a poster with a seal on it. Adult How much did it cost? John It was £1.75. 2 Adult Did you eat at a restaurant? John Yes, I did. We ate at an Italian restaurant. Adult What did you eat? John I ate pasta with tomato sauce and cheese. Adult Lucky you! 3 Adult What was the weather like? John It was very hot and sunny. Adult So, what did you wear? John I wore my new green sunglasses. My aunt bought them for me last week. I love them! ANSWERS
1 a 2 c 3 a Note: This activity provides practice in a listening exam style task.
Ending the lesson (optional)
• Play Secret word to review language from the unit (see Ideas bank page 183).
•
Transcript
Peter Did you like the aquarium, Daisy? Daisy Yes, I did! It was fantastic. Peter Did you see the angel fish? Zoe No, I didn’t. I saw the clown fish though. And I saw the sea snakes. They were frightening! Peter Yes, I agree! What did you eat at lunchtime? Zoe I ate a ham sandwich. I also had a banana yoghurt and I drank a bottle of water. It was very hot! Daisy Yes, it was, that’s why I wore my sun hat. I found a beautiful pink shell on the beach. Did you see it? Zoe Yes, I did. I didn’t find any interesting shells this time. I bought this shell bracelet at the aquarium shop though. Daisy Mrs Green said we must write a postcard about our trip. Who are you going to write to? Zoe I wrote mine on the bus. I wrote my postcard to my cousin in Poland. I need to buy a stamp tomorrow. Peter I wrote mine on the beach. Mine is for my friend, Leo. Daisy I’m going to write a postcard to my granny. ANSWERS
see, eat, drink, wear, find, buy, write, say
2 Read Daisy’s postcard. Listen and answer True, False or Doesn’t say. w 2.32
• Ask children if they read or write postcards. Ask them
ASSESSMENT OPPORTUNITIES:
The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
•
Lesson 9: Think, do and review: My project
when we get postcards (When family or friends are on holiday away from home, from a friend in another country etc.). What information is usually included? Take ideas in English or in the children’s own language. Tell the class to read Daisy’s postcard. Point out the different information highlighted. Check understanding by asking questions. (Where did she go? Does it include places and activities? Does she say what they were like? Does she say how she feels? Does she write in the past or present tense? etc.) Tell the class to read statements 1–3. They read and listen to the postcard again and answer, True, False or Doesn’t say. Check in pairs before feeding back.
Language
•
Revised: Adjectives; Animals; Explorer words; Food; Seaside activities; Past simple statements and questions Other: Time expressions: yesterday, last week / month / year, address, plastic, postcard, school trip, stamp; Dear …
1 Doesn’t say 2 False 3 True
ANSWERS
3 Ask and answer.
Starting the lesson (optional) w 2.26
• Put the children into pairs. They ask and answers the
• Sing the song from Lesson 7 again.
questions about Daisy’s project. Encourage the children to give their opinion to answer question 3.
Class Book page 47
ANSWERS
1 Listen to Daisy and her friends. Which 8 verbs do they use? w 2.31
• Explain to the class that today they’re going to look at •
they hear mentioned in their notebooks. Play the audio again, pausing after each item is mentioned. The children tick their answers.
another of Daisy’s projects. Read Daisy’s speech bubble at the top of the page. Ask the children to read the verbs in the word bank and say them in the past tense. Tell them they will listen to a conversation about a school trip between Daisy, Peter and Zoe who use eight of the verbs.
1 Daisy’s granny 2 Daisy’s school trip to the coast and the activities they did there. 3 Children’s own answers.
Learn to learn
• Refer the children to the Learn to learn box. Ask them to find the adjectives used in Daisy’s project. Encourage children to use adjectives in a similar way in the project they are going to write.
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4 Prepare your project. Then write your project. AB pages 46–47
• See Activity Book notes below. English at home
• After the children have completed their project, they may take them home to show and tell to their family.
Activity Book pages 46–47
ASSESSMENT OPPORTUNITIES: The children are now ready to do the Unit 4 test and Term test 2. See Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
1 Complete the diagram.
• Tell children they will prepare for their project. Point to the
•
Venn diagram. Explain the three sections: activities we can do in the town (left), activities we can do in the country (right) and activities we can do in both the town and the country (centre). In pairs or individually, children write as many activities as they can in each section. They can look through their Class Books to find ideas.
COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Thinking of and recording information in a Venn diagram is a useful study skill. This helps children to organize their thoughts and write in a more organized and effective way. This is an important skill for learning English and other subjects.
2 Read the project checklist and tick f for you. Learn to learn.
• See notes on page 75.
3 Write the research questions. Research and write the answers.
• Look at Daisy’s tip. Remind children how to set out their postcard and what information to include. Remind the class to use question words to write questions to help them to plan and research their project.
4 Read the tips and write your project.
• See notes on page 75. • The children can draw a stamp to decorate their project. 5 Check and revise your work. Check and revise with your friend. Learn to learn.
• See notes on page 75.
6 Present your project.
• See notes on page 75.
Ending the lesson (optional)
• Congratulate the children on being such good learners and for practising.
• Play a game of the class’s choice (see Ideas bank pages 181–187).
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Unit 4
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© Copyright Oxford University Press
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Review 2 Call the H Team: A treasure hunt! How many clues do they need to find? (Three) How many people do they need to find the clues? (Six) Who are C, O, S and B? (The H team!) Picture 5: What are the H team doing when they get the call? (Children say what each character is doing.) Picture 6: Why are people leaving Corby? (Because there is nothing to do there.) How can the H-Team save it? (By finding the treasure) Picture 7: What does PH mean? (Professor Hooper) Why must they go ice skating? (It’s the first clue.) Picture 8: Why is the ice skating rink empty? (Because people don’t go ice skating now.) Where do they have to go next and why? (To the aquarium to find the whale) Picture 10: Where are they now? (At the train station) Where do they find the clue? (In the waiting room, below the departures board.) Who finds it? (Joe) Pictures 11 and 12: Do they find the treasure? (Yes) Where is it? (In the museum) What is it? (A dinosaur fossil) What name does Professor Hooper he give it? (Joe!) Why will this help Corby? (Because people will want to come and see the new dinosaur.) Picture 13: Does the dinosaur help? (Yes! Hundreds come to Corby to see dinosaur Joe.)
Learning outcomes To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work together and follow instructions to make a programme for the play
Language Core review language: Language from Units 3 and 4 Other: clue, early, hundreds, late, news, poem, prize, professor, sand, treasure, wait; Congratulations! Read all about it!
Competences for 21st century learning: Sense of initiative and entrepreneurship Cultural awareness and expression Note: It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 2 test.
2 Read the story again and answer the questions.
• Ask the children to read the questions and think about
Lesson 1 Starting the lesson (optional)
• Play Mime it! to review the vocabulary from Units 3–4 (see
•
Ideas bank page 183).
Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: A treasure hunt!
• Tell the class that they are going to read another story
•
about the H Team. Ask the class who the members of the H Team are and what they do (Bonnie, Scott, Camilla and Owen. They work together to help solve problems.) Say Read the title of the story. What do you think will happen in this story? Take all ideas. Choose the ‘Listen only’ option in the Review 2 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the story.
Class Book pages 48–49
ANSWERS
1 2 3 4
She thinks it’s boring. They’ve got four days. They found it at the aquarium. Because he discovered the bones of a dinosaur. / He’s an explorer. 5 It refers to the departures board in the waiting room. 6 The dinosaur has got his name.
3 Prepare your project. Do your project. AB pages 48–49
• Tell the class they are going to plan, prepare and practise a •
play about Call the H Team: A treasure hunt! See Activity Book notes below.
4 Rate your project. AB page 49
• See Activity Book notes below.
Classroom Presentation Tool (CPT)
1 Read and listen. w 2.33
• Tell children to look at the pictures and name the
Review game
•
Activity Book page 48
•
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their answers. Tell them to focus on the content words of each sentence to help them find the answer. Children read the story again and write the answers in their notebooks. Children check their answers in pairs before feeding back as a class.
members of the H Team, say the activities, places around town and objects they can see. Play the story audio for children to read and follow in their Class Books. Play the story audio again. Check comprehension: Picture 1: What are Chloe and Joe doing? (Collecting shells on the beach) Is Chloe happy? (No) What’s happening next week? (They’re going to close the museum.) Picture 2: What do they find in the sand? (A treasure box) Picture 3: What do they find inside? (A clue to find the treasure) Picture 4:
Review 2
• See instructions for Picture race on page 179.
Plan 1 Plan your play. Decide who is going to do each part. Some pupils can have 2 parts.
• Put children into groups of 12–15 and seat them
together so they can communicate. Consider abilities and friendship groups when deciding on the groups.
© Copyright Oxford University Press
• Ask the groups to look at the cast list and work together
•
to decide which role each child will play. A confident child with good communication skills should be the director. Children write their names in the cast list. Ask the class to give their groups a name and plan the props and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.
Ending the lesson (optional)
• Play a game of the children’s choice to review the
language from Units 3–4 (see Ideas bank pages 181–187).
Further practice
Teacher’s Resource Material: Review 2 Story playscript worksheet.
Lesson 2
2 Talk about these things with your group. Make notes.
Language Core review language: Units 3 and 4 language Material: notebooks, coloured pencils or paint, scissors, A4 paper for the programme
SUGGESTED ANSWERS
2 a bucket and spade, shells, sand, a box, paper, watches, a whale, a chair, a picture of a snake and a dinosaur skeleton, etc. 3 a spade hitting something hard in sand, a phone ringing, a lift door closing/opening and a ding, etc. COMPETENCES FOR 21ST CENTURY LEARNING:
Sense of initiative and entrepreneurship The planning stage of a project is a key stage for children to develop when working together on a project. Negotiating and organizing roles for the play encourages them to cooperate, problem solve and use their decisionmaking skills.
Starting the lesson (optional)
• Play What’s missing? to review the vocabulary from Units 3–4 (see Ideas bank page 183).
Classroom Presentation Tool (CPT) Review game
• See instructions for Basketball on page 179. Story review w 2.33
• Ask the children what they remember from the story:
Prepare 1 Understand the story. Answer the question.
• Ask the children to think about where they live and
discuss what the three most popular places to visit are. They write the names of three places.
2 Understand your part in the play. Work in groups. Talk about these things.
• Ask the children to refer to the Prepare section and answer the questions about the part they will play in the play. The children can complete who plays each part on the playscript worksheet.
SUGGESTED ANSWERS
1 Words to describe characters: Joe: happy, excited Zoe: bored, excited Professor Hooper: old, intelligent, clever, mysterious The H Team: helpful, friendly, kind 2 Happy, unhappy, bored, excited, hungry, thirsty, proud, etc.
Practise 1 Practise your play. Listen to the director. Try to remember your lines.
• Ask the director to consider each scene (where the • •
children stand, how they speak and interact, etc.). Ask children to think about how they act as their character (How do they feel at that time? etc.). The children can use the Story playscript worksheet to say / practise their lines.
2 Practise the songs from Unit 3 and Unit 4. w 2.10 2.26
•
Who’s in the story? What problem do they have to solve? How do they solve it? How do the people feel in the end? Watch (or listen to) the story again to confirm answers.
Activity Book page 49 Make. Follow the instructions to make a programme. 1 Plan your programme in small groups. Complete the mind map.
• Tell children they are going to make a programme for • •
their play. Remind children of what a programme is. Put children into small groups and ask them to look at the mind map to help them plan their poster. Ask them to think about each point and complete the mind map with the information they need to include for their programme.
2 Design the programme in your notebook.
• The children write and draw to design a programme in
their notebooks. Each child in each group can design their own programme and then they choose ideas from all of them for the final programme. Help and praise throughout.
3 Make your programme.
• Use large pieces of paper folded in half to make the final
programme. Ask the group to decide who will do what depending on what designs they chose from each child’s initial design. One child could do the cover illustration. One child could write the key information. Another child could list the cast, etc. Make sure each child has a specific role.
• Sing the songs from Units 3 and 4, with or without the audio.
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4 Decorate your programme.
• Children can use photos or draw or stick pictures to further decorate their programme.
5 Show your programme to your teacher.
• Ask groups to come up and talk about their programme.
Ask questions When is the play? Where is it? What’s the play about? What did you design? Did you like the play? etc. and encourage the children to all speak.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Providing a range of tasks within the project is important to encourage all types of learners to participate. Doing a practical and creative task that involves making something will engage children who work better doing this type of activity and encourage them to participate. Those who enjoy acting and performing will enjoy taking on a more prominent acting role, while those who are less confident can be part of the chorus.
Perform the play and rate it! 1 Perform your play and sing your songs. Enjoy acting. It’s fun!
• Ask each group to perform their play and sing one of the
songs from Units 3 and 4. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Above all, encourage them to enjoy their role in the performance. Ask the children who are watching to respect one another’s performance, listen and clap at the end.
2 Watch all the plays and give marks out of 10. Be quiet while you watch.
• Ask children to read points 1–5 in the table and check • •
understanding. Children tick the areas they enjoyed for each group. Ask the class to feed back to each group what they liked. Congratulate the class on performing so well and finishing a group project.
Ending the lesson (optional)
• Play a game of the children’s choice to review the
language from Units 3–4 (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
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Review 2
© Copyright Oxford University Press
Unit 5 At the youth club Lesson 1: Vocabulary
Transcript
Language Core: do craft activities, go roller skating, go scooting, make a snack, play board games, play cards, play pool, play table football, read a magazine, watch a film Revised: Adverbs of frequency; Present continuous; Present simple; like + -ing Other: Compound nouns; laughing, sofa, youth club
1 4 7 10
go scooting 2 go roller skating 3 play cards do craft activities 5 make a snack 6 play pool play table football 8 watch a film 9 play board games read a magazine
OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
Starting the lesson (optional)
• Play Mime it to review free time activities the children •
•
already know (see Ideas bank page 181). Talk about youth clubs and activities you do in your free time in the children’s own language and English. Ask the children what they like doing in their free time. Ask Do we have youth clubs in our region? What can you do there? What do you like doing with your friends? What do you like playing with your families? Are there activities you like doing alone? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Resource Pack Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Where are Daisy and Peter going? (To the youth club) What are they going to do? (Go scooting and play board games)
Transcript
Daisy Hi! I’m going to go to the youth club today. Peter Hi, Daisy! Are you ready? Daisy Yes! I love scooting at the youth club. Later I’m going to play board games with Peter. Peter And I’m going to win! Daisy No, you aren’t! See you later!
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book page 50 2 Listen and repeat. w 3.01
• Focus the children on the scene at the youth club on the •
Class Book pages and talk about what the children can see. Where is Daisy? Who can you see? What are they doing? Play the audio for children to listen and repeat.
3 Listen and say. w 3.02
• Tell the class they will hear children talking about the
youth club. They should listen for the activities and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Transcript 1 2 3 4
5 6 7 8 9 10
I’m playing cards with my friend. … Three. I’m hungry so I’m making a snack. … Five. I’m reading a magazine, it’s really relaxing. … Ten. We're doing craft activities; I love cutting and sticking. … Four. I’ve got my helmet on, and now I’m roller skating. … Two. We’re playing pool. I’m winning! … Six. We’re watching a film. It’s really funny! … Eight. We’re playing table football. It isn’t boring! … Seven. We’re playing board games on the table. … Nine. Look! I’m scooting. It’s really fun! … One.
OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks.
4 Read and say the activity.
• Check comprehension of any new or difficult words.
Children read the descriptions of the activities 1–10 and say which activity it is. Do this as a class or in pairs.
ANSWERS
1 make a snack 2 go roller skating 3 play cards 4 go scooting 5 play table football 6 do craft activities 7 read a magazine 8 play pool 9 watch a film 10 play board games OPTION:
In a more confident class, make this a listening task by asking the children to take turns reading a sentence to their partner for them to listen and guess the activity. EXTENSION:
Ask children to look at the photos on pages 50–51 and say anything else they can name in English.
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COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Matching pictures to written descriptions will help children consolidate the new language. It also raises awareness of sentence structure, developing reading, grammar and vocabulary skills.
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
•
children into pairs. They take turns asking and answering about activities they like doing on pages 50–51. Monitor, help and praise throughout. Remind the class that we use Do you like … -ing? and answer using Yes, I do, or No, I don’t. Encourage them to expand on their answers using the present simple and adverbs of frequency.
Daisy’s question
• Point to Daisy’s question and read it aloud. Say I like
•
playing cards and playing board games. Ask the question around the class encouraging the children to answer using the structure and the activities. If you have more time use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form.
Star question (optional)
• Point to the Star question and read it aloud. Say I like
ANSWERS
1 film 2 magazine 3 craft 4 pool 5 scooting 6 table 7 board 8 roller skating 9 snack 10 cards
2 Cover and play Point and spell. Check with your friend.
• See notes on page 63.
3 Choose and mime 4 activities. Ask and answer. Write 4 sentences about your friend.
• Read the conversation in the speech bubbles and ask the
•
Extra
• Fast finishers write about activities they like doing in their notebooks, using like + -ing.
Ending the lesson (optional)
• Play Lightning flashcards to review the youth club activities (see Ideas bank page 182).
Lesson 2: Grammar and Communication Language
listening to music in my free time. I love classical music. Last week, I went to a music concert. Ask the question around the class encouraging the children to use structures and activities they have learnt in the lesson and previous levels.
Core: Past continuous questions and answers: What was I doing (at four o’clock)? He / She was / wasn’t reading a magazine. What were you doing (this afternoon)? We were / weren’t roller skating. Revised: Time phrases; Verb + noun collocations; Youth club activities
CULTURE NOTE: Youth clubs in the UK Many children in the UK go to youth clubs and other clubs after school and at the weekend. They allow children to do fun activities, learn new skills and meet new people in a safe environment. They are also places where young people can get information, support and advice. There is usually a centre run by staff and volunteers where young people can come on certain days and times of the week. There are many other clubs for young people in the UK: outdoor adventure clubs, such as scouts and girl guides, where children learn how to make fires, go camping and look for wild food. There are art clubs where children learn a variety of different techniques such as pottery, knitting and crochet.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Pelmanism on page 177.
class to say what the boy is doing. Review with the class how we use present continuous to say what we are doing now and how we form short answers. Put children into pairs. They mime four activities from Lesson 1 for their partner to guess. Children remember and record their partner’s ideas in sentences using the present continuous.
Starting the lesson (optional)
• Play Memory chain to revise youth club activities from
Lesson 1 (see Ideas bank page 183). Use I like + -ing or the present continuous.
Class Book page 51 1 Read and listen. What was Daisy doing this morning? w 3.03
• Point to the messages and ask the class who Daisy is •
messaging (Zoe). Tell the children to read and listen to the messages. Ask, What was Daisy doing this morning? Feed back the answer from the class. Then ask, Was she playing cards? (No) Was she watching a film? (Yes) Was she playing chess? (Yes) Who was the winner? (Peter)
ANSWER
She was playing pool at the youth club.
Activity Book page 50 1 Look and complete the crossword.
• Children write the missing word for each activity and then write it in the corresponding place in the puzzle.
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COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence This short reading text allows the children to see the target language in context before they go on to focus on its form and use. This will help children to apply the language and use it appropriately.
2 Read and learn. Say the sentences.
• Ask the class if Daisy and Zoe were talking about the past
•
• •
•
or the present in their messages (the past). Elicit Zoe’s first question What were you doing? and write it on the board. Explain to the class that this is an example of the past continuous. Refer the children to the All about grammar box on page 51. Point out the form of past continuous questions using What + the verb to be + subject + doing (+ a past time). Point out the -ing ending to the verb do. Point out that it is the past form of be that changes with different pronouns. Write the question What was he doing? on the board next to the other question and highlight the two forms of be. Point out how we form past continuous affirmative and negative statements using was / were and wasn’t / weren’t. Explain that we use the past continuous to say what we were doing at a specific time in the past. Ask the children to find examples of the past continuous in the text in Activity 1. Ask the children to say questions and sentences in the past continuous using the prompts in the grammar box.
OPTION:
In a more confident class, ask the children to look at the scene on pages 50–51 and make sentences about what the children were doing. Do this as a class or in pairs. Monitor, help and praise throughout.
3 Play The youth club game.
•
Transcript
1 Daisy I was at the youth club today. In the morning, I was playing board games with Peter while we listened to music. At lunchtime we were making a snack while other children watched a film. My friends were roller skating and scooting, but I wasn’t. 2 Peter In the morning, I was reading a magazine about skateboarding. In the afternoon, I wasn’t scooting or skateboarding outside because I was doing a craft activity. ANSWERS
Daisy: play board games f, listen to music f, make a snack f, go scooting g, go roller skating g Peter: read a magazine f, go scooting g, skateboarding g, do craft activities f 1 At the youth club, Daisy was playing board games. She was listening to music. She was making a snack. She wasn’t going scooting. She wasn’t roller skating. 2 At the youth club, Peter was reading a magazine. He was doing craft activities. He wasn’t going scooting. He wasn’t skateboarding.
2 What are the grammar rules? Tick f.
• Tell children to think about the grammar they have just • •
• Point to the table and ask the class to say the times
•
and the activities. Read the conversation in the speech bubbles and point out that sometimes the characters were playing together. Remind children to think about when we use was or were. Ask the class a second question using the information in the table and elicit the answer. Tell the children they are going to play The youth club game. Put children into pairs. They take turns asking and answering about the friends and the activities they were doing. Refer the class to the grammar box and the model conversation for support. Monitor and help throughout.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Multiple choice on page 179.
Activity Book page 51 1 Listen and tick f or cross g. Complete the activities Daisy and Peter were and weren’t doing. w 3.04
activities Daisy and Peter were and weren’t doing. Children check their answers in pairs. Children use the information from the listening to write what Daisy and Peter were and weren’t doing at the youth club.
learnt and read the different past continuous forms on the left of the table. Refer them to the column headings and ask them to think about which pronouns we use with each form and if they are affirmative or negative. Children tick the correct options. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
was playing – I / He / She / affirmative wasn’t playing – I / He / She / negative were playing – You / We / They / affirmative weren’t playing – You / We / They / negative
3 What were the children doing at eleven o’clock? Write.
• Children look at the picture of the children playing at the youth club and read their names.
• They complete the sentences using the past continuous to describe what the children were doing.
ANSWERS
1 2 3 4 5
Dan and Samira were playing table football. Evan was doing a craft activity. Chloe and Ruby were watching a film. Poppy and Tim were playing pool. Ollie was reading a magazine.
• Ask children to look at the pictures and say what activities
they can see. Play the audio for children to tick or cross the Unit 5
129
4 Ask and answer with a friend. Use Activity 3 to help you.
• In pairs, children use the information in Activity 3 to ask and answer about what the children were doing. They can choose to answer with an affirmative or a negative answer. Refer children to the speech bubbles and demonstrate with a confident child. Monitor help and praise throughout.
All about grammar page 94 1 Write the -ing form of the verbs.
• Review with the class how we form questions and
• •
affirmative and negative sentences using the past continuous. Clarify in the children’s own language if necessary. Refer children to the Look box and review the spelling rules and how we add -ing to verbs in the past and present continuous. Children read the verbs and write the -ing form. Check in pairs and feed back answers from the class.
ANSWERS
1 making 2 playing 3 swimming 4 doing 5 having 6 skating
2 Write questions and answers.
• Children look at the pictures and write the questions or the answers using the past continuous. Check in pairs before feeding back as a class.
ANSWERS
1 2 3 4 5 6
He was reading a magazine. What were you doing? She was making a snack. What were they doing / playing? What were you doing / playing? He was playing table football.
3 Write the answers to Activity 2 in the negative. ANSWERS
1 2 3 4 5 6
He wasn’t reading a magazine. I wasn’t roller skating. She wasn’t making a snack. They weren’t playing pool, We weren’t playing cards. He wasn’t playing table football.
4 Write what you were and weren’t doing yesterday.
• Children write an affirmative and negative sentence about the activities they were doing yesterday using the past continuous. Give the children a specific time to refer to if necessary.
Ending the lesson (optional)
• Play What’s missing? to review the youth club activities (see Ideas bank page 183).
Further practice
Teacher’s Resource Material: Unit 5 Lesson 2 Reinforcement and Extension worksheets.
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Unit 5
Lesson 3: Culture and Communication Language Core: Lucky you! Never mind. Poor you! Revised: Adjectives; Chores; Seaside / free time activities; Seasons; Time phrases; Weather; Youth club activities Other: being safe, dressing up, farmers, fishing, four times a year, in danger, lifeboat, save someone, swimmers
Starting the lesson (optional)
• Play The youth club game from Lesson 2 again.
Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What activities are they doing?
• 1st viewing: Watch Daisy’s introduction to the culture film
and ask the children to tell you what the video is about (Interesting clubs and activities you can do there). Make some predictions as a class about the question What activities are they doing? • Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the activities. • 2nd viewing: Watch the video again and answer the comprehension task at the end of the film. Note: Use the Culture and Communication worksheet with the video.
Transcript
Daisy I love going to clubs and learning new things. They’re a great way to make new friends, too. Let’s find out about some interesting clubs and the things you can do there. Culture film: Whatever you like doing, there’s a club for you. These children are at climbing club. It looks like fun. You can try abseiling at a climbing club, too. It’s great to try new things. These children are at a swimming club. Today they are practicing for a competition. They swim three times a week. They’re very hard-working, but there’s still time to make friends. Football clubs are very popular. At this club, the children play football together every Friday after school. Goal! And at other clubs you can explore nature. At this Ranger club today, the children made a shelter out of wood and leaves. Doesn’t it look great! At lunchtime, they made a fire and cooked potatoes. Scouts is another club where you can explore nature. You learn new skills and get a badge every time. When you go camping with the Scouts, you need to put up your own tent. This girl is checking all the ropes carefully. She’s trying to get a camping badge. Sleeping in a tent is very exciting! At scouts you can make fires and cook marshmallows. Yum, save some for me! ANSWERS
climbing, abseiling, swimming, playing football, making a shelter, making a fire, cooking, putting up a tent
CULTURE NOTE: Activity Clubs in the UK The biggest mixed youth organisation in the UK is the Scouts. Founded in 1910 by Robert Baden-Powell, today it teaches over 450,000 girls and boys fun adventure skills for life and helps children enjoy new adventures, experience the outdoors and take part in a variety of community and international activities. The Chief Scout is TV personality Bear Grylls, whose adventure shows have seen the popularity of the Scouts rise over recent years. It has branches around the world and children from across continents are able to meet up and share stories and experiences.
Class Book page 52 2 Read and listen. What was Rosa doing this morning? What was Daisy doing this morning? w 3.05
• Point to the text messages and tell the class that Daisy is • •
messaging her friend Rosa in Auckland. Ask the children to look at the photos and say any words they know to describe them (they’re fishing, sailing, boats, the sea, etc.). Play the audio for children to listen and read. Answer the two questions.
ANSWER
•
good or bad things we can respond to show support and understanding. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
Transcript
A I went to my youth club this morning. We went karting! B Lucky you! I was doing my homework at home. A Poor you! Never mind.
Language in action!
• Refer the class to the Language in action! box and read
•
through the sentences. Point out how we use Lucky you! to respond to something we see as positive and Poor you! Never mind. to respond to something we see as negative. When children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about different activities using the Language in action! box for support.
Let’s compare culture
• Discuss the culture question in English, and in the
children’s own language if necessary. Do you go to any clubs? What can you do in winter and summer in your region? Do you learn new activities there? Are they exciting and interesting? Are they boring? Why / why not? Are they similar to clubs in the UK or New Zealand?
Rosa was fishing. Daisy was using her computer.
Activity Book page 52
3 Think about what activities you like and activities you don’t like. Make notes.
1 Read and complete the dialogue.
• Ask the class what type of activities Rosa does in summer
• •
(Outside activities like scooting). What does she do in winter? (Play pool) Ask the class if they think Rosa likes computers and why (No. She doesn’t sound happy when Daisy says she was using her computer.) Elicit some of the other things Rosa and Daisy like. Refer the children to the activities in the box and check their understanding. Ask them to think about which activities they like and don’t like doing. Tell the children to write notes in their notebooks about what they like and don’t like doing. Why do they like it and why not? Brainstorm some ideas as a class before children think themselves. Feed back answers.
TEACHING TIP:
In a less confident class, do this as a whole class activity. COMPETENCES FOR 21ST CENTURY LEARNING:
Learning to learn Making notes and personalising new language engages learners and enables children to consolidate their learning.
CPT / Class Book page 52 4 Watch. Discuss an activity and be supportive. w 3.06
• Explain to the class that they are going to watch or
listen to two children talking about activities and being supportive. Explain that when someone tells us about
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 were 2 dancing 3 Lucky 4 making 5 wore 6 playing
2 Complete a club poster for a club near you.
• Put children into pairs or small groups. Ask them to think
of a new club for an activity they enjoy. They complete the information about it in their Activity Book.
3 Imagine you went to the club in Activity 2. Write about what you did.
• Children imagine a visit to the club and complete the sentences about their experience.
OPTION:
Put children into pairs to talk about the different imaginary clubs they tried. Refer them to the Language in action! box and tell their partner about their experience at the club. Their partner responds using the supportive language and saying what they were doing at that time. They can also ask further questions to find out more information.
Extra
• Fast finishers write in their notebooks about a special festival in their region considering the prompts in Activity 2.
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Ending the lesson (optional)
• Play Anagram game to review activities from the unit (see Ideas bank page 183).
Further practice
Teacher’s Resource Material: Unit 5 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 4: Cross-curricular (Natural Science) Language Core: backbone, coral, invertebrate, jellyfish, sponge, vertebrate Revised: Ocean animals; dinosaur, shell, snake, temperature, thousands; Superlative and superlative adjectives Other: cold-blooded, coral reef, ocean, reptile, rock, soft, surface, warm-blooded
Starting the lesson (optional)
Jellyfish look very different to sponges, but they are invertebrates, too. Quick quiz! Question 1 Is a fish a vertebrate or an invertebrate? … It’s a vertebrate. Question 2 Is a sponge a vertebrate or an invertebrate? … It’s an invertebrate. Question 3 Is a whale a cold-blooded animal or a warm-blooded animal? … It’s a warm-blooded animal. Question 4 Is coral an animal or a plant? … It’s an animal.
Class Book page 53 2 Read and listen. Which vertebrates can breathe under water? w 3.07
• Play the audio for children to follow the words in their •
Transcript
See Class Book page 53 for transcript. ANSWER
Fish
3 Read again and answer.
• Read questions 1–6 and check the children understand
• Bring flashcards from previous levels or pictures of
•
different types of animals to class. Ask the children to say the names of the animals, their habitat, what they eat and what they look like (e.g. An elephant is a mammal. It lives on the plain. It eats grass and trees. It’s big and grey. Baby elephants drink milk.). Ask around the class What animals are there in this region? Are they warm-blooded or cold-blooded? What animals are there in our ocean? What do they eat? etc.
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
• •
messaging? (Rosa) Which website did they talk about at the end of their message? (Ocean Animals) Tell the children they are going to do a quiz from that website. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
This fish is a vertebrate. Can you see its backbone? Invertebrates haven’t got a backbone. Coral are invertebrates. Fish are cold-blooded. This means they can’t control their body temperature. Some animals are warm-blooded. This means they can control their body temperature. Whales are warm-blooded vertebrates. They are the biggest animals on Earth. Do you think this is a plant or an animal? It’s an animal called a sponge. It’s an invertebrate. 132
Unit 5
books. Check understanding of the labelled words. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
•
the key words in the questions. Allow the children time to read the text again. Children write their answers in their notebooks. Ask them to check in pairs before you feed back as a class.
ANSWERS
1 vertebrates 2 invertebrates 3 turtles, sea snakes, fish 4 sponges and coral 5 jellyfish 6 the coral reef off the coast of Australia
WEB SEARCH: Find five facts about reptiles that live in the ocean. Children use the internet to find out five facts about reptiles that live in the ocean (e.g. turtles, sea snakes). Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research. COMPETENCES FOR 21ST CENTURY LEARNING:
Digital competence Teaching children to use the internet in a safe environment and to exploit it as a research tool is an important life skill and essential for their educational experience in the 21st Century.
Activity Book page 53 1 Complete the definitions. ANSWERS
1 Vertebrate 2 backbone 3 fish 4 Invertebrate 5 shell 6 Jellyfish
2 Complete the table. Use Activity 1 to help you.
couldn’t be pirates but they were brave and scary. They loved pirate life and for many years stole a lot of treasure. One day some soldiers arrived and caught them. Anne and Mary tell them they aren’t pirates and they escape. Calico Jack doesn’t escape. Anne and Mary start their own life as pirates together.)
• Children use the information in Activity 1 to put the animals in the word bank into the correct category. Children check in pairs before feeding back.
ANSWERS
Vertebrates: whales, fish, dolphins, seals Invertebrates: sponges, jellyfish, coral
3 Look at the fact file. Read and circle the correct words.
• Ask children to think about seals. What can they do? What do they look like? Are they warm-blooded? Children complete the information in the fact file by circling the correct word. Check in pairs.
Transcript
Daisy This is a historical adventure story based on true characters. It’s set in the Caribbean Sea a long time ago. It looks very exciting! Let’s find out what happens. • See Class Book pages 54–55 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
ANSWERS
vertebrates, mammals, warm-blooded, can, can’t
4 Choose an animal from Activity 2 and write a fact file. Use Activity 3 to help you.
• Ask children to choose an animal from Activity 2. Children
complete a fact file. Refer them to the fact file in Activity 3 for additional support.
Class Book pages 54–55 2 Read and listen. Find the words in the story. w 3.08
• Point to the photo at the top of the page and ask What’s
Ending the lesson (optional)
• Play Descriptions using the animals from the lesson (see Ideas bank page 184).
Further practice
• •
Teacher’s Resource Material: Unit 5 Cross-curricular worksheet.
Lesson 5: Story and Vocabulary Language Core: ocean, pirates, ship, soldiers, treasure, woman Revised: Youth club activities; gold, silver, weak; Past continuous; Comparative and superlative adjectives; Possessive nouns and adjectives; What about me? Other: Caribbean, fight, husband, nobody, winners
Starting the lesson (optional)
•
• Play Sharkman to elicit the word pirate (see Ideas bank
page 184). Talk about pirates as a class in English or in the children’s own language. What pirate stories do you know? When were there a lot of pirates? Where did they sail? What did they do? What was their life like? Did you want to be a pirate when you were younger? Why / why not?
CPT, Classroom Resource Pack Vocabulary and grammar review and presentation: story animation 1 Watch.
• Tell the children they’re going to watch a story animation
•
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (A historical adventure in the Caribbean sea) With books closed, watch the story. Ask What happens in the story? (Anne Bonny and Calico Jack are pirates. They find Mary Read on their ship. She wants to be a pirate. They became the most frightening pirates in the Caribbean. Other people thought women were weak so
•
the story about? (Pirates) What type of story is it? (A historical adventure story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Who was Anne Bonny married to? (Calico Jack) Where did they meet Mary Read? (On their ship) Did Anne and Mary like each other? (Yes, they did.) Why did other pirates think they were weak? (Because they were women.) Were they weak? (No, they were brave and strong.) What did they do with sailors from other ships? (Put them on a desert island) What treasure did they find? (Gold and silver) What were they doing when the soldiers found them? (Singing, dancing and playing cards) Why did the soldiers believe Anne and Mary weren’t pirates? (Because they were women.) Did they help Calico Jack? (No, they left him.) Did they want to continue being pirates? (Yes, they wanted to find their own ship.) Ask the children to look at the six words in the box on page 54. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Point out that woman is singular and we use women in the plural. Use the flashcards to review the new words.
ANSWERS
ship: frames 1, 2, 3, 4, 6, 7, 8 treasure: frames 1, 5 woman: frames 1, 3, 7 soldiers: frames 6, 7 pirates: frames 1, 3, 4, 5, 7, 8 ocean: frames 4, 5 ALL ABOUT VALUES: Don’t judge people because of what they look like. Remind the children of who judged someone because of what they looked like in the story. Why did they think women weren’t pirates? Why did they think women weren’t brave and strong? Was being a woman pirate different from being a man pirate? Talk to the children in their own language about not judging people by what they look like and the different ways in which we judge people superficially (by their gender, clothes, accent, skin colour, etc.) and why it’s important to find out about people to get to know them.
Unit 5
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3 True or false? Correct the false sentences.
• The children read the statements and decide if they are true or false. They correct the false sentences in their notebooks. Ask the children to read the story again to check their answers.
ANSWERS
1 2 3 4 5 6
False: Mary Read wanted to become a pirate. True. False: Mary Read and Anne Bonny were strong. False: A big ship of soldiers arrived. False: The soldiers asked Mary and Anne questions. True. COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Asking children to answer and correct true or false sentences develops their skill in reading for specific information and their ability to think critically. This is not only a crucial life skill but a skill they will need to call upon to answer exam questions quickly and correctly.
4 Listen to Daisy and her friends. What did you think about the story? w 3.09
• See notes on page 68.
WEB SEARCH: Find out about real pirates. What were their names? Where did they sail? Remind the class that this story was based on true characters. Children use the internet to find out about real pirates, what their names were and where they travelled to.
Extra
• Fast finishers imagine what happens next in the story.
They write sentences in their notebooks using the present simple.
Ending the lesson (optional)
• Play Who was it? (see Ideas bank page 186). Further practice
Teacher’s Resource Material: Unit 5 Story playscript worksheet. Unit 5 Word Skills worksheet.
Lesson 6: Story, Grammar and Communication Language Core: Past continuous questions and short answers: Was I / he / she (watching a film)? Yes, I / he / she was. No, I / he / she wasn’t. Were you / we / they (playing cards)? Yes, you / we / they were. No, you / we / they weren’t. Revised: Youth club activities
Starting the lesson (optional)
• Play Ladders to review youth club activities from the unit and activities from the story (see Ideas bank page 184).
CPT, Classroom Resource Pack Story review and grammar presentation w 3.08
• Ask the children what they remember from the story:
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Conveyor belt on page 176.
Activity Book page 54 1 Read and complete Daisy and Zoe’s review of the story. ANSWERS
1 historical adventure story 2 sailors 3 ship 4 woman 5 treasure 6 soldiers 7 men 8 Lucky 9 Poor
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• See notes on page 68.
3 Do you judge by what people look like? Circle Yes or No. Write.
• Ask children to think about the value the story focuses on
134
and read the sentences. They circle yes or no as it applies to them. • Refer children to the score ratings. Remind children it’s very important not to judge people by what they look like but to get to know them properly. When they do they will see we are not so different from each other and people’s differences are what make them interesting. • Children write why they think it’s good that people are different. Unit 5
•
Who’s in the story? Did other pirates think Anne and Mary could be good pirates? Were Anne and Mary successful pirates? How did Anne and Mary escape? Did they save Calico Jack? Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
Class Book page 56 1 Which questions are in the story? Find the answers in the story.
• Tell the class these are four questions – some are from •
the story and some are not. Ask the class to guess from memory which ones were in the story and which weren’t. Tell the children to read the story on pages 54–55 again and find the questions that are in the story and the answers to the questions. Children write their answers in their notebooks. Feed back as a class.
ANSWERS
1 Were you sailing with the pirates? No, we weren’t. 3 Were you taking our treasure? No, I wasn’t.
2 Beat the clock. How many questions and answers can you say in 3 minutes?
• Refer children to the Review box and remind the class
that they already know how to make some questions and short answers. Elicit some questions and short answers in the past simple (Did you … ? Yes, I did. No, we didn’t. etc.).
• • •
Elicit some other questions and short answers (e.g. Are you ... ? Yes, I am. No, I’m not. Do you ... ? Yes, I do. No, I don’t.) Write them on the board and point out the auxiliary verb used in the question form and how we use it in the short answers. Point out that in short answers we follow Yes and No with a comma, then a pronoun and the auxiliary verb. Explain that today they will learn how to make short answers in the past continuous. Look at the All about grammar box as a class. Review the form of the questions and elicit which auxiliary verb they use (was / were). Point out the affirmative and negative of was and were. Put the children into pairs. Ask them to say as many questions and answers as they can in three minutes using the grammar box for support. Set a timer. When the time is up, ask children to say how many sentences they said. Monitor, help and praise throughout. Feed back some of the questions and answers from the class.
3 Ask and answer.
• Refer the class to the picture and the activities in the word •
bank. Read the example in the speech bubbles as a class. Put children into pairs. They take turns asking and answering about the people in the picture and what they were doing. Remind them to use the All about Grammar box for support. Monitor, help and praise throughout.
4 Ask your friend about what they did on Saturday afternoon.
ANSWERS
1 No, she wasn’t. 2 Yes, they were. 3 No, they weren’t. 4 Yes, they were. 5 No, he wasn’t. 6 Yes, she was.
2 Write questions and answers using the past continuous.
• Children use the prompts to make past continuous
questions. They write affirmative or negative short answers using the f and g. Children check their answers in pairs.
ANSWERS
1 2 3 4 5 6
3 Read and answer the questions.
• Children read the questions about what they were
doing at those two times this morning. They answer the questions about themselves using the past continuous. Children share their answers with a partner. Feed back some answers from the class.
All about grammar page 95 1 Read and circle.
• Review how and when we use past continuous questions
• Ask the class to think about what they were doing on • •
Saturday afternoon. Brainstorm a few ideas and write them on the board. Read the conversation in the speech bubbles and then model the conversation with a confident child. Put the children into pairs to ask and answer about what they were doing on Saturday afternoon. Monitor, help and praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Personalising the new language in a free practise activity enables children to give it meaning and use it in a natural way. This develops their general speaking and pronunciation skills.
•
Vocabulary and grammar practice: game
• See instructions for Chase the cheese on page 178.
Activity Book page 55 1 Circle the correct answer. Read the story again to check.
• Children read the sentences and circle the correct short
answers. They read the story again to check their answers, then check in pairs.
Were, Yes, they were. Were, No, they weren’t. Was, No, he wasn’t. Was, Yes, she was.
2 Write questions in the past continuous. Look at Activity 1 and answer the questions.
• Children use the prompts to write past continuous
questions. Ask them to think carefully about whether they use was or were. They refer to the picture in Activity 1 to answer the questions. Check in pairs.
• Ask the children to recall what their partner told them
Classroom Presentation Tool (CPT)
and short answers. Refer children to the Look box and the plural and singular past and present forms of the verb be. Clarify in the children’s own language if necessary. Children read the questions and circle the correct past form of the verb be. They look at the pictures and circle the correct answers. Check in pairs.
ANSWERS
1 2 3 4
Star question (optional)
about what they were doing on Saturday afternoon. They write sentences in their notebooks using the past continuous.
Was he making a snack? Yes, he was. Was she reading a magazine? No, she wasn’t. Were you playing cards? No, I wasn’t. / No, we weren't. Were they playing pool? Yes, they were. Were you drawing a ship? No, I wasn’t. Was she watching a film? Yes, she was.
ANSWERS
1 2 3 4
Was Mum listening to music? Yes, she was. Were George and Helen playing tennis? Yes, they were. Was Betty writing a letter? No, she wasn’t. Were Granny and Grandad playing cards? Yes, they were.
3 Order the words to make questions. Answer the questions for you.
• Children order the words to make past continuous
questions. They answer for themselves using Yes, I was, or No, I wasn’t. Take some ideas from the class for feedback.
ANSWERS
1 Were you playing football at break? Unit 5
135
2 Were you playing hide and seek at break? 3 Were you eating a snack at break?
Ending the lesson (optional)
• Play What are the words? to review the story (see Ideas bank page 184).
Further practice
Teacher’s Resource Material: Unit 5 Lesson 6 Reinforcement and Extension worksheets.
Lesson 7: Song and Skills Language
3 Sing. Do you like the song? Use these words. w 3.10
• See notes on page 71.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Enabling children to express themselves in a musical way develops their sense of self-expression. It also enables children to use new language in a meaningful and useful way.
4 Listen and repeat. w 3.11
• Refer children to the pronunciation box. Write the
Revised: Clothes; Time; Youth club activities; Past continuous; Past simple Core sounds: /s/ + consonant scooting, skating, skiing, snack, Steve, swimming /s/ + vowel Saturday, sister, Sunday
Starting the lesson (optional)
•
• Play Silent sounds behind you to review sounds and letters from the course (see Ideas bank page 187).
Classroom Presentation Tool (CPT)
•
1 Watch.
• Tell the class that Daisy, Zoe and Peter are going to
introduce one of their new songs. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about someone who lost their scarf at the youth club.).
Transcript
Peter Hi, Daisy. Are you going to come to the youth club this week? Daisy Yes, I am. Zoe Peter and I wrote a song about it. Daisy Did you? I can’t wait to hear it. Peter It’s about someone who lost their scarf at the youth club. Daisy Welcome back to our vlog. Do you go to a youth club? Zoe Our youth club is great. I hope yours is too. Peter I hope you don’t lose anything there. The person in our new song lost a scarf at the youth club. Daisy We hope you enjoy the song!
Class Book page 57
•
5 Listen and repeat the tongue twister. w 3.12
• Play the audio for the children to listen and read the •
6 Work in pairs. Complete your speaking cards. Play.
• Show the class a cut-out card and tell them to turn to •
• Ask the class to read the song silently to find out what
•
ANSWER
He was playing cards.
tongue twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
Exam practice AB pages 103–104
2 Read the song. What was Fred doing on Friday afternoon? Listen and check. w 3.10 Fred was doing on Friday afternoon. Children write the answer in their notebooks. Ask them to compare their answer with a partner. Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
phoneme /s/ on the board and tell the children we often find the letter s at the start of words followed by consonants such as t, n, w, k and c, or vowels such as a, e, i, o, u. Elicit any examples the children know of words starting with the letter s and followed by these letters and write them on the board in two columns. Play the audio for the children to listen to the words. Look at the spelling of the words and elicit which consonants follow the letter s in the first group and which vowels follow the letter s in the second. Play the audio again for the children to listen and repeat the words. Practise saying the /s/ + consonant sounds at the beginning of the words only, e.g. /sn/, /sw/ and /sk/. Focus the children on producing the same initial /s/ sound in these words as the words with /s/ + vowel. Play the audio for the children to listen and repeat the words. Write the words on the board. Point to the words in a random order for children to read and say.
•
pages 103–104 in their Activity Books and cut out the top card for Unit 5 along the dashed lines. Put children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different information about two children, Anna and Sam. A and B take turns asking questions about what the children were doing at different times during the day. Their partner listens and writes the activity under the correct time. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubbles. Remind the children of the structure they are using. Monitor, praise and help throughout.
English at home
• Encourage the children to say the tongue twister to their family.
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Unit 5
Classroom Presentation Tool (CPT) Pronunciation: game
• See instructions for Phonics matching on page 178.
Lesson 8: Language review and Communication Language Core: Have we got enough (bottles of water)? We’ve got enough / too many … Revised: Food and drink; Times; Youth club activities; bottles, coffee, cups, tea; Past continuous; Present continuous Other: pieces, tea bag, teapot
Activity Book page 56 1 Listen to the original song. Read and complete to make new verses. w 3.10
• Play the song for children to listen and sing. • Children read and complete the song with their own
•
choice of places, objects or activities from the word bank. Explain that they are not completing the original song, but using the words to create new verses. Ask children to read the sentences carefully to decide which type of word should go in the space. Ask children to share their ideas. Then play the song for children to sing their own ideas.
2 Listen to the tongue twister and underline the /s/ + consonant sounds and circle the /s/ + vowel sounds. w 3.12
Starting the lesson (optional)
• Play Jumping the line to review the youth club activities (see Ideas bank page 181).
Class Book page 58 1 Listen to Daisy and her friends. Which 4 activities do they mention? w 3.13
• Ask the children to read the words in the word bank. Tell
• Play the audio for children to listen to the tongue twister •
again. They underline the words with the /s/ + consonant sound and circle the words with the /s/ + vowel sound. In a less confident class, pause the tongue twister after each line to give children time to think about the sounds.
•
ANSWERS
/sː/ + consonant sounds: Steve, snack, skating, skiing, scooting, swimming /s/ + vowel sounds: Saturday, sister, Sunday
3 Write more words with the /s/ + consonant and the /s/ + vowel sounds.
• Ask children to think of and write more words with these
sounds in the columns. They may use their Class Book for ideas.
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play Missing letters to review the pronunciation of the course sounds (see Ideas bank page 183).
ASSESSMENT OPPORTUNITIES: The speaking cards activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Further practice
Karaoke version of song available.
them they will listen to a conversation between Daisy, Peter and Zoe who mention four of the activities. Ask the class to predict which four activities they think they will hear. Play the audio for the children to listen and write the activities they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Daisy Hi, Zoe. Were you at the youth club this morning? Zoe Hello, Daisy. Yes, I was. Daisy Me too. I arrived at ten o’clock but I didn’t see you. What were you doing then? Zoe At ten o’clock I was making a snack in the kitchen. I made a fruit salad. What were you doing? Daisy I was scooting outside. It was fun, but it was a bit too hot. Was Peter making a snack, too? Zoe No, he wasn’t. What were you doing, Peter? Peter At ten o’clock I was watching a film. Zoe I was watching the film then, too. I didn’t see you. It was funny. You must watch it, Daisy. Were you still scooting at eleven o’clock? Daisy No, I wasn’t. I was doing craft activities – making a wooden pirate ship. It was quite difficult, but good fun. Peter That sounds fun! Lucky you! ANSWERS
making a snack, scooting, watching a film, doing craft activities
2 Listen again. Read and answer. w 3.13
• Ask the class to read the questions and predict the answers.
• Play the audio for the children to listen again. They answer •
the questions in their notebooks. Encourage the children to answer in note form as they listen. Check in pairs before feeding back full sentences.
ANSWERS
1 Yes, she was. 2 No, she wasn’t. 3 Daisy was scooting outside. Unit 5
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4 They were watching a film. 5 Daisy was doing craft activities.
Class Book page 87
3 Look at the picture for 1 minute. Cover and say.
• Tell the children to turn to page 87 in their Class Book and
• Point to the picture and ask the class to look at the
•
activities and say what they can see. Tell the children they have one minute to memorise as much information from the picture as they can before they talk about it. Tell them to memorise the activities, the children who are playing, etc. Put children into pairs. Read the conversation in the speech bubbles. Children close their books. They take turns asking questions about the picture for their partner to answer. Remind them to use the past continuous. Monitor, help and praise throughout.
OPTION:
In a less confident class, do this activity as a class or in teams. Give the children one minute to look at the picture. Close books. Ask questions for the children to answer, or encourage the children to ask the questions for you or a different team to answer.
4 Read and say the sentences in the past continuous.
• Elicit what tense the sentences are in (Present •
continuous). Put the children into pairs. They read the sentences and say them in the past continuous. They write the past continuous sentences in their notebooks.
ANSWERS
1 2 3 4 5 6
I was watching a pirate film. You were roller skating to the park. She was playing pool at the youth club. We were playing board games in our bedroom. The sailor was reading a magazine. They were playing cards in the kitchen. OPTION:
In a more confident class, do this as a listening activity. The children take turns to read a sentence to their partner for them to repeat in the past continuous.
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 87.
• The children watch the role-play. Ask Where are they? What are they doing? (At a snack bar in a youth club, getting ready) Demonstrate the role-play with a confident child.
Transcript Daisy Peter Daisy Peter Daisy Peter Daisy
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Unit 5
Have we got enough bottles of water? Yes, we have. We’ve got five bottles. Have we got enough cups? No, we haven’t. We’ve only got three cups. Have we got enough pieces of chocolate cake? Yes, we have, but we’ve got too many. It’s OK. I can eat them!
Conversation card 5
• • •
look at Conversation card 5. Read the aims together as a class and point out the language they will need for the role-play. Follow the instructions on the page: 1 Put children into pairs. They take turns asking about the quantities of different things for snack time. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Then read the Language tip as a class and practise saying the times as numbers. Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Practising functional language gives children real life chunks of language to use in social situations. It also helps to develop their vocabulary, while teaching and consolidating other language structures.
Let’s compare culture
• Read the statement and check understanding. Discuss
with the class whether or not they drink a lot of tea in their region. Do they drink tea with milk like in the UK or not? What drink do most people drink in your region? Is it the same or different to the UK?
Class Book page 58 Star question (optional)
• Children write sentences about what they were doing at ten o’clock this morning in their notebooks.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Three in a row on page 178.
Activity Book page 57 1 Complete the questions. Answer the questions.
• Children read and complete the questions with the
correct question word, activity or object. Children look at the picture to answer the questions.
ANSWERS
1 Was Helen scooting on Wednesday afternoon? No, she wasn’t. 2 Were Sophia and George playing cards? Yes, they were. 3 Was Sarah reading a magazine at the park? No, she wasn’t. 4 Were William and Eddie playing pirates? No, they weren’t. 5 Was Emma making a snack? Yes, she was. 6 Were Noah and Bella sailing a wooden ship? Yes, they were.
2 Order the words to make questions. ANSWERS
1 2 3 4
What was Helen doing at the park? What were Sophia and George doing in the afternoon? What was Sarah doing on Wednesday? What were William and Eddie doing at half past three?
3 Answer the questions in Activity 2. Use Activity 1 to help you.
• Children write answers in the past continuous for the
ASSESSMENT OPPORTUNITIES:
The Conversation card is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 9: Think, do and review: My project Language
questions in Activity 2 using the picture on page 57. Check in pairs before class feedback.
Revised: Youth club activities; Past continuous; Question words Other: Linking words: while, when; Rooms; Time expressions; disappeared
ANSWERS
1 2 3 4
She was skateboarding. They were playing cards. She was reading a book. They were playing football.
4 What were the Carter family doing at half past four? Listen and write a letter in each box. There is 1 example. w 3.14
• Read the names of the Carter family members before
listening and elicit what the children can see in the pictures. Point out the example answer. • The class listen and write the correct letter matching an activity to a person. Note: This activity provides practice in a listening exam style task.
Starting the lesson (optional) w 3.10
• Sing the song from Lesson 7 again.
Class Book page 59 1 Listen to Daisy and her brother. Which 3 activities was Daisy doing at the youth club today? w 3.15
• Explain to the class that today they’re going to look at •
Transcript
Adult Hello, Anna. Did you visit the Carter family this afternoon? Anna Yes, I did. I visited my friend Betty Carter at her house this afternoon. We played cards and then I went home at half past four. Adult What was Betty doing when you went home? Anna Well, Betty wasn’t playing cards anymore. She was in the living room with her family. She was playing with the dog. They were playing catch with a ball. Narrator Can you see the letter ‘C’? This is an example. Now you listen and write a letter in each box. Adult Was her brother there? Anna Yes, he was. He was in the living room, too. He was listening to music on his headphones and he was reading a magazine. The magazine was about mountain biking. Adult: Were Mr and Mrs Carter at home this afternoon? What were they doing at half past four? Anna Yes, they were. Mrs Carter was tired so she was sitting on the sofa. Adult Was she sleeping? Anna No, she wasn’t. She was watching a historical film on the television. Adult Was Mr Carter watching the film, too? Anna No, he wasn’t. He was eating a snack. He was eating a pear. It looked delicious! ANSWERS
Betty, c brother, David, b Mrs Carter, e Mr Carter, f
• •
another one of Daisy’s projects. Read Daisy’s speech bubble at the top of the page. Ask the children to read the words in the word bank. Tell them they will listen to a conversation between Daisy and her brother Fred who mention three of the activities. Play the audio for the children to listen and write the activities they hear mentioned in their notebooks. Play the audio again, pausing after each item is mentioned. The children tick their answers.
Transcript
Fred Hi, Daisy. What are you doing? Daisy I’m writing my diary. Fred Didn’t you go to the new youth club this morning? Daisy Yes, I did. It was great. Fred Were Zoe and Peter there? Daisy Yes, they were. While I was scooting, Zoe was making a snack and Peter was playing pool. Then at eleven o’clock, they were watching a film and I was doing craft activities. Fred Oh yes, I saw your wooden pirate ship downstairs. I like it. I was shopping in town with my friends. Daisy That sounds like fun. I took some photos of the youth club today and I put them on the website. Look at this photo. Fred It’s Zoe making a snack. Daisy Yes, it was the biggest sandwich! And look at the board games the children were playing in this photo. There are lots of different games at the youth club. You can play cards, too. You must go there tomorrow, Fred! Fred It sounds great! ANSWERS
scooting, doing craft activities, taking photos
Ending the lesson (optional)
• Play Hit the card to review language from the unit (see Ideas bank page 181).
Unit 5
139
2 Read Daisy’s diary. Listen and answer True, False or Doesn’t say. w 3.16
• Ask the class when we write diaries (At home at the end
•
•
of the day or after an exciting holiday or experience, etc.). What information is usually included? Have they ever read any published diaries? Ask children if they write a diary. Do they write in it every day? What things do they usually write about? Take ideas in English or the children’s own language. Tell the class to read Daisy’s diary. Check understanding by asking questions. (How does she start the diary? What does she include: times, places, people, activities? Does she say how she feels? Does she write in the present tense or the past tense? etc.) Tell the class to read statements 1–3. They read and listen to Daisy’s diary again and answer True, False or Doesn’t say. Check in pairs before feeding back as a class.
ANSWERS
2 Read the project checklist and tick f for you. Learn to learn.
• See notes on page 75.
3 Write the research questions. Research and write the answers.
• Look at Daisy’s tip. Remind children how to set out their
diary and what information to include. Remind the class to use question words to write questions to help them plan and research their project. See notes on page 75.
1 False 2 Doesn’t say 3 True
•
Learn to learn
4 Read the tips and write your project.
• Refer the children to the Learn to learn box. Ask them to
•
find the expressions used in Daisy’s project. Explain that we use we use these two words to link activities that were happening at the same time, e.g. Fred and Daisy were playing cards at the same time as Mum was reading a magazine. Dad was standing on a chair at the same time as a mouse was running around the kitchen. Both actions were in progress at the same time in the past. Encourage children to use similar expressions in the project they are going to write.
3 Ask and answer.
• Point out the use of the word while, linking the two
activities. Put the children into pairs. They ask and answers the questions about Daisy’s project.
ANSWERS
1 Fred and Daisy were playing cards. 2 Dad was making a snack in the kitchen. 3 Yes, it was.
4 Prepare your project. Then write your project. AB pages 58–59.
• See Activity Book notes below. English at home
• After the children have completed their project, they may take them home to show and tell to their family.
Activity Book pages 58–59 1 Write activities for each place.
• Tell children they will prepare for their project. Point to
the table and ask the class to read the headings. Children write activities that we do in each place. Children may work in pairs. Feed back ideas on the board from the class.
140
COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Providing children with a range of planning techniques to prepare for their project will allow them to identify which techniques they prefer in a variety of different situations. This gives them a useful study skill they can use across a range of subjects.
Unit 5
• See notes on page 75.
5 Check and revise your work. Check and revise with your friend. Learn to learn.
• See notes on page 75.
6 Present your project.
• See notes on page 75.
Ending the lesson (optional)
• Congratulate the children on being such good learners •
and for making connections. Play a game of the class’s choice (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit 5 test. See Teacher’s Resource Material evaluation section. The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
Unit 5
141
Unit 6 At the TV studio Lesson 1: Vocabulary Language Core: an actor, a builder, a camera operator, a clothes designer, a comedian, a dancer, a director, a hairdresser, a singer, a writer Revised: Do you want to … ? Yes, I do / No, I don’t, I like (taking photos). Do you need to (be funny)? Yes, you do / No, you don’t. Other: brushing, cutting, make people laugh, plays, scripts, shows, TV studio
OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
3 Listen and say. w 3.18
• Tell the class they will hear someone talking about
different jobs people want to do at the TV studio. They should listen for the jobs and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Starting the lesson (optional)
• Play two-minute race to review jobs the children already •
•
know (see Ideas bank page 185). Talk about the jobs and what these people do in the children’s own language and English. Ask the children what they like doing. What job would they like to do when they grow up? Why? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
1 2 3 4 5 6
CPT, Classroom Resource Pack
7
Unit introduction: 1 Watch.
8
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Where are Daisy, Zoe and Peter going? (To the TV studio) What are they going to see filmed? (Their favourite show ‘All About Talent’)
Transcript
Daisy Hi! We’re going to go to the TV studios today. Peter I’m so excited! I can’t believe they’re going to film our favourite show, ‘All About Talent’. Zoe It’s going to be great! Come on, let’s go!
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book page 60 2 Listen and repeat. w 3.17
• Focus the children on the scene of the TV studio on the
•
Class Book pages and talk about what the children can see. Where is Daisy? Who can you see? What jobs can you see? What are they doing? Play the audio for children to listen and repeat.
Transcript
1 a hairdresser 2 a clothes designer 3 an actor 4 a singer 5 a director 6 a writer 7 a dancer 8 a comedian 9 a builder 10 a camera operato
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Transcript
Unit 6
9 10
He loves writing stories, so he wants to be a writer. … Six. She wants to be an actor in the show. … Three. He’s so funny. He wants to be a comedian. …Eight. He’s good at organizing things so he wants to be the director. … Five. She likes making clothes so she wants to be a clothes designer. … Two. He likes making films. He wants to be a camera operator. … Ten. She’s very good at cutting hair, so she wants to be a hairdresser. … One. He’s good at building things. He wants to be a builder. … Nine. He’s a fantastic dancer. Look at him dance! … Seven. She sings all day, even in the shower. She wants to be a singer. … Four.
OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks.
4 Read and say the job.
• Check comprehension of any new or difficult words.
Children read the descriptions 1–10 and say which job it is. Do this as a class or in pairs.
ANSWERS
1 comedian 2 dancer 3 clothes designer 4 writer 5 hairdresser 6 director 7 builder 8 camera operator 9 actor 10 singer OPTION:
In a more confident class, make this a listening task by asking the children to take turns reading a sentence to their partner for them to listen and guess the job. EXTENSION:
Ask children to look at the photos on pages 60–61 and say anything else they can name in English.
COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence The Star question enables the children to further personalise and use the language of the lesson, while incorporating language they have learnt in previous levels.
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
•
children into pairs. They take turns to choose a job on pages 60–61 and ask and answer questions about what you need to do for that job. Refer the children to Activity 4 for ideas for things you need to do for each job or brainstorm a few ideas on the board. Remind the class that we use Do you need to … ? with a verb to explain the qualities of a job or skill. Short answers should always use the same verb as the question. Monitor, help and praise throughout.
ANSWERS
1 hairdresser 2 director 3 singer 4 actor 5 comedian 6 writer 7 builder 8 camera operator 9 dancer 10 clothes designer Hidden word: I like historical plays.
2 Cover and play Point and spell. Check with your friend.
• See notes on page 63.
3 Complete the table. Ask and answer. Write 4 sentences about your friend.
• Read the conversation in the speech bubbles. Review with • •
Daisy’s question
• Point to Daisy’s question and read it aloud. Say I want
to be a builder because I like making things. I don’t want to be a hairdresser because I don’t like brushing hair. Ask the question around the class encouraging the children to answer using the structure.
Extra
• Fast finishers write a list in their notebooks of different
characters they would include in a play. They can refer to the stories from the course for ideas.
Star question (optional)
• Point to the Star question and read it aloud. Put the
children into pairs and ask them to say or write all the jobs in English they have learnt in the lesson and previous levels. See how many jobs they can remember from the Starting the lesson activity.
CULTURE NOTE: TV in the UK Television studios are one of the largest employers in the UK. It takes hundreds of people to make just one show. The studios make a large range of programmes that are not only watched by people in the UK, but are also exported around the world. Shows that are very popular in the UK are then are sold to other countries so they can make their own versions. ‘Britain’s got Talent’ and ‘The X Factor’ are two talent shows which have been sold and adapted for international audiences. The largest TV studios are in Manchester and in London. They produce news shows, children’s programmes, crime dramas, comedies, historical dramas and documentaries. Watching TV in English is a great way to help you improve your listening and speaking skills.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Snap on page 177.
Activity Book page 60 1 Look and write. Find the hidden word.
• Children look at the pictures and write the job words
below each picture. They use the clues above each picture to write the hidden word and write it in the sentence below. Check answers in pairs.
the class how we use Do you want to be … ? questions and short answers, I want … because I like + -ing. Children write 3–4 jobs they want to do in the left of the table and think about why. Put children into pairs to ask and answer about the jobs they want to do. They write the jobs their partner wants to do in the right of the table. Children use the information in the table to write 3–4 sentences about their friend’s ideas, e.g. Lucy wants to be a comedian because she likes making people laugh.
Ending the lesson (optional)
• Play Mime it to review jobs (see Ideas bank page 183).
Lesson 2: Grammar and Communication Language Core: Will: questions and short answers Will I / you / he / she / we / they (be a director)? Yes, I / you / he / she / we / they will, No, I / you / he / she / we / they won’t. Revised: Adjectives; Jobs; Comparatives and Superlatives Other: fan, poem, popular, win
Starting the lesson (optional)
• Play Collocations race to revise verb and noun collocations connected to jobs from Lesson 1 (see Ideas bank page 185).
Class Book page 61 1 Read and listen. Will Holly Wood’s poem be popular? w 3.19
• Point to the interview and ask the class who is being •
interviewed (Peter) and what they are talking about (‘All about Talent’ TV show). Tell the children to read and listen to the interview. Ask questions, Which three performers do they talk about? (Carrie Oki, Holly Wood and Joe King) Does Peter like Carrie Oki? (Yes) Finally ask, Will Holly Wood’s poem be popular? Feed back the answer from the class.
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ANSWER
No, it won’t. It’s a great poem but Peter thinks it’s too sad for the show.
2 Read and learn. Say the sentences.
• Ask the class, When is ‘All About Talent’ on TV? (Tonight)
•
•
Then ask, Was Peter talking about the past, present or future in the interview? Explain that Peter was talking about the future and making predictions. Refer the children to the All about grammar box on page 61. Point out the form of the questions and short answers with will and how the form is the same for all pronouns. Remind children that won’t is will + not contracted. Ask the children to say the questions and give short answers using the grammar box for support. Then ask them to look at the photos on pages 60–61 and imagine the people doing their jobs tomorrow in the TV studio. They ask and answer questions about the people and their role, e.g. Will he / she cut hair at the TV studio? Will he / she be funny? Do this as a class or in pairs. Monitor, help and praise throughout.
OPTION:
Ask the class to find example questions using will in the text in Activity 1.
• Ask children to predict the answers before they listen
again. Play the audio for children to listen and circle the affirmative or negative answer. Check in pairs before feeding back.
Transcript
It’s the day of the singing TV show! 1 Will Steve Sparkle wear the silver shirt? Yes, he will. He loves silver! 2 Will the dancers dance behind Steve Sparkle? No, they won’t. They’ll dance in front of Steve Sparkle. 3 Will the hairdresser give Steve Sparkle a wig? Yes, she will. 4 Will the builders make the stage in time? Yes, they will. 5 Will Steve Sparkle’s song be sad? No, it won’t. It’ll be exciting! 6 Will Steve Sparkle win the competition? Yes, he will. ANSWERS
1 2 3 4 5 6
2 What are the grammar rules? Tick f.
• Tell children to read the various question and answer
3 Play The jobs game.
• Point to the table and elicit the jobs on the left. Explain
•
•
that the ticks f relate to which job(s) the children predict they will do in the future and the cross indicates jobs they don’t think they will do. Read the conversation in the speech bubbles. The children take turns asking and answering about each character and the different jobs. They give short answers using the information in the table. Put children into pairs. Refer them to the grammar box and the model conversation for support. Monitor and help throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Following a controlled speaking activity with freer speaking practice allows the children to play with the language of the lesson and consolidate their learning. It also develops their speaking and listening skills.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Chase the cheese on page 178.
Activity Book page 61 1 Listen and complete the questions. Listen again and circle. w 3.20
• Children read the questions and verbs in the word bank
and look at the pictures of another performer on a talent show. They listen and complete the questions with a verb. Children check their answers in pairs.
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Unit 6
wear / Yes, he will. dance / No, they won’t. give / Yes, she will. make / Yes, they will. be / No, it won’t. win / Yes, he will.
•
forms of will on the left and think about the grammar they have just learnt. Refer them to the column headings and ask them to think about what each entry represents. Children tick the correct options. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
Will he write a play? Question No, they won’t. Negative answer Yes, we will. Affirmative answer No, I won’t. Negative answer Will they cut his hair? Question Yes, I will. Affirmative answer
3 Read and complete. Write.
• Children use the prompts to make questions with will.
They write affirmative or negative short answers using the f and g. Children check their answers in pairs.
ANSWERS
1 2 3 4
Will you watch a comedian in the future? Yes, I will. Will she talk to the director tomorrow? No, she won’t. Will he go to the hairdresser this week? No, he won’t. Will they open the window after class? Yes, they will.
4 Ask and answer with your friend about tomorrow.
• Read the conversation in the speech bubbles at the
bottom of the page. Children ask and answer about things they will / won’t do tomorrow. They answer with affirmative or negative short answers. In a less confident class, brainstorm some ideas on the board first. Monitor help and praise throughout.
All about grammar page 96 1 Read and correct the punctuation.
• Review with the class how we form questions, affirmative
•
Lesson 3: Culture and Communication Language
and negative short answers using will. Remind the class of the comma in the short answers, capital letters at the start of sentences and the use of the apostrophe in won’t. Clarify in the children’s own language if necessary. Children read the questions and answers and re-write them in the spaces below using the correct punctuation. Children check in pairs.
Core: What do you think people will (wear in the future)? I think people may (wear man-made clothes). I’m not sure. What about you? Revised: Adjectives; Jobs; Clothes; Materials; checked, colourful, cotton, flowery, plastic, spotty, stripy, waterproof; Past simple Other: 1980s, fashion, recycled, tunics, venues
ANSWERS
1 2 3 4
Will you be a comedian? Yes, I will. No, I won’t. Will you be a singer?
2 Order the words to make questions. Answer the questions.
• Children order the words to make questions with will. They refer to the f and g to write either affirmative or negative answers.
Starting the lesson (optional)
• Play The jobs game from Lesson 2 again.
Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What are the 2 events called?
• 1st viewing: Watch Daisy’s introduction to the culture film
ANSWERS
1 2 3 4 5 6
Will he be a doctor? No, he won’t. Will she be a builder? Yes, she will. Will they be singers? Yes, they will. Will we live in a castle? No, we won’t. Will she have long hair? No, she won’t. Will he play the violin? Yes, he will.
3 Complete the questions and answer for you.
• Children use will and a verb from the word bank to
•
complete the questions. Remind them to think about verb and noun collocations and the prepositions that follow the verb to decide which verb to use. Children write answers for themselves. Put children into pairs to check, and ask and answer.
ANSWERS
1 Will you go on holiday to Oxford every summer? 2 Will you be a writer? 3 Will you live in London? 4 Will you travel to work by plane? 5 Will you play football for Manchester United? Children’s own answers.
Ending the lesson (optional)
• Play Bingo! to review verb and noun collocations from the unit (see Ideas bank page 184).
Further practice
Teacher’s Resource Material: Unit 6 Lesson 2 Reinforcement and Extension worksheets. Unit 6 Word Skills worksheet.
•
•
and ask the children to tell you what the video is about (clothes designers). Make some predictions as a class about the question What clothes will you see? Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the activities. 2nd viewing: Watch the video again and answer the comprehension task at the end of the film.
Transcript
Daisy I like clothes like these. But everyone has got their own style and likes different kinds of fashion. Clothes designers design clothes for lots of different occasions. Let’s see some of them. Culture film: Clothes designers design clothes for lots of different occasions. And some clothes designers design clothes for extra special occasions like the Diwali festival. Diwali is an Indian festival that people celebrate every year. It’s the festival of light so it’s very colourful. Some women wear saris. These saris are flowery. Clothes designers designed the beautiful patterns in bright colours and lots of gold. My favourite is the yellow sari in the middle. People shop for special clothes for the festival. The clothes are often red, white, silver and gold. Men wear clothes with beautiful patterns, too. I love this silver one. I wonder … will that woman choose the red sari? Clothes designers design amazing costumes for the Notting Hill Carnival, too. This is a festival in London which celebrates Caribbean culture. For three days every August, the streets are full of people dancing. Look, these dancers are wearing beautiful colourful feathers. Sunday is the Children’s Day at the carnival. Thousands of children dance in the streets. Clothes designers work all year making the costumes. But what will they design for next year’s carnival? What do you think about these clothes? They were designed for these Morris dancers who dance this traditional English dance. They look a bit old-fashioned! Unit 6
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But some fashion already looks like it’s from the future! What do you think you’ll wear in 2050? ANSWERS
Diwali, Notting Hill Carnival
CULTURE NOTE: Fashion designers and culture in the UK Fashion design is a large part of the British economy. Design technology is taught in British Secondary schools across the country. Many famous British designers base their ideas and take inspiration from their own cultural history and experience. Vivien Westwood is a Scottish designer. Her clothes are very bold and covered in patterns. She often uses tartan, a fabric associated with Scotland, to make suits, dresses and trousers. Alexander McQueen was a young male designer who loved flowing silks and lace. He loved making beautiful dresses for women. Sarah Burton, a designer from his design house, made the Duchess of Cambridge, Kate Middleton’s wedding dress for her marriage to Prince William in 2011.
Class Book page 62 2 Read and listen. What were clothes like in the 1980s? Will we need umbrellas in the future? w 3.21
• Point to the text messages and tell the class that Daisy is • •
messaging her friend Steve in the USA. Ask the children to look at the photos and say any words they know to describe them (big earrings, bright, colourful clothes, pink hair, clothes designer, etc.). Play the audio for children to listen and read. Answer the two questions.
ANSWERS
Colourful patterns, stripy, spotty and checked clothes were very popular in the 1980s. We won’t need umbrellas in the future. COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Learning about clothes in relation to designers and different cultural celebrations helps the children to understand the inspiration of those designers. It also shows how the world around us changes and how new ideas are generated and old ideas return.
3 Think about what people will wear in the future. Write notes.
CPT / Class Book page 62 4 Watch. Discuss what people may wear in the future. w 3.22
• Explain to the class that they are going to watch or listen •
Transcript
A What do you think people will wear in the future? B I think people may wear clothes made from natural materials, but I’m not sure. What about you? A I think people may wear man-made clothes.
Language in action!
• Refer the class to the Language in action! box and read
•
• •
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Unit 6
through the questions and answers. Tell children we use the modal verb may to talk about the future when we are not sure. When children are using the language confidently, put them into pairs or small groups. They take turns to ask and answer about different future possibilities using the Language in action! box for support.
Let’s compare culture
• Discuss the culture question in English, and in the
children’s own language if necessary. What do people wear in your region? What different things do people wear around the country? Why do you think it is different / the same? Do you ever wear traditional clothes? Do you like it? Is it the same or different to the UK?
Activity Book page 62 1 Read and complete the dialogue.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 about 2 think 3 may 4 shoes 5 natural 6 clothes designers 7 leaves
2 Design and label something made from recycled material.
• Ask children to think about an item of clothing they wear
today and how it could be redesigned and made from recycled material. They design the item and label the recycled material it is made of, the colour and the pattern.
• Ask the class to find what Daisy and Steve predict about
clothes in the future in their messages (Daisy: clothes made from recycled materials like jeans made from recycled bottles. Steve: waterproof clothes.). Refer children to the adjectives and materials in the box and check their understanding. Ask them to think about what they think people will wear in the future. Tell the children to write notes in their notebooks about their predictions. In a less confident class, brainstorm some ideas as a class first or allow children to work in pairs.
to two children talking about their predictions for clothes in the future. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
3 Describe what your recycled item will look like. Use Activities 1 and 2 to help you.
• Children use their ideas from Activity 2 to write about •
their clothes design. Refer them to Activity 1 for additional support and ideas. Read the Language in action! box. Put children into pairs to ask and answer about their idea with a partner.
Extra
• Fast finishers imagine they are going to a hot country like
the Maldives. They write about what clothes they will take and why in their notebooks.
Ending the lesson (optional)
• Play Alphabet race with words connected to Fashion (see Ideas bank page 185).
Further practice
Teacher’s Resource Material: Unit 6 Culture & Communication worksheet. ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 4: Cross-curricular (Music) Language Core: amphitheatre, bandstand, music festival, opera house, stage, venue Revised: clowns, concerts, football stadium, historical, musicians, rich, theatre, town square; Present simple; Past simple; There is / are Other: Ancient Greeks, Chamber music, Middle ages, street theatre, two hundred years ago
Starting the lesson (optional)
• Bring a picture of a pop concert to class. Ask children •
to say what they can see (a singer, a band, a stage, a crowd, etc.). Ask around the class What kind of music do you like? Have you ever been to a concert? Where was it? Have you been in a school performance? Did you like it? What did you hear / see? Are there any music venues in your city / town / region? Which one do you like the best? Why? etc.
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
• •
messaging? (Steve) Which website did they talk about at the end of their message? (Music venues) Tell the children they are going to do a quiz from that website. Clarify the meaning of performances before you watch. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
Many of the places where people listened to music in the past still exist today. This is an Ancient Greek theatre, in Delphi. The people watched performances outside. This is the Colosseum. It’s an amphitheatre. Do you know what city it’s in? The Colosseum is an Ancient Roman amphitheatre in Rome.
In the Middle Ages, musicians travelled around different towns and villages. This is the La Scala Opera House. Look how beautiful it is. Can you see the stage? Some musicians still play music in bandstands. Some people go to music festivals which are usually outside. Do you go to music festivals? Quick quiz! Question 1 What’s this building? … It’s a theatre. Question 2 What’s this building? … It’s an amphitheatre. Question 3 Where were these musicians playing music? … They were playing music in a town square. Question 4 What’s this building? … It’s an opera house.
Class Book page 63 2 Read and listen. What did the Ancient Greeks listen to? w 3.23
• Play the audio for the children to follow the words in •
their books. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
Transcript
See Class Book page 63 for transcript. ANSWER
The Ancient Greeks listened to music, songs and poems. COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Music is a topic that engages all children and one which they can relate to and express their personal opinions about. Comparing and contrasting music preferences and the way people listened to music in the past teaches children about the history of music and performance, and how important they have been throughout history.
3 Read again and answer.
• Read questions 1–6 and check the children understand •
the key words in the question. Allow the children time to read the text again. Children write their answers in their notebooks. Ask them to check in pairs before you feed back as a class.
ANSWERS
1 historical venues: amphitheatres, opera houses, football stadiums, music festivals 2 usually on a hill 3 an opera house 4 a bandstand 5 an amphitheatre 6 a (small) stage
WEB SEARCH: Find out about where you can listen to different types of music in your region. Children use the internet to find out about music venues in their region. Put them into pairs to use the Cross-curricular worksheet to do their research. Check the instructions and language of the worksheet before children research.
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Activity Book page 63
CPT, Classroom Resource Pack
1 Label the photos. Number the music venues from oldest (1) to newest (6).
Vocabulary and grammar review and presentation: story animation
• Children look at the photos and refer to the word bank
to label them. They number the photos 1–6, from oldest to youngest. Refer them to the article on page 63 in their Class Book to decide the order.
1 Watch.
• Tell the children they’re going to watch a story animation
ANSWERS
a opera house b Greek theatre c stage in the Middle Ages d Roman amphitheatre e Music festival f bandstand Oldest to newest: 1 Greek theatre 2 Roman amphitheatre 3 stage in the Middle Ages 4 bandstand 5 opera house 6 music festival
2 Read and complete the text about an event. ANSWERS
1 best 2 festival 3 stadium 4 weekend 5 more 6 musicians 7 friends 8 tickets
3 Choose and write about an event. Use Activities 1 and 2 to help you.
• Ask the children to think about an event in their region or
one they would like to go to or to invent an event. They decide on the venue, the time, the ticket price, what you can see and / or do there. They write a text advertising the event referring to Activities 1 and 2 for support. Remind them to use adjectives to make the event sound exciting.
Extra
• Fast finishers write as many musical instruments as they
can in English and the venues where they can be heard.
Ending the lesson (optional)
• Play Intros round using songs from the course and / or pop songs the children will know (see Ideas bank page 184).
Further practice
•
Transcript
Daisy This is an Ancient Greek myth about a monster in a maze. It’s set on the island of Crete and it’s very famous. Let’s find out what happens. • See Class Book pages 64–65 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book pages 64–65 2 Read and listen. Find the words in the story. w 3.24
• Point to the photo at the top of the page and ask What’s • •
Teacher’s Resource Material: Unit 6 Cross-curricular worksheet.
Lesson 5: Story and Vocabulary Language Core: bull, king, maze, monster, string, sword Revised: Adjectives; Prepositions; daughter, men, ship, silver, soldiers, women; will: questions and short answers; Why? Because … , Imperatives; Past simple, going to, must Other: half man, half bull, island, Minotaur, myth; It’s wrong, just in time nobody ever returned
•
Starting the lesson (optional)
• Play Line by line to elicit the word monster (see Ideas bank •
148
page 183). Talk about monsters in stories the children know in English or in the children’s own language. Which famous stories have monsters in them? What are the monsters like? Do you like monster stories? Are monsters real?
Unit 6
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (An Ancient Greek myth about a monster in a maze) With books closed, watch the story. Ask What happens in the story? (Men and women travel to Crete from Athens to stop war between the two places but they don’t return. Theseus, son of the King of Athens, decides to travel to Crete to talk to King Minos. King Minos challenges Theseus to enter his maze where the Minotaur lives. King Minos of Crete’s daughter, Ariadne, helps Theseus escape. She gives him a ball of string and a silver sword. He kills the Minotaur and uses the string to find his way out. Theseus escapes with Ariadne and returns to Athens.)
•
the story about? (A monster in a maze.) What type of story is it? (An Ancient Greek myth.) Play the story audio for the children to read and follow in their Class Books. Check comprehension: Where did people from Athens send the women and men? (The island of Crete) Why? (Because they didn’t want a war with King Minos.) Did Theseus think this was a good idea? (No) Did Theseus think he could escape? (Yes) Did King Minos? (No) Who was Ariadne? (King Minos’ daughter) What did she give Theseus? (A ball of string and a silver sword) How did Theseus feel in the maze? (He wasn’t frightened.) What type of monster was a Minotaur? (Half man, half bull) How did Theseus defeat him? (He was stronger and won the fight.) How did Theseus escape the maze? (He followed the string.) Was King Minos happy? (No) What did Ariadne and Theseus do? (They escaped on a ship back to Athens.) Ask the children to look at the six words in the word bank on page 64. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
ANSWERS
bull: frame 5 maze: frames 2, 3, 4, 6 sword: frame 3 string: frames 3, 6 monster: frames 2, 5 king: frame 1, 2, 3, 7, 8 ALL ABOUT VALUES: It’s good to be prepared.
Remind the children of who is prepared in the story. How is he prepared? Who helps Theseus? How does she help him? Did she help him defeat the Minotaur? What did he use? Talk to the children in their own language about being prepared and planning, and why it’s important to help you resolve difficult situations. Think of some examples in the children’s own lives where they need to be prepared – e.g. before an exam: by studying and mentally preparing, before a camping trip: by packing the correct equipment, etc. How do we feel when we are prepared? How do we feel when we aren’t prepared?
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• See notes on page 68.
3 Are you prepared? Circle Yes or No. Write.
• Ask children to think about the value the story focuses on • •
Extra
• Fast finishers imagine what happens next in the story.
They write sentences in their notebooks using the present simple.
3 Read and answer.
• Children read each question then read the story again
and answer them in their notebooks. Check in pairs before feeding back.
ANSWERS
1 2 3 4 5
Theseus goes to Crete to talk to King Minos. There is a maze below the palace. A monster / The Minotaur lives in the maze. She gives him (a ball of ) string and a (silver) sword. Theseus follows the string through the maze to escape from the maze. 6 Theseus and Ariadne sail away from Crete.
Ending the lesson (optional)
• Play Freeze frame (see Ideas bank page 186). Further practice
Teacher’s Resource Material: Unit 6 Story playscript worksheet.
Lesson 6: Story, Grammar and Communication Language Core: will: prediction I / You / He / She / We / They will (be an actor). I / You / He / She / We / They won’t (dance in the show). Revised: Jobs; Verb/noun collocations; bull, king, maze, monster, string, sword; Contractions
4 Listen to Daisy and her friends. What did you think about the story? w 3.25
• See notes on page 68.
WEB SEARCH: Find Crete and Athens on a map. Can you find any photos of Minos’ palace? Children use the internet to find Crete and Athens on a map and look for King Minos’s palace. COMPETENCES FOR 21ST CENTURY LEARNING:
Digital competence Encouraging children to find out information about factual aspects of a story they have read helps them to develop research skills and autonomy. Providing time on the internet also helps the children to decide which information is accurate and which is not, improving their ICT competence.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Picture reveal on page 177.
Activity Book page 64 1 Read and complete Daisy and Peter’s review of the story. ANSWERS
1 Ancient Greek myth 2 monster 3 bull 4 King 5 maze 6 sword 7 string
and read the sentences. They circle Yes or No as it applies to them. Refer children to the score ratings. Remind children it’s important to be prepared. It makes life easier and helps us to be more successful and productive. Children circle the correct adverb and write and example of when they are prepared.
Starting the lesson (optional)
• Play Sentence, please to review language from the unit and story (see Ideas bank page 185).
CPT, Classroom Resource Pack Story review and grammar presentation w 3.24
• Ask the children what they remember from the story:
•
Who’s in the story? Where was it set? What did Theseus do? Who helped him? Did Ariadne and Theseus escape? How did they escape? Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
Class Book page 66 1 Which sentences are in the story? Find them in the story.
• Tell the class these are four sentences – some are from
the story and some are not. Ask the class to guess from memory which ones were in the story and which weren’t.
Unit 6
149
• Tell the children to read the story on pages 64–65 again
and find the sentences that are in the story. Children write their answers in their notebooks. Feed back as a class.
ANSWERS
Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 176.
2 You won’t escape. 4 We’ll be in Greece before morning.
Activity Book page 65
2 Beat the clock. How many sentences can you say in 3 minutes?
1 Complete the sentences using will and won’t. Read the story again to check.
• Write the two sentences on the board and ask the class
•
•
when we use will (for predictions). Elicit which sentence is affirmative and which is negative. Explain that today they will learn how to make affirmative and negative sentences using will + verb. Look at the All about grammar box as a class. Point out that won’t = will not. Point out the contractions in the affirmative and tell the class that in spoken English we usually use the contracted form of will. Point out how we use an apostrophe to indicate the missing letters. Refer children to the Review box. Ask the class to tell you some contractions they already know (I’m, you’re, he isn’t, we don’t, etc.). Remind the class that we usually use a contracted form in negative short answers and in affirmative and negative statements. Put the children into pairs. Ask them to say as many affirmative and negative sentences as they can in three minutes using the grammar box for support. Remind them to use the contractions. Set a timer. When the time is up, ask children to say how many sentences they said. Monitor, help and praise throughout. Feed back some of the sentences from the class.
COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Using previous knowledge of contractions will help the children understand the form and use of the new language. It will also help children to make links between the grammatical structures and identify patterns.
3 Ask and answer.
• Refer the class to the pictures and elicit the jobs. Read the •
example in the speech bubbles as a class. Put children into pairs. They take turns making predictions about the people and their jobs and saying the number of the picture. Remind them to use both affirmative and negative statements and to refer to the All about Grammar box for support. Monitor, help and praise throughout.
4 What will you be in the future? Why? Tell your friend.
• Ask children to think about jobs and what they will be •
in the future and why. Brainstorm a few ideas and write them on the board. Read the example in the speech bubble. Put children into pairs to tell their partner what they think they will be and why. Monitor, help and praise throughout.
Star question (optional)
• Ask the children to recall what their partner told them
about what they will be in the future and why. They write sentences in their notebooks using will / won’t.
150
Classroom Presentation Tool (CPT)
Unit 6
• Ask children to think about the story of Theseus and the
Minotaur. They read the sentences and complete them with the correct form of will. Children read the story again to check their answers, then check in pairs.
ANSWERS
1 will 2 will 3 won’t 4 won’t 5 will 6 will
2 What will happen next in the story? Order the words to make sentences.
• Children order the words to make sentences. Children can
check these predictions with how they imagined the story would continue in Lesson 5. Feed back answers from the class.
ANSWERS
1 2 3 4 5 6 7 8
King Minos won’t catch Theseus and Ariadne. They won’t sail directly to Greece. The ship will stop on a small island. The sailors will collect food and drink. Ariadne will sleep on the beach. Theseus and his men will leave the island. Ariadne won’t wake up. The soldiers won’t come back for Ariadne.
3 Write about the things that you and your family will and won’t do tomorrow.
• Children use the words in the word bank to write affirmative or negative sentences using will.
All about grammar page 97 1 Write the contractions and the negative forms. ANSWERS
1 I’ll 2 I won’t 3 You’ll 4 You won’t 5 He’ll 6 He won’t 7 She’ll 8 She won’t 9 We’ll 10 We won’t 11 They’ll 12 They won’t
2 Read and complete.
• Children use the information in brackets to write negative or affirmative sentences. Remind the class to use contractions.
ANSWERS
1 life will be 2 We won’t go 3 we won’t wear 4 I’ll work 5 I’ll be 6 I won’t design 7 I’ll design 8 I’ll live 9 We’ll live 10 It’ll be
3 What will your life be like in 10 years? Write. Use Activity 2 to help you.
• Children think about and make predictions about
themselves, their friends, their family, their school and home life, their clothes and their activities. They write sentences using will to make predictions about their future. Remind them to use contractions.
OPTION:
In the next class, invite volunteers to come up and share their predictions with the class, or put children into pairs or small groups to share their descriptions of their life in ten years.
Ending the lesson (optional)
• Make a time capsule. Put children’s written predictions
• Play the song for the children to listen and check. They tick their answer in their notebooks when they hear it.
ANSWER
Yes, they will.
3 Sing. Do you like the song? Use these words. w 3.26
• See notes on page 71.
about the future and some photos or small objects from the present and place them in a box. Tell the class they can come back and look at their ideas in 20 years to see if their predictions were correct.
4 Listen and repeat. w 3.27
Further practice
•
• Refer children to the pronunciation box. Point to the three
Teacher’s Resource Material: Unit 6 Lesson 6 Reinforcement and Extension worksheets.
Lesson 7: Song and Skills
•
Language Revised: Adjectives; Jobs; Weather; bull, king, maze, monster, string, sword; will: predictions Core sounds: /æ/ actor, ballet, café, camera /ɑː/ artist, dancer, farmer, gardener /eɪ/ ballet, café, operator, play, waiter
Starting the lesson (optional)
• Play Wordsnake to review language from the unit (see Ideas bank page 185).
Classroom Presentation Tool (CPT) 1 Watch.
• Tell the class that Daisy, Zoe and Peter are going to
introduce their final song. Ask What’s the song about? Take ideas from the class before you watch, then play the video (It’s about best friends.).
Transcript
Daisy What do you think you’ll do in the future? Do you think you’ll be musicians? Zoe Maybe. Do you think you’ll be a director, Daisy? Your vlog is really good. Daisy Thanks, Zoe. The vlog is popular because of the great songs you and Peter wrote! Peter I’m not sure what I’ll be when I’m older, but I think we’ll always be best friends. Here’s a song Zoe and I wrote about best friends. Daisy Today’s song on the vlog is about best friends. Peter, Zoe and I are best friends and we will always be friends. Peter Yes, we will. Zoe Friends forever! Daisy This song is for you and your friends.
Class Book page 67 2 Read the song. Will they always be friends? Listen and check. w 3.26
• Ask the class to read the song silently to find the answer to the question. Children write their answer in their notebooks. Ask them to compare their answer with a partner.
phonemes and say them. Write them on the board and drill the sounds with the class. Play the audio for the children to listen and repeat the words. Write the words under the correct phoneme on the board. Look at the different spellings for each sound and remind the children that the same letter can make different sounds in English. Play the audio for the children to listen and repeat the words again. Write the words on the board. Point to the words in a random order for children to read and say.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Contrasting minimal pairs and commonly mispronounced phonemes helps children to contrast the different sounds and to create the different shapes with their mouth that are needed to produce them.
5 Listen and repeat the tongue twister. w 3.28
• Play the audio for the children to listen and read the •
tongue twister silently. Then play it again for children to repeat. Ask the class to say the words with the highlighted letters again as a class.
Exam practice AB pages 103–104 6 Work in pairs. Complete your speaking cards. Play.
• Show the class a cut-out card and tell them to turn to •
•
pages 103–104 in their Activity Books and cut out the bottom card for Unit 6 along the dashed lines. Put children into pairs. One child is A and the other is B. Ask the children to look at side A or B on their card. Explain that they both have different questions about predictions for which job they will do in the future. They ask the questions for their partner to answer using I’ll and one of the options. They listen and circle their partner’s answers and count the number of As, Bs and Cs to find out which job their will do. Do an example with a confident child, if necessary. Refer the class to the two children at the bottom of the Class Book page and read the speech bubbles. Remind children of the structure they are using. Monitor, praise and help throughout.
English at home
• Encourage the children to say the tongue twister to their family.
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Classroom Presentation Tool (CPT) Pronunciation: game
• See instructions for Phonics matching on page 178.
ASSESSMENT OPPORTUNITIES:
The speaking cards activity is an opportunity to assess the children's speaking development. Assessment grid and notes in the Teacher’s Resource Centre.
Activity Book page 66 1 Read and order the lines. Listen and check. w 3.26
• Play the song for the children to listen and sing. • The children read the lines of the song and number them in the correct order. Play the song for children to listen and check.
Further practice
Karaoke version of song available.
Lesson 8: Language review and Communication Language
ANSWERS
Core: Could you start / finish (cleaning up), please? OK. I’ve nearly finished / got a bit more to do / got one more sentence to write. You can have a couple / a few / five more minutes. Revised: Chores; Jobs; School subjects; bull, king, maze, monster, stage, string, sword; will: predictions Other: after, later, secondary school
3 About a boy who meets a monster? 1 Will I be a famous writer 2 Of a book everyone wants to buy? 4 Will the monster live or die? 6 In a film about a king? 7 Or will I be the director? 8 Or perhaps I won’t do anything! 5 Will I be the camera operator 12 There’s one thing I know – you will always be my friends. 9 Will it rain tomorrow or will it be sunny? I don’t know! 11 Will we be friends? Yes, we will. That will never end. 10 Will I be happy? Will I be OK? I hope so! 13 Will I be an actor in a play 15 Will the man eventually find his way? 14 About a man who gets lost in a maze? 16 Or will he be there for days?
2 Listen to the tongue twister and underline the /æ/ sounds, circle the /ɑː/ sounds and draw a box around the /eɪ/ sounds. w 3.28
• Play the audio for children to listen to the tongue twister
•
again. They underline the words with the /æ/ sounds, circle the /ɑː/ sounds and draw a box around the /eɪ/ sounds. In a less confident class, pause the tongue twister after each line to give children time to think about the sounds.
ANSWERS
/æ/ sounds: actor, café, ballet, camera /ɑː/ sounds: artist, farmer, dancer, gardener /eɪ/ sounds: play, waiter, café, ballet, operator
3 Write more words with the /æ/, /ɑː/ and the /eɪ/ sounds.
• Ask children to think of and write more words with these
sounds in the columns. Think about the different spelling of the sounds. They may use their Class Book for ideas.
Extra
• Challenge fast finishers to say the tongue twister as fast and as accurately as they can, in pairs.
Ending the lesson (optional)
• Play Mystery card to review the vocabulary of the unit (see Ideas bank page 182).
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Unit 6
Starting the lesson (optional)
• Play Ladders to review chores, jobs and activities
associated with them (see Ideas bank page 184).
Class Book page 68 1 Listen to Daisy and her friends. Which 4 jobs do they mention? w 3.29
• Ask the children to read the jobs in the word bank. Tell
•
them they will listen to a conversation between Daisy, Peter and Zoe who mention four of the jobs. Ask the class to predict which four jobs they think they will hear. Play the audio for the children to listen and write the jobs they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Daisy After the summer holidays we’ll start secondary school. Are you excited Peter? Peter Yes, I am. I think King Street Academy will be fantastic. We’ll study more school subjects, like cookery and drama. There’s a great dance studio with great equipment for dancers. The drama teacher is an actor in our town’s theatre group. There’s a big stage in the school hall. We’ll act in the school show and play music in the orchestra – I can’t wait! What about you, Zoe? Zoe I’m a bit nervous. The school will be so big and crowded. There are so many classrooms. It’s like a maze. I won’t know where to go. I think I’ll find it frightening. I’ll feel shy with all the new children. Will they be kind? Daisy Yes, they will! It will be great, Zoe. Don’t worry. And remember, Peter and I will be there. Will you go to the singing club? Zoe Yes, I will. I love singing. There’s fantastic equipment for musicians and singers, and for making films. You can be a camera operator. Are you looking forward to it, Daisy? Daisy Yes, I am. But I’m not looking forward to going to school early. Secondary school starts half an hour earlier than primary school! We won’t walk to school anymore, we’ll need to take the bus.
ANSWERS
dancer, singer, actor, camera operator
2 Listen again. Read and answer. w 3.29
• Ask the class to read the questions and predict the •
answers. Play the audio for the children to listen again. They answer the questions in their notebooks. Check in pairs before feeding back.
ANSWERS
1 No, they won’t. 2 Yes, they will. 3 Yes, she will. 4 No, it won’t. 5 No, she won’t.
Class Book page 88 Conversation card 6
• Tell the children to turn to page 88 in their Class Book and
• •
OPTION:
After listening, elicit the correct information about the questions they have answered No to, e.g. 1 Daisy and her friends will start school after the summer holidays.
3 Look at the picture for 1 minute. Cover and say.
• Point to the picture and ask the class to look at the
•
character’s costumes and say what they can see. Tell the children they have one minute to memorize as much information from the picture as they can before they talk about it. Tell them to memorise the clothes, the colours, etc. Put children into pairs. Read the speech bubble. Children close their books. They take turns talking about what they can remember about the picture. Encourage them to use any structures they know. Monitor, help and praise throughout.
4 Look at the picture in Activity 3. Read and say will or won’t.
• Put children into pairs. They read the sentences choosing will or won’t by referring to the picture in Activity 3.
ANSWERS
1 will 2 won’t 3 won’t 4 will 5 will 6 won’t COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Generating and practising target vocabulary through pictures before children go on to complete a grammar exercise supports and gives confidence to children of all abilities and differing learner styles.
Classroom Presentation Tool (CPT) 5 Watch. Do the role-play with your friend. Go to page 88.
• The children watch the role-play. Ask Where are they? What are they doing? (At school tidying up) Demonstrate the role-play with a confident child.
Transcript
Teacher Could you start tidying up, please? Daisy Oh no. I’ve nearly finished. Teacher OK, you can have a couple more minutes. Daisy Thank you. Teacher Now could you finish tidying up, please? Daisy Of course. Teacher Thank you.
•
look at Conversation card 6. Read the aims together as a class and point out the language they will need for the role-play. Follow the instructions on the page: 1 Put children into pairs. They take turns asking and responding to requests. Monitor, help and praise throughout. 2 Read the question and ask and answer it around the class. Then read the Language tip as a class. Elicit some other requests using could, e.g. Could you repeat that, please? Ask the class if there is a more polite way of asking for help in their language. Invite 2–3 confident pairs to act out their role-play in front of the class. Remember who acted out this time, so different children can do it the next time.
Let’s compare culture
• Read the statement and check understanding. Discuss
with the class whether or not they have or go to after school clubs and holiday clubs in their country. Do you have to go to an after school club? Which activities can you learn after school? Do you do them at the weekend and in the holidays, too? Is it the same or different to the UK?
Class Book page 68 Star question (optional)
• Children write sentences in their notebooks about what they think secondary school will be like.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Three in a row on page 178.
Activity Book page 67 1 Write questions about the party using will. Answer the questions.
• Children look at the pictures of the party. They use the
prompts to write questions using will. They then write the correct affirmative or negative short answers referring to the f or g. Check answers in pairs.
ANSWERS
1 Will Mum go to the hairdresser today? No, she won’t. 2 Will they sing songs at the party? Yes, they will. 3 Will the clown arrive before half past ten? No, he / she won’t. 4 Will Dad tie the balloons with some string? Yes, he will. 5 Will Daisy and Fred dress up as monsters at the party? No, they won’t. 6 Will we eat pizza for lunch? Yes, we will.
2 Write sentences about the party. Use Activity 1 to help you. ANSWERS
1 Mum won’t go to the hairdresser today. 2 They’ll sing songs at the party. Unit 6
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3 4 5 6
The clown won’t arrive before half past ten. Dad will tie the balloons with some string. Daisy and Fred won’t dress up as monsters at the party. We’ll eat pizza for lunch.
Lesson 9: Think, do and review: My project Language
3 What will each person in the Roberts family do for the party? Listen and write a letter in each box. There is 1 example. w 3.30
Revised: Adjectives; Jobs; Places in town; amphitheatre, bandstand, bull, king, maze, monster, music festival, opera house, stage, string, sword; will: predictions, may: possibilities Other: conclusion; I think that (there will be) … , In my opinion, … , In summary, …
• Read the names before listening and elicit what the
children can see in the pictures. Point out the example answer. The class listen and write a letter next to the correct family member. Note: This activity provides practice in a listening exam style task.
Transcript
Adult What are you doing, Mrs Roberts? Mrs Roberts We’re having a party today for Mr Roberts. It’s his birthday. There’s so much to do! Adult Are you going to make a cake for him? Mrs Roberts No, I’m not going to, but I think Richard will. Richard Yes, don’t worry, Mum. I’ll make it. Narrator Can you see the letter A? Now listen and write a letter in each box. 1 Adult What kind of cake will you make, Richard? Richard I’ll make a chocolate cake. Dad will really like it because chocolate is his favourite food. 2 Adult What are your sisters doing? Richard I don’t know. I saw Anna in the living room five minutes ago, but I don’t know what Katy is doing. Katy, are you laying the table? Katy No, I’m not. I’m cleaning the floor. I’ll lay the table in a minute. 3 Adult What about you, Anna? What are you doing? Anna I’m waiting for the band to arrive. Four musicians and a singer are coming to the party. It’ll be great! Dad loves music. Adult Will the singer sing Happy Birthday to your dad? Anna I think so. I’ll ask her when she arrives. 4 Adult What are you doing with that string, Michael? Michael: It’s for the balloons. We need to tie all the balloons together, but it’s a bit difficult. Adult: Why? Michael Because there are so many balloons! My dad is forty years old today so I’ve got forty balloons! 5 Adult What will you do next, Mrs Roberts? Mrs Roberts I’ll put the presents in the living room. It’s nearly time for the party! ANSWERS
1 a 2 e 3 b 4 h 5 c
Ending the lesson (optional)
• Play Find the answer to review language from the unit (see Ideas bank page 183).
ASSESSMENT OPPORTUNITIES: The Conversation card is an opportunity to assess the children's speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Starting the lesson (optional) w 3.26
• Sing the song from Lesson 7 again.
Class Book page 69 1 Listen to Daisy and her friends. Which 5 places do they mention? w 3.31
• Explain to the class that today they’re going to look at • • •
Daisy’s final project. Read Daisy’s speech bubble at the top of the page. Ask the children to read the places in the word bank. Tell them they will listen to a conversation between Daisy, Peter and Zoe who mention five of the places. Play the audio for the children to listen and write the places they hear mentioned in their notebooks. Play the audio again, pausing after each item is mentioned. The children tick their answers.
Transcript
Peter Hi, Daisy. Do you want to come to the park? Daisy Sorry, I can’t. I’m writing about the future for our school project. Peter Oh yes, I need to do that, too. What are you writing about? Daisy I’m writing about what schools will be like in the future. What about you, Peter? Will you write about sport in the future? You love sport. Peter No, I won’t write about sport. I love sport, but I don’t think sport will change much. I’ll write about homes in the future. I think every house will be really eco-friendly. There will be solar panels on the roof and a wind turbine in the garden. People will be good at saving water, too – maybe in water butts, to water the flowers in the garden. Daisy That sounds interesting. Do you want to be a builder and build houses and other buildings when you’re older, Peter? Peter No, I don’t. I want to be a camera operator. Zoe, you love music. Will you write about music in the future? Zoe Yes, I will. I think I’ll write about music venues in the future. I think they will be big, modern amphitheatres. Maybe the stage will turn around and go up and down all the time so everyone can see the singers and dancers. Daisy That sounds great! Peter I’m really looking forward to reading your projects. Daisy Me too! ANSWERS
park, school, house, garden, amphitheatre
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Unit 6
2 Read Daisy’s description. Listen and answer True, False or Doesn’t say. w 3.32
• Ask the class when we read or write descriptions about
•
•
predictions (New technology in magazines, predictions about the environment, descriptions about competitions and sport, the weather, etc.). Take ideas in English or the children’s own language. Tell the class to read Daisy’s description. Check understanding by asking questions, What information does she include? Does it have a particular structure? Does it include information about people, places and things? Does it include adjectives? Which grammar structure does it use? etc. Tell the class to read statements 1–3. They read and listen to Daisy’s description again and answer True, False or Doesn’t say. Check in pairs before feeding back as a class.
ANSWERS
1 False 2 Doesn’t say 3 True
Learn to learn
• Refer the children to the Learn to learn box. Ask them to
find the expressions used in Daisy’s project. Encourage children to use similar expressions in Activity 3 and in the project they are going to write.
3 Ask and answer.
• Put the children into pairs. They ask and answers the
questions about Daisy’s project. Encourage them to give their opinion to answer questions 2 and 3 using I think that … and In my opinion, … .
ANSWERS
1 Children’s own answers. 2 Children’s own answers. 3 In summary
4 Read the tips and write your project.
• See notes on page 75.
5 Check and revise your work. Check and revise with your friend. Learn to learn.
• See notes on page 75.
COMPETENCES FOR 21ST CENTURY LEARNING: Autonomy and personal initiative Encouraging children to edit their own work considering language from the unit and the tips given in each project will help them learn independently in the future.
6 Present your project.
• See notes on page 75.
Ending the lesson (optional)
• Congratulate the children on doing so well in Unit 6 and •
being such good learners throughout the course. Play a game of the class’s choice (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES: The children are now ready to do the Unit 6 test and Term test 3. See Teacher’s Resource Material evaluation section. If you would like your class to have more practice before doing the Term test, consider doing it after the Review unit.
The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
4 Prepare your project. Then write your project. AB pages 66–67
• See Activity Book notes below. English at home
• After the children have completed their project, they may take them home to show and tell to their family.
Activity Book pages 68–69 1 Think of different adjectives to describe your school. Complete the mind map.
• Tell children they will prepare for their project. Point to the mind map and ask the children to think of and write as many adjectives to describe each of the different places at school as they can. Children may work in pairs. Feed back ideas on the board.
2 Read the project checklist and tick f for you. Learn to learn.
• See notes on page 75.
3 Write the research questions. Research and write the answers.
• Look at Daisy’s tip. Remind children how to set out their
description and what information to include. Remind the class to use will questions to write questions to help them to plan and research their project. Unit 6
155
156
Unit 6
Review 3 Call the H Team: No electricity! electricity left.) Picture 4: What were the H team doing when they get the call? (Discuss what the H Team characters were doing this morning.) Picture 5: How can the sun help? (They can use the solar energy to make electricity.) Picture 6: Will they have to cancel the show? (No, the H Team will help.) Picture 7: Who is helping provide solar energy? (Engineers from Solar Solutions.) Picture 8: What do they need solar power for? (The lights, special effects, TV companies, everything) What is renewable energy? (Energy which comes from natural resources which can be used again and again.) Picture 9: What is the first act of the show? (Billy the Bull Ballerina) Picture 10: Do Penny and the Pirates play? (Yes, they do.) Picture 11 and 12: Are the H Team successful? (Yes, they are.) Are Penny and the pirates? (Yes, they will be in a Hollywood film.)
Learning outcomes To read and understand a story revising and practising previously learnt language To work together to plan, prepare and practise a play based on the story To work together and follow instructions to make a profile page for a pop group
Language Core review language: Language from Units 5 and 6 Other: cancel, community centre, disaster, electricity, emergency battery, mend, renewable energy, street lights; Ladies and gentlemen …
Competences for 21st century learning: Linguistic competence Cultural awareness and expression Note: It is recommended that this unit is taught over two lessons, depending on your timetable. It can be taught before or after the Term 3 test.
Lesson 1 Starting the lesson (optional)
• Play Question chain to review the language from Units 5–6 (see Ideas bank page 181).
Classroom Presentation Tool (CPT) Storybook presentation: Call the H Team: No electricity!
• Tell the class that they are going to read a final story about
•
the H Team. Ask the class who is in the H Team and what problems they solved in Reviews 1 and 2 (Bonnie, Scott, Camilla and Owen. They helped teach people to recycle technology and followed clues to find the treasure to save the town of Corby.) Say Read the title of the story. What do you think will happen in the story? Take all ideas. Choose the ‘Listen only’ option in the Review 3 storybook. Click through the story, frame by frame, asking the children What can you see? Check their predictions about the story.
Class Book pages 70–71 1 Read and listen. w 3.33
• Tell children to look at the pictures and say the names of • •
the H Team, the places, activities, jobs, technology and other objects they can see. Play the story audio for children to read and follow in their Class Books. Play the story audio again. Check comprehension: Picture 1: Who are Penny and the pirates? (A pop band) Why can’t they practise? (There’s no electricity.) Picture 2: Can the engineer fix the power? (No) Picture 3: Can they use the emergency battery? (No, they can’t. It doesn’t have much
2 Read the story again and choose the correct words.
• Ask children to read the sentences and think about the
•
answers. Tell them to focus on the two options for each sentence and read the story again to choose the correct answer. Children read the story again and write the answers in their notebooks. Check in pairs before feeding back as a class.
ANSWERS
1 practising for 2 sunny 3 Penny 4 an energy 5 important 6 dancer COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Reading and answering the comprehension questions about the story gives children the opportunity to review the language they already know and assess their progress. This encompasses all four skills: reading, writing, listening and speaking.
3 Prepare your project. Do your project. AB pages 70–71
• Tell the class they are going to plan, prepare and practise a play about Call the H Team: No electricity!
• See Activity Book notes below.
4 Rate your project. AB page 71
• See Activity Book notes below.
Classroom Presentation Tool (CPT) Review game
• See instructions for Picture race on page 179.
Review 3
157
Activity Book page 70 Plan 1 Plan your play. Decide who’s going to do each part. Some pupils can have 2 parts.
• Put children into groups of 10–12 and seat them •
•
together so they can communicate. Consider abilities and friendship groups when deciding on the groups. Ask the groups to look at the cast list and work together to decide which role each child will play. A confident child with good communication skills should be the director. Children write their names in the cast list. Ask the class to give their groups a name, and plan the props and the sound effects they will need for each part of their play. They write their ideas in the plan. Monitor and help throughout.
2 Talk about these things with your group. Make notes. SUGGESTED ANSWERS
2 Practise the songs from Unit 5 and Unit 6. w 3.10 3.26
• Sing the songs from Units 5 and 6, with or without the audio.
Ending the lesson (optional)
• Play a game of the children’s choice to review the
language from Units 5–6 (see Ideas bank pages 181–187).
Further practice
Teacher’s Resource Material: Review 3 Story playscript worksheet.
Lesson 2 Language Core review language: Units 5 and 6 language Material: notebooks, coloured pencils, paper, scissors
Starting the lesson (optional)
• Play Racing lists to review the vocabulary from the Starter Unit and Units 5–6 (see Ideas bank page 183).
2 musical instruments, pirate hats, tools, a box for a battery, a camera, microphone, etc. 3 music playing, metal clinking for fixing things, sound of a helicopter, etc.
Classroom Presentation Tool (CPT)
Prepare
• See instructions for Basketball on page 179.
1 Understand the story. Answer the question.
Story review. w 3.33
• Ask children to think about their lives and refer to the
Review game
• Ask the children what they remember from the story:
story to answer the question.
SUGGESTED ANSWERS
Solar energy is renewable. It doesn’t pollute the planet and can be used again and again without destroying the environment as it is natural, etc.
2 Understand your part in the play. Work in groups. Talk about these things
• Ask the children to refer to the Prepare section and answer the questions about the part they will play in the play. The children can complete who plays each part on the playscript worksheet.
•
Activity Book page 71 Make. Follow the instructions to make a profile page for a pop group. 1 Plan your profile page in small groups.
• Tell children they are going to make a profile page for
SUGGESTED ANSWERS
1 Words to describe characters: Penny and the pirates: worried, friendly, happy, musical The mayor: serious, worried The H Team: helpful, brave, kind, clever (and other adjectives) 2 Worried, excited, clever, funny, embarrassed, shy, happy, bored, etc.
Practise 1 Practise your play. Listen to the director. Try to remember your lines.
• Ask the director to consider each scene (Where do the children stand, how do they speak and interact, etc.).
• Ask children to think about how they act as their character •
(How do they feel at that time? etc.). The children can use the Story playscript worksheet to say / practise their lines.
Who’s in the story? What problem do they have to solve? How do they solve it? How do the people feel in the end? Watch (or listen to) the story again to confirm answers.
• •
a pop group. Explain the meaning of a profile page. You might like to discuss with the class if they have ever made a profile page and what for. They can create the profile page for the band in the story, Penny and the Pirates, or for another real or imaginary band. Put children into small groups and ask them to look at the example profile page and read the information that is given. Ask them to think about each point and decide what information they need to include for their profile page.
2 Design the profile in your notebook.
• Children write and draw to design a profile for a pop
group of their choice in their notebook. Each child in each group can design their own profile page and then they choose ideas from all of them for the final profile page. Help and praise throughout.
3 Make your profile page. Include texts and images.
• Hand out paper for the profile page to groups. Use a
large piece of paper. Ask the group to decide who will
158
Review 3
do what for the profile depending on what designs they chose from each child’s initial design. One child could do the illustration. One child could write some information. Another child could list the songs, etc. Make sure each child has a specific role.
4 Decorate your profile page.
• Children can use photos, draw or stick pictures to further decorate their profile page.
5 Show your profile page to your teacher.
• Ask groups to come up and talk about their profile page.
Ask questions What’s the name of the group? What type of music do they play? Who is in the band? etc. and encourage all the children to speak.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Providing a range of tasks within the project is important to encourage all types of learner to participate. Doing a creative task based around social media will engage children and encourage them to participate. Those who enjoy acting and performing will enjoy taking on a more prominent acting role, while those who are less confident can be part of the chorus.
Perform the play and rate it! 1 Perform your play and sing your songs. Enjoy acting. It's fun!
• Ask each group to perform their play and sing one of the
songs from Units 5 and 6. Encourage the children to speak as clearly as they can and to show their emotions with their voice and acting. Encourage them to sing loudly and clearly and think about their pronunciation. Remind them that it is always important to do their best. It doesn’t have to be perfect. Ask the children who are watching to respect one another’s performance, listen and clap at the end.
2 Watch all the plays and give marks out of 10. Be quiet while you watch.
• Remind the class to be quiet when they watch and to participate fully in listening and enjoying the plays.
• Ask children to read the four points in the table and
•
discuss their meaning as a class. Children give a mark out of 10 to each group for each category. Ask the class to tell each group how they rated each category. Congratulate the class on performing so well and finishing a group project.
Ending the lesson (optional)
• Play a game of the children’s choice to review the language from the course (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The review project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in Teacher’s Resource Material.
Review 3
159
Unit E Getting around Europe Lesson 1: Vocabulary Language
3 Listen and say. w 3.35
• Tell the class they will hear some information about Uncle Alfonso’s trip around Europe. They should listen for the countries and nationalities and say the number of the corresponding photo on the Class Book pages. Play the audio, pausing before the number is revealed. Continue the audio to check.
Core: France – French, Germany – German, Italy – Italian, Spain – Spanish, UK – British Revised: Months of the year; was / were
Starting the lesson (optional)
• Play Ladders to review countries around the world that the •
•
children already know (see Ideas bank page 184). Talk about the countries in the children’s own language and English. Ask the children Have you ever been to … ? What was it like? What did you do / see there? What food did you eat? Try and elicit some of the vocabulary that they will encounter in the lesson. Point to the Unit aim box on the Class Book page and read the aim together.
CPT, Classroom Presentation Tool
Transcript 1 2 3 4 5 6 7 8 9 10
Unit introduction: 1 Watch.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Who is in the video? (Daisy and Fred) Who is visiting them? (Their uncle Alfonso) Where is he from? (Spain)
Transcript
Daisy Our Uncle Alfonso is here! He lives in Spain, but he travelled across Europe to visit us here in the UK. Fred I can’t wait to hear all about his travels. Daisy He got me this T-shirt. Do you like it?
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book page 72 2 Listen and repeat. w 3.34
• Focus the children on the picture of Daisy and her family
•
and the map of Europe on the Class Book pages and talk about what the children can see. What countries can you see? Which flags can you see? What months of the year can you see? What buildings and places can you see? Play the audio for children to listen and repeat.
Transcript
1 the UK 2 British 3 Germany 4 German 5 France 6 French 7 Italy 8 Italian 9 Spain 10 Spanish
OPTION:
In a more confident class, look at the new words in the word bank and match them to the photos. Encourage the class to write the word and the number in their notebooks.
4 Read and say the country or nationality.
• Children read sentences 1–5 and say which country it is.
They read sentences 6–10 and say the missing nationality. Do this as a class or in pairs.
ANSWERS
1 Spain 2 France 3 Italy 4 Germany and France 5 the UK 6 Spanish 7 French 8 German 9 British 10 Italian EXTENSION:
Ask children to look at the photos on pages 72–73 and say anything else they can name in English. COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence This extra unit challenges more confident students and provides additional information for less confident students to prepare them for the next year of language learning.
5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
OPTION:
Use the flashcards to present the new vocabulary. Place the flashcards on the board and say the words for the class to listen. Ask the class to say the words with you. Choose a game from the Ideas bank on pages 181–187.
Uncle Alfonso was in Germany in June. … Three. He loved listening to German music! … Four. Uncle Alfonso was in Italy in May. … Seven. He looked at lots of Italian art. … Eight. Uncle Alfonso was in Spain in March. … Nine. He bought some Spanish books at the train station. … Ten. Uncle Alfonso was in France twice, first in April and then in June. … Five. He ate lots of French food. … Six. Uncle Alfonso was in the UK in July. … One. He was very happy to see his British family. … Two.
•
children into pairs. They take turns asking and answering about Uncle Alfonso trip using was / were. Monitor, help and praise throughout. Remind the class that we use Where was … ? to talk about actions and states in the past.
Daisy’s question
• Point to Daisy’s question and read it aloud. Say I want to visit Italy and the UK. Ask the question around the class
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Extension Unit
•
•
encouraging the children to answer using the structure. Ask more confident children to explain why. If you have more time use this as an opportunity to do a class survey. Have the children ask the question and record answers in groups. This work can be further exploited by displaying the answers in graph or diagram form. Alternatively, ask the children to find out about the country they want to visit. This can be set as homework, or done in pairs or small groups as project work.
Star question (optional)
Extra
• Fast finishers write about the three places their partner wants to visit in their notebooks.
Ending the lesson (optional)
• Play Alphabet race to review countries around the world (see Ideas bank page 185).
Lesson 2: Grammar and Communication Language
• Point to the Star question and read it aloud. Say Ireland
– Irish, the Netherlands – Dutch. Ask the question around the class encouraging the children to say countries and nationalities in English they may know.
Core: Present Perfect: questions and short answers Have I / you / we / they been to Paris? Yes, I / you / we / they have. No, I / you / we / they haven’t. Has he / she seen my photo? Yes, he / she has. No, he / she hasn’t. Revised: Activities; Countries and Nationalities; Places; Transport; leather, presents, wallet; Future: going to, Past simple
CULTURE NOTE: Britain and Europe Historically, the English language has been influenced by many people from all over Europe who have invaded or settled on its islands through the centuries. People from what is now Germany, the Netherlands, Scandinavia and France all played a part in forming and shaping the language. This is why the spelling of English words can be so confusing. Today, English has become the language of international communication. Millions of British people live, work and travel in Europe and millions of Europeans live and travel to the UK.
Classroom Presentation Tool (CPT)
Starting the lesson (optional)
• Play Missing letters to revise the countries and nationalities from Lesson 1 (see Ideas bank page 183).
Class Book page 73 1 Read and listen. Has Uncle Alfonso listened to German pop music? w 3.36
• Point to the travel blog and ask the class who wrote it and
Vocabulary practice: game
• See instructions for Conveyor belt on page 176.
•
Activity Book page 72 1 Look and find the places on the map. Complete.
• Children use the map to identify and write the name of
the country. Then they complete the sentences with the correct nationality. Check answers in pairs.
ANSWERS
1 the UK, British 2 Germany, German 3 France, French 4 Spain, Spanish 5 Italy, Italian
2 Cover and play Point and spell. Check with your friend.
ANSWER
Yes, he has.
2 Read and learn. Say the sentences.
• Refer the children to the All about grammar box on page 73.
• Point out the form of present perfect questions using
• See notes on page 63.
3 Choose 3 countries you want to visit. Ask and answer with a friend. Write 3 sentences about your countries.
• Read the conversation in the speech bubbles and ask the
•
class to say what country they are talking about and why they want to go there. Review with the class how we use I want to, Why and because. Put children into pairs to talk about countries they want to visit and why. Children write a sentences about each place they want to visit and the reason why. Ask children to check their sentences in pairs for spelling and grammar. Feed back some ideas from the class.
what he is writing about (Uncle Alfonso, his journey from Spain to the UK). Tell the children to read and listen to the blog. Ask questions, Where did he start? (Cadiz) What forms of transport did he use? (Train, boat) Finally ask, Has Uncle Alfonso listened to German pop music? Feed back the answer from the class.
• •
have or has for the different pronouns. Ask the class if the main verb in the questions is the same or different to the present and past simple. Elicit the infinitive and past forms. Explain that in the present perfect the main verb we use is called the past participle. They will need to learn the irregular verbs which are different to the past simple form, e.g. see, saw, seen. Point out the use of have / has in the short answers and the contraction in negative short answers (have not = haven’t, has not = hasn’t). Ask the children to find examples of this structure in Uncle Alfonso’s blog. Point out we use present perfect to talk about experiences that happened in the past, but it isn’t important to say when it happened. Point out that we can use the word ever in questions to indicate at any time in the past.
Extension Unit
161
• Ask the children to ask the questions and answers using
the grammar box for support. Do this as a class or in pairs. Monitor, help and praise throughout.
OPTION:
Ask the class to look at the scene on pages 72–73 and ask and answer about the countries they have been to. COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Allowing the children to analyze the form, meaning and use of new language helps them to understand it more effectively and use it in a fluent and natural way.
3 Play The holiday game.
• Point to the table and ask the children to say the names
of the countries at the top. Explain that the ticks f relate to which countries the characters have been to. Read the conversation in the speech bubbles. • Tell the children they are going to play The holiday game. They take turns choosing a character for their partner to guess by asking and answering questions using Has he / she been to … ? They answer using the information in the table. Remind the class that we use the preposition to when we use been + place. • Put children into pairs. Refer them to the grammar box and the model conversation for support. Monitor and help throughout. Note: You might like to explain to the children that in the present perfect, we use the past participle of be rather than go when someone has gone to a place and returned.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Chase the cheese on page 178.
Activity Book page 73 1 Listen and tick f or cross g. Listen again and circle. w 3.37
• Children look at the table and read the names of the
•
characters and countries. Play the audio for children to tick f if the child has been to that country or cross g if they haven’t. Ask children to read the questions 1–5 and think about the answers before they listen. Play the audio again for children to listen and circle the affirmative or negative answer. Check in pairs before feeding back as a class.
Transcript
Daisy Have you been to Spain, Dad? Dad Yes, I have, Daisy. In fact, we have! You were a baby when we visited your Uncle Alfonso in Spain. Daisy I can’t remember! Have I been to France? Dad Yes, you and Mum have, and your Uncle Alfonso has, too. I haven’t. Daisy Has Uncle Alfonso been to Germany and Italy, too? Dad Yes, he has, but you haven’t. Daisy Have you been to Italy, Dad? Dad Yes, I have. I went with your mum ten years ago. Daisy Have you been to Germany? Dad No, I haven’t. 162
Extension Unit
ANSWERS
Daisy: Spain / France Dad: Spain / Italy Alfonso: France / Germany / Italy 1 Yes, they have. 2 Yes, she has. 3 Yes, he has. 4 Yes, he has. 5 Yes, they have. 6 No, he hasn’t.
2 What are the grammar rules? Tick f.
• Tell children to think about the grammar they have just •
learnt and read the different forms of the present perfect on the left. Children tick the correct options. Feed back answers from the class. In a less confident class, allow children to work in pairs.
ANSWERS
Has she been to Paris? He / She / Question Yes, I have. I / You / We / They / Answer No, he hasn’t. He / She / Answer Have you seen an elephant? I / You / We / They / Question
3 Complete the questions. Look and answer the questions.
• Ask children to read the past participle forms of the verbs •
in the word bank and think about what the infinitive is. Children read and complete the questions 1–2 with the correct past participle. They use the pictures to write the complete questions for 3–4. They use the pictures to write the correct short answer. Check in pairs before feeding back as a class.
ANSWERS
1 2 3 4 5 6
Has she ever made a cake? Yes, she has. Has she ever met a famous singer? No, she hasn’t. Has she ever written a poem? Yes, she has. Has she ever seen a lion? No, she hasn’t. Has she ever played table tennis? Yes, she has. Has she visited a palace? Yes, she has.
4 Ask and answer with a friend. Use Activities 2 and 3 to help you.
• Read the conversation in the speech bubbles at the •
bottom of the page. Remind the children that we use ever in questions to mean at any time in the past. Children ask and answer about experiences in the past. Brainstorm some ideas with the class first or refer children to the ideas in Activities 1 and 2. Monitor help and praise throughout.
Ending the lesson (optional)
• Play Find someone who … to review present perfect
questions and short answers (see Ideas bank page 185).
Lesson 3: Culture and Communication Language Core: Are you looking forward to … ? I’m looking forward to … I can’t wait to … I’m excited about… Revised: Activities; Adjectives; Countries and Nationalities; Transport; Present perfect: questions and short answers; Past simple Other: canal, captain, inter-railing
Starting the lesson (optional)
• Play The holiday game from Lesson 2 again.
Classroom Presentation Tool (CPT) Culture presentation: 1 Watch. What places can you see?
• 1st viewing: Watch Daisy’s introduction to the culture film
•
•
and ask the children to tell you what the video is about (The four parts of the UK). Make some predictions as a class about the question What places will you see? Watch the culture film, stopping before the comprehension questions, for children to check their predictions. Ask the class to tell you what they know about the places. 2nd viewing: Watch the video again and answer the comprehension task at the end of the film.
Transcript
Daisy There are four major parts of the UK: England, Scotland, Wales and Northern Ireland. You can travel to them by train and you can visit lots of different places. Let’s take a look at a few of them. Culture film: The UK has got four parts – England, Scotland, Wales and Northern Ireland. There are great landmarks in all of these places. Belfast is the capital city of Northern Ireland. Look at the beautiful countryside in Northern Ireland! This is the Giant’s Causeway. It starts in Northern Ireland and then goes under the sea all the way to Scotland. Edinburgh is the capital city of Scotland. Scotland is in the north of the UK. There’s a castle on the hill. Nobody lives there now, but you can visit it. From the castle, you can see the whole city – wow! That’s the road bridge over the railway station. You can travel by train from Edinburgh to Fort William in the north of Scotland, or down to Brighton in the south of England. There’s an extinct volcano near Edinburgh called Arthur’s Seat. You can walk there from the city and climb to the top. It’s very beautiful. Edinburgh is near the sea. This is Hadrian’s Wall – the old Roman wall between Scotland and England. It’s nearly 2,000 years old. There was a Roman fort there called Vindolanda. Can you imagine Roman soldiers living here? It’s a long way from Rome! This is Warwick Castle. It’s a famous castle in England. Henry VIII lived here 500 years ago. Actors dress up to show tourists what people wore and did at Warwick castle in the past. How interesting! Cornwall is a region in the south-west of England. Lots of people go there on holiday in the summer.
There are great beaches in Cornwall. I’ve been to this beach on holiday with my family. It’s a great place to go surfing. Can you surf? Wales is full of beautiful forests, lakes, mountains and valleys. Mount Snowdon is the highest mountain in Wales. The views from the top are amazing. When the weather is good, you can see other parts of the UK – England, Scotland and Northern Ireland. ANSWER
The Giant’s Causeway in Northern Ireland, Edinburgh in Scotland, Arthur’s Seat in Scotland, Hadrian’s Wall, Warwick Castle in England, Cornwall in south west England.
CULTURE NOTE: Travelling in the UK The four countries that make up the United Kingdom (England, Scotland, Wales and Northern Ireland) are all very different, but are connected by a long history. And nowhere on these islands is more than 120 km from the sea. You can travel around Great Britain by car, train, bus, plane and canal boat, depending on how much time you want to take! Canals have been in the UK since Roman times, but most were built during the industrial revolution so people could ship goods from city to city. The Manchester ship canal takes you all the way from the coast near Liverpool into the middle of the country. 34 km separates England from France and the rest of Europe. The underground tunnel connecting the two countries is the world’s longest at 38 km long.
Class Book page 74 2 Read and listen. Where can you go with an Inter-railing ticket? Has Oskar been to Spain? w 3.38
• Point to the text messages and tell the class that Daisy is • •
messaging her friend Oskar in Germany. Ask the children to look at the photos and say any words they know to describe them (a river, a boat, a bridge, etc.). Play the audio for the children to listen and read. Answer the two questions.
ANSWERS
Any European country. No, he hasn’t.
3 Think about exciting activities you want to do in the holidays. Write notes.
• Ask the class to read the text messages again and tell
•
•
you what Daisy and Oskar are going to do in the summer holidays (Daisy wants to visit her cousins. Oscar wants to travel from Germany to France on a boat.). Ask the class if they think those activities sound exciting. Refer children to the activities in the box and check their understanding. Ask them to think about what activities they want to do on holidays. Ask, Do you want to go to the cinema? Do you want to go to the beach? Read the example sentences. Tell the children to write notes about exciting activities they want to do in the holidays. In a less confident class, brainstorm some more ideas as a class. Feed back answers.
Extension Unit
163
COMPETENCES FOR 21ST CENTURY LEARNING:
Linguistic competence Enabling the children to personalise new language and functional expressions will develop their speaking fluency and make learning enjoyable and memorable.
CPT / Class Book page 74
Extra
• Fast finishers answer the questions about holidays on the river or canal in their notebooks.
Ending the lesson (optional)
• Play Noughts and crosses (see Ideas bank page 181). Further practice
Teacher’s Resource Material: Unit E Culture & Communication worksheet.
4 Watch. Discuss how you feel about a future activity. w 3.39
• Explain to the class that they are going to watch or listen •
to two children talking about exciting future activities. Watch or listen. Watch or listen again and pause for the children to repeat the conversation. Repeat as necessary.
Transcript
A Are you looking forward to going to the beach? B Yes, I am. I’m looking forward to collecting shells. A I can’t wait to buy an ice cream. B And I’m excited about swimming in the sea. A Me too!
ASSESSMENT OPPORTUNITIES:
The Language in action! activity is an opportunity to assess the children’s speaking development. Assessment grid and notes in the Teacher’s Resource Material.
Lesson 4: Cross-curricular (Social Science) Language Core: factory, mining, primary sector, secondary sector, tertiary sector, trade Revised: Jobs; Materials; Transport Other: bus driver, countryside, decoration, percent, tourism; Present simple for facts
Language in action!
• Refer the class to the Language in action! box and read through the questions and answers.
• When the children are using the language confidently,
put them into pairs or small groups. They take turns to ask and answer about exciting activities in the future using the Language in action! box for support.
Let’s compare culture
Starting the lesson (optional)
• Play Descriptions to brainstorm places and jobs people •
• Discuss the culture question in English, and in the
children’s own language if necessary. Are you looking forward to the summer holidays? Why? What activities do you like doing on holiday? Do you think activities in the UK are the same as your country?
Activity Book page 74
Classroom Presentation Tool (CPT) Cross-curricular presentation: slideshow 1 Watch and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Daisy
1 Read and complete the dialogue.
• Children read the text messages and complete them
using the words in the word bank. Ask them to read them through once and then read them again and complete. Check in pairs before feeding back.
ANSWERS
1 travelled 2 haven’t 3 Have 4 forward 5 wait 6 about
2 Complete the table.
• Ask children to think about their summer holidays and
write an idea below each heading in the table. Ask children to tell their ideas to their partner or to the class.
3 Complete the text. Use Activities 1 and 2 to help you.
• Read the Language in action! box. Children look at how we discuss exciting holiday activities.
• Children use their ideas from Activity 2 to write about
their summer holiday. Refer them to Activity 1 and the Language in action! box for additional support and ideas.
164
Extension Unit
have in your town / city / region. Ask around the class Where do people in your family work? What jobs do they do? What is the most important product or factory in your region? Where do you sell it to? etc.
• •
messaging? (Oskar) Which website did they talk about at the end of their message? (Jobs) Tell the children they are going to do a quiz from that website. Clarify the meaning of sector before you watch. Watch the slideshow, pausing before the Quick quiz. Put children into pairs and pause after each Quick quiz question for children to raise their hands and answer. Continue the audio to check.
Transcript
There are three main job sectors: the primary, secondary and tertiary sectors. William is a cotton farmer. He works in the primary sector. Rita uses the cotton to make clothes in the factory. She works in the secondary sector. Annabel sells the clothes in the shop. She works in the tertiary sector. Buying and selling things is an important part of the tertiary sector. It’s called trade. Quick quiz! Question 1 What job does this person do? Which sector does this person work in? … He’s a farmer. He works in the primary sector.
Question 2 What does this person make? Which sector does this person work in? … She makes clothes. She works in the secondary sector. Question 3 What does this person do? Which sector does this person work in? … She sells things. She works in the tertiary sector. Question 4 What is trade? … It’s buying and selling things.
Class Book page 75
2 Read and number the photos. Write the job sectors.
• Children read the descriptions and look at the photos
to write the correct sector next to each photo. Children check their ideas in pairs before class feedback.
ANSWERS
a 1 primary b 3 tertiary c 2 secondary
3 Make a twig decoration.
• Tell the class they are going to make a product that they
2 Read and listen. Which is the biggest job sector in Europe? w 3.40
• Play the audio for children to follow the words in their •
books. Ask the children to read the text again and answer the question with a partner. Discuss the answer as a class.
Transcript
See Class Book page 75 for transcript. ANSWER
The tertiary sector.
3 Read again and answer.
• Read questions 1–6 and check the children understand •
the key words in the questions. Allow the children time to read the text again. Children write their answers in their notebooks. Ask them to check in pairs before you feed back as a class.
ANSWERS
1 secondary 2 tertiary 3 primary 4 mines 5 tertiary 6 factories
WEB SEARCH: Find out about job sectors in your country. How do they compare to the whole of Europe? Children use the Internet to find out about job sectors in their country. Put them into pairs to use the Crosscurricular worksheet to do their research. Check the instructions and language of the worksheet before children research. COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Learning about the jobs sector in your region and in Europe helps children to understand the interconnected economy we have. We’re better when we collaborate and work together. It also highlights areas that are important in their region and helps them consider which jobs they would like to do in the future.
Activity Book page 75 1 Label the chart.
• Children look at the pyramid. Ask the class which job sector is represented by each colour.
• Children complete the statistics with the words in the word bank.
ANSWERS
1 tertiary 2 tourism, trade 3 primary 4 farming, mining 5 secondary 6 factories, engineering
•
will sell. The money they make will go to a charity of their choice. They will imagine they are producing the product via jobs in the three sectors. Ask the class to read the instructions and elicit in which job sector each stage would sit (collecting twigs – primary, making the decoration – secondary, selling the decoration – tertiary). Ask the children to collect (or farm) the twigs. Do this at school or for homework. Children follow the instructions to make a decoration. Ask the class to sell their decoration to a family member or friend and give the money they make to a charity in their town / city or to an online organisation. Tell the children to ask their family to help. They can tell the class where they gave the money to in the next lesson.
4 Describe how you made the twig decoration. Use Activity 2 to help you.
• Children write sentences describing the process of
making a twig decoration and how it relates to each job sector. Discuss ideas with the class before they write.
SUGGESTED ANSWER
The farmer collects twigs to make decorations. The twigs go to the factory. The people in the factory use them to make decorations. They paint the twigs and make a shape. The decorations go to the shop. People buy them.
Ending the lesson (optional)
• Play a game to review the job sectors in relation to the
objects production. Place various items made of different materials in a bag. You could use classroom objects, food and drink items, clothes, etc. Children pick an item from the bag and describe it in relation to the job sectors.
Further practice
Teacher’s Resource Material: Unit E Cross-curricular worksheet.
Lesson 5: Story and Vocabulary Language Core: American, code, hero, pigeon, pilot, the USA Revised: Adjectives; Prepositions; forest, leg, soldiers, storm; Past simple; Present perfect: questions and answers; Present simple, have to, must Other: everyday, journey, land, message, note, World War I
Starting the lesson (optional)
• Write 1914–1918 on the board and ask the class what
happened at that time (World War I). Talk about this time in English or in the children’s own language. Ask which countries were involved and what it must have been like. What were people doing? Was it a good time or a bad time for Europe? Extension Unit
165
CPT, Classroom Presentation Tool Vocabulary and grammar review and presentation: story animation 1 Watch.
• Tell the children they’re going to watch a story animation •
with Daisy. Pause after Daisy’s introduction and ask What’s the story about? (A hero in World War I in France) With books closed, watch the story. Ask What happens in the story? (The USA was helping France and the UK in World War I. A pilot crashed in a storm in France. He sent a message in code with a pigeon. A boy called Archie in the UK found the pigeon and the note. Archie’s mum solved the code and sent for help for the pilot. Soldiers save the pilot and the pigeon was a hero!)
Transcript
Daisy This is an everyday hero story about an unusual hero who was very brave. It’s set in France in World War I. Let’s find out what happens. • See Class Book pages 76–77 for story transcript.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book pages 76–77 2 Read and listen. Find the words in the story. w 3.41
• Point to the photo at the top of the page and ask What’s • •
•
•
the story about? (An unusual hero) What type of story is it? (An everyday hero story) Play the story audio for the children to read and follow in their Class Books. Check comprehension: What year was the story set in? (1918) Where was the pilot from? (The USA) Where was he flying when the storm arrived? (France) Can he get out of his plane? (No) What does he do? (He sends a message on a pigeon.) Where did the pigeon fly to? (The UK) Who found the pigeon? (A young boy – Archie) What does he do? (He feeds it.) Who does he ask for help? (His mum) What did Archie’s mother do? (She read the code and sent for help.) Did they find the pilot? (Yes, they did.) What did they give him? (Bread) Who is the hero of the story? (The pigeon) Ask the children to look at the six words in the box on page 76. Read them as a class. Tell the children to find the words in the story. Ask the children what the words mean, in their own language or in English. Use the flashcards to review the new words.
ANSWERS
the USA: frame 1, American: frames 1, 6, 7, 8 pigeon: frame 2, 3, 4, 5, 8 hero: frame 8 pilot: frame 1, 2, 6, 7, 8 code: frame 6 ALL ABOUT VALUES: You don’t have to be big to be brave.
Remind the children of who is brave in the story. Were they big or important? What did they do that was brave? Was it good for them to be brave? Do you have to be big or do big things to make a difference? Talk to the children in their own 166
Extension Unit
language about being brave and why it’s important to help others in difficulty if they can. Remind them to stay safe and get an adult to help in dangerous situations. COMPETENCES FOR 21ST CENTURY LEARNING: Social and civic competence Teaching the children about acts of bravery and asking them to think about how they can help in different situations helps them to become good citizens. It also develops skills in empathy and understanding how others might feel in certain situations.
3 Read and answer.
• Children read each question then read the story again
and answer them in their notebooks. Check in pairs before feeding back.
ANSWERS
1 He was from the USA. 2 Because there weren’t any mobile phones or the internet. 3 He sent it with a pigeon. 4 He flew (from France) to the UK. 5 He gave it food. 6 Her job was reading codes.
4 Listen to Daisy and her friends. What did you think about the story? w 3.42
• See notes on page 68.
WEB SEARCH: Find out about the Animals in War memorial in London. Where is it? Write a list of the animals on the memorial. Children use the Internet to find out about this memorial statue and hero animals. They write a list of the animals on the memorial.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Pelmanism on page 177.
Activity Book page 76 1 Read and complete Daisy and Zoe’s review of the story. ANSWERS
1 war story 2 USA 3 American 4 note 5 pigeon 6 code 7 hero 8 been 9 pilot
2 What did you think about the story? Circle a word and complete your review. Learn to learn.
• See notes on page 69.
3 Are you brave? Circle Yes or No. Write.
• Ask children to think about the value the story focuses on • •
and read the sentences. They circle Yes or No as it applies to them. Refer children to the score ratings. Remind children it’s very important to be brave to experience new things and help others. Children write an example of when they are brave.
Extra
• Fast finishers imagine what happens next in the story.
• Refer children to the Review box and ask the class to tell
They write sentences in their notebooks using the past simple.
Ending the lesson (optional)
• Play Who was it? (see Ideas bank page 186). Further practice
•
Teacher’s Resource Material: Unit E Story playscript worksheet. Unit E Word Skills worksheet.
Lesson 6: Story, Grammar and Communication Language Core: Present perfect: affirmative and negative sentences I / You / We / They ’ve / haven’t (made a cake). He / She ’s / hasn’t (seen the forest). Revised: Countries and Nationalities; Present perfect: Questions and short answers
Starting the lesson (optional)
• Play Hit the card to review language from the unit (see Ideas bank page 181).
CPT, Classroom Presentation Tool Story review and grammar presentation w 3.41
• Ask the children what they remember from the story:
•
Who’s in the story? Where was it set? Why did the pilot crash? How did he get help? Where did the pigeon fly from and to? Who found the pigeon? Who read the code and got help? Did they find the pilot? What did they give him? Watch (or listen to) the story again to confirm answers.
Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind children of the new vocabulary.
Class Book page 78 1 Which sentences are in the story? Find them in the story.
• Tell the class these are four sentences – some are from •
the story and some are not. Ask the class to guess from memory which ones were in the story and which weren’t. Tell the children to read the story on pages 76–77 again and find the sentences that are in the story. Children write their answers in their notebooks. Feed back as a class.
ANSWERS
1 You’ve been to the UK before, pigeon. 2 An American pilot has written it. 4 I haven’t eaten for two days.
2 Beat the clock. How many sentences can you say in 3 minutes?
• Ask the children to look at the four sentences in Activity
•
you some irregular past participles they already know (been, sent, eaten, read, written, found, etc.). Refer them to Lesson 2 and the story in Lesson 5 for support. Remind them that an irregular verb is irregular in both the past tense and past participle forms. Explain that today they will learn how to make sentences using the present perfect. Look at the All about grammar box as a class. Remind the class that we use the present perfect to talk about experiences at an unspecified time in the past. Point out how we contract have and has in the affirmative and the order: subject + have / has + past participle. Put the children into pairs. Ask them to say as many sentences as they can in three minutes using the grammar box for support. Set a timer. When the time is up, ask children to tell you how many sentences they created. Monitor, help and praise throughout. Feed back some of the sentences from the class.
3 Look and say.
• Refer the class to the picture and elicit the names of the children and the countries indicated on their clothes.
• Read the example in the speech bubbles as a class. Put
the children into pairs. They take turns making sentences using the present perfect about the countries the children in the picture have been to. Remind them to use the All about Grammar box for support. Monitor, help and praise throughout. Note: Remind the children again that we use the past participle of be rather than go when someone has gone to a place and returned. We use gone when someone has not returned and is still there.
4 Ask and answer questions about the year.
• Ask the children to think about what they have done this
year. Brainstorm a few ideas and write them on the board.
• Point to the children speaking at the bottom of the page and read the conversation in the speech bubbles. Put children into pairs to ask and answer about their year. Monitor, help and praise throughout.
Star question (optional)
• Ask the children to recall what their partner told them
about what they have done this year. They write sentences in their notebooks using the present perfect.
COMPETENCES FOR 21ST CENTURY LEARNING: Linguistic competence Asking the children to first produce the language orally in a personalized activity and then reproduce the information they have listened to in a written activity encourages the children to communicate effectively and gives them meaningful writing practice.
Classroom Presentation Tool (CPT) Vocabulary and grammar practice: game
• See instructions for Cloudburst on page 176.
1 again. Ask, Are they in the present or the past? (Past) Are they in the past simple? (No) Ask the children to tell you the main verb in each sentence and write them on the board. Extension Unit
167
Activity Book page 77 1 Complete with the present perfect. Read the story again and check.
• Ask children to think about the World War I. They read the
sentences and complete them with the correct form of the present perfect. Children read the story again to check their answers, then check in pairs.
ANSWERS
1 You’ve 2 hasn’t 3 I’ve 4 has 5 We’ve 6 haven’t
2 Write sentences about Lily and Fred using the present perfect.
• Children look at the table about Lily and Fred’s weekend activities. They use the information in the table and the ticks and crosses prompts to complete the sentences using the correct affirmative or negative form of the present perfect.
ANSWERS
1 2 3 4 5 6
Lily hasn’t been to the sports centre this weekend. She has listened to music this weekend. Fred hasn’t listened to music this weekend. He has been to the sports centre this weekend. They haven’t written an email this weekend. They have read a book this weekend.
3 Write about your weekend.
• Children write about things they have done this weekend using the present perfect simple affirmative or negative sentences. Children check their ideas in pairs.
Ending the lesson (optional)
• Play the audio for the children to listen and write the
nationalities they hear mentioned in their notebooks. They can compare with their predictions.
Transcript
Daisy Hi, Uncle Alfonso. Have you enjoyed your visit to the UK? Alfonso Yes, I have, Daisy. I’ve visited London and Brighton. London was my favourite city. There’s so much to do! Daisy Have you been to any museums? Alfonso Yes, I have. I’ve been to the British Museum twice. I saw some interesting Roman medals there. I love Italian history. Daisy My favourite museum in London is the Science Museum. It’s great fun. It’s close to the Royal Albert Hall – the big concert hall in London. Have you been to any concerts in London? Alfonso No, I haven’t. I haven’t been to a concert in the UK, but I’m going to a concert in Spain next week. My favourite Spanish orchestra is playing music at an opera house in Madrid. Have you listened to an orchestra, Daisy? Daisy No, I haven’t, but I’ve been to a festival. I’m going to another music festival this summer. I’m looking forward to listening to my favourite American band. Alfonso That sounds great! ANSWERS
British, Italian, Spanish, American
2 Listen again. Read and choose. w 3.43
• Ask the class to read the questions and check •
• Play Over-under using country and nationalities and the present perfect (see Ideas bank page 181).
Further practice
Teacher’s Resource Material: Unit E Reinforcement and Extension worksheets.
Lesson 7: Language review and Communication Language Revised: Vocabulary from Units 1–7; Comparative adjectives, Past continuous. Present perfect
Starting the lesson (optional)
• Play Mystery card to review language from the unit (see Ideas bank page 182).
Class Book page 79 1 Listen to Daisy and Uncle Alfonso. Which 4 nationalities do they mention? w 3.43
• Ask the children to read the nationalities in the word bank. Tell them they will listen to a conversation between Daisy and Uncle Alfonso who mention four of the nationalities. Ask the class to predict which four nationalities they think they will hear.
168
Extension Unit
understanding. Play the audio for the children to listen again. They write the correct answers in their notebooks. Check in pairs before feeding back.
ANSWERS
1 Yes, he has. 2 Yes, he has. 3 No, he hasn’t. 4 No, she hasn’t. 5 Yes, she has.
3 Look and say.
• Point to Uncle Alfonso’s journal showing his trip around •
Europe and ask the class to say what they can see. Read the example in the speech bubble. Put the children into pairs. They make sentences about Uncle Alfonso’s trip using the affirmative and negative form of the present perfect.
4 Read and say. Use past participles.
• The children read the text aloud and say the highlighted
verbs in the present perfect affirmative or negative, referring to the picture in Activity 1 to help them. In a less confident class, allow the children to write the answers in their notebooks first.
ANSWERS
1 visited 2 been 3 cooked 4 eaten 5 travelled 6 watched 7 read
5 Look back at Learn with Us 6. Ask and answer.
• Read the speech bubbles. Ask the class to think about all
the things they have done this year in Learn with Us 6 – the songs, the stories, the projects. Elicit some other activities they have done.
• Put the children into pairs. They ask and answer questions
using the present perfect about things they have enjoyed. Encourage them to elaborate and to say what they liked or why they liked something, or why they didn’t.
OPTION:
Play Find the answer to review some of the things the children have done during the unit and the course as a whole before you do Activity 5 (see Ideas bank page 183). COMPETENCES FOR 21ST CENTURY LEARNING: Learning to learn Giving children opportunities to think about their own development during the year and the skills they have gained enables them to see what they have learnt, where they have been successful and where their strengths lie. All of these will keep them motivated and curious about learning English and in other subjects.
Star question (optional)
• Children write about what they have done in English class this year using the present perfect.
Classroom Presentation Tool (CPT) Grammar and vocabulary review: game
• See instructions for Gap-fill on page 178.
Activity Book page 78 Note: These activities can be completed to review the language the children have learned throughout the year. Review the language points
1 Complete the sentences using comparatives.
• Children read the sentences and complete them with the
ANSWERS
1 You’ve watched 2 you’ve enjoyed 3 Zoe and Peter have written 4 it’s been 5 I’ve read 6 School hasn’t finished 7 We haven’t been
5 Order the words of the song titles. Write as many words as you can remember from the songs.
• Children order the words to make the song titles. They •
write as many key vocabulary items as they can remember from the songs in the table below. Children look back at the songs in their Class Books to check, or play the songs again in the class.
ANSWERS
1 2 3 4 5 6 7
Afternoon tea You don’t need technology Mountain biking The Brighton Express Holiday by the sea Who lost a scarf? We will always be friends
6 Write about what you’ve done in your English lessons this year.
• Children read the sentences and complete them with
their own answers. They may look back at Learn with Us 6 for ideas.
Ending the lesson (optional)
• Play a game of the children’s choice to review the language from the course (see Ideas bank pages 181–187).
ASSESSMENT OPPORTUNITIES:
The children are now ready to do the Unit E test. See Teacher’s Resource Material evaluation section.
correct form of the comparative adjective in brackets.
ANSWERS
1 tidier than 2 better than 3 more modern than 4 happier than 5 older than 6 more famous than
The unit project is an opportunity to assess the Competences for 21st century learning. Assessment grid and notes in the Teacher’s Resource Material.
2 Answer the questions to make them true for you.
• Children read the questions and answer them using the past continuous about themselves.
3 Order the words to make questions. Answer the questions.
• Children order the words to make present perfect
questions. They write correct short answers referring to the ticks or crosses.
ANSWERS
1 2 3 4 5 6
Have they been to the USA? Yes, they have. Has Daisy watched the new French film? No, she hasn’t. Has Fred made a snack? Yes, he has. Have they read a British magazine? No, they haven’t. Have you seen the dolphins? Yes, I have. / Yes, we have. Have we been to Germany? No, we haven’t.
4 Complete Daisy’s video blog message using the present perfect.
• Children read the text and complete it using the present perfect.
Extension Unit
169
New Year’s Eve Language Core: confetti, crowd, fireworks display, midnight, New Year’s Eve, time zone Revised: Countries; Clothes; Dates; Months; Seasons; Times; and, but, Christmas Eve, some, traditional; Adverbs of frequency; Present simple; Superlatives Other: after, before, counting down, keep warm
• Play the audio for children to listen and read. Ask children to answer the question in pairs, then feedback from the class.
2 Read and answer.
• Ask the children to read the questions about New Year’s Eve and think about the possible answers.
• Tell the children to read the text about New Year’s Eve
again and write the answers in their notebooks. Children check their answers in pairs before feeding back.
Starting the lesson (optional)
• Bring / show pictures of New Year’s Eve celebration from
•
your town / city to class or write the 31st of December on the board. Ask the class which festival is celebrated on the 31st December and elicit New Year’s Eve. Write New Year’s Eve on the board. Talk about New Year’s Eve in the children’s own language and English: Do we celebrate New Year’s Eve in our country? Who do you celebrate with? What food do you eat? What clothes do you wear? What can you see at New Year’s Eve? Have you ever seen pictures of New Year’s Eve celebrations in other countries? What was it like?
CULTURE NOTE: New Year’s Eve in the UK New Year’s Eve is a big celebration in the UK. There are parties across the country where families and friends celebrate at home and out in the town. There isn’t a traditional meal or food and drink, but people do enjoy party foods. The biggest party on New Year’s Eve is in London by the river Thames. Thousands of people watch a huge fireworks display over the river and the London Eye. The London Eye is a massive ferris wheel on the south side of the river. Some people even watch it from on the Eye itself! Millions of people in their homes across the country and around the world watch the fireworks. New Year’s Eve is a chance to say goodbye to the last year, think of friends and family who live away from home and make a New Year’s resolution. This is something we want to do better next year, like do more exercise. It is a lovely time to celebrate.
Classroom Resource Pack Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
3 What do you do on New Year’s Eve? Tell your friend.
• Ask children to look read the speech bubble as a class. Ask •
What does she do on New Year’s Eve? Ask children to think about what they do, where and with whom on New Year’s Eve. Put children into pairs to tell their partner. Monitor and praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: Cultural awareness and expression Learning about a cultural celebration allows the children to think about how these traditions are similar to their own and why that might be. It shows them that despite differences, there are often many similarities between traditional festivals and the ways we celebrate them.
4 Play Where in the world?
• Point to the two children at the bottom of page 80 and
•
tell the class they are playing a guessing game called Where in the world? Read the conversation in the speech bubbles and ask Where in the world are they? (Australia) Ask the children to think about New Year’s Eve (or other festivals) and what season it is in different countries. In pairs or small groups, the children describe and guess which country it is. They may award their partner or the other team a point for each correct answer.
Classroom Presentation Tool (CPT) Vocabulary practice: game
Class Book page 80
• See instructions for Jigsaw on page 177.
1 Read and listen. Are any of the traditions the same in your country? w 3.44
Activity Book page 80
• Focus the children on the Class Book page and the •
170
ANSWERS
1 31st December 2 eleven hours 3 They come out of their houses and sing a traditional song in the street. 4 Two million
photos. Ask the children to say what they can see. Tell the children to read and listen to the text and answer the question, Are any of the traditions the same or different in your country?
New Year’s Eve
1 Match. Write the missing letters to find a 2-word phrase.
• Ask children to look at the pictures and say what they
can see. Children number the pictures 1–6 and write the missing letters in the spaces to complete each New Year’s Eve word.
• Children use the missing letters to create the hidden phrase. Check answers in pairs before feeding back.
ANSWERS
a 2 b 5 c 1 d 6 e 3 f 4 1 p, a 2 r 3 t 4 Y 5 ti 6 m, e The hidden phrase is party time!
2 Read and circle.
• Children read the sentences about New Year’s Eve and
circle the correct word. Children may check their ideas in the Class Book page 80 before feeding back.
ANSWERS
1 31st December 2 before 3 summer 4 sing 5 pop concert 6 confetti
3 Write about New Year’s Eve celebrations in your country.
• Talk about New Year’s Eve celebrations in your country as •
•
a class if you didn’t in the warmer. Ask children to answer the questions when they write. Refer them to Activity 2 in their Activity Books and the questions in Activity 2 in the Class Book for support and ideas. Ask children to read their sentences to their partner for them to listen and check.
English at home
• Encourage the children to search online for photos of
New Year’s Eve celebrations in your region and talk about them to their families.
Ending the lesson (optional)
• Play Bingo! to review the New Year’s Eve vocabulary (see Ideas bank page 184).
Further practice
Teacher’s Resource Material: New Year’s Eve Festivals worksheet.
New Year’s Eve
171
Easter Language Core: bulb, caterpillar, chick, daffodils, frog’s eggs, lamb Revised: Animals; Seasons; baby, flowers, garden, leaves, traditional, trees; Present simple, be, can, have got Other: connected, countryside, fields, grow, signs, symbols, time of year
ANSWER
Eggs, chicks, flowers
2 Read and answer.
• Ask the children to read the questions about Easter and think about the possible answers.
• Tell the children to read the text again and write the
answers in their notebooks. Children check their answers in pairs before feeding back.
Starting the lesson (optional)
• Play Dictadraw with the class (see Ideas bank page
•
184). Instruct the class to draw a picture of a decorated Easter egg. Ask the class which festival we celebrate with colourful eggs to elicit Easter. Write Easter on the board. Talk about Easter in the children’s own language and English: When do we celebrate Easter? How do we celebrate it? Which symbols do you connect with Easter? What season is Easter in? Which animals can we see in spring? How do people in the UK celebrate Easter? What is the same and different as here?
CULTURE NOTE: Easter in the UK Thousands of years ago Britain had many pagan traditions. These traditions focused on the importance of nature, animals, the seasons and the earth around them. The large rock formation of Stonehenge in England is a symbol of this time and people travel there in spring to watch the sun rise. These traditions continue to be celebrated in the UK today, in fun and friendly ways. Spring is a time when baby animals are born, flowers start to blossom and harvests are planted. It is a time of hope and celebration. In many primary schools across the country, eggs are brought into the classrooms in an incubator and the children watch them slowly hatch to reveal the fluffy chicks inside. Some schools have got a pond in which children can watch eggs hatch and grow from tadpoles, to small frogs. Easter is a school holiday in the UK.
Classroom Resource Pack Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
spring chocolate five: birds, frogs, chicks, lambs, caterpillars in gardens and in the countryside
3 What signs of spring can you see in your country? Tell your friend.
• Ask children to look read the speech bubble as a class. Ask •
Which signs of spring does she mention? Ask children to think about what signs of spring they can see in their country. Put children into pairs to tell their partner. Monitor and praise throughout.
4 Play 20 questions.
• Point to the two children at the bottom of page 81 and
•
tell the class they are playing a game called 20 questions. Read the conversation in the speech bubbles. Children ask Yes / No questions to guess their partner’s Easter word. They can ask no more than 20 questions. Play the game in pairs. Ask children to choose a word from the text, a symbol from their own country or from Easter lessons they have done in previous levels. Monitor, help and praise throughout.
OPTION:
In a less confident class, revise how we ask questions Yes / No questions using have got and be and the present simple. Elicit some example question stems and model another conversation with the class. Alternatively, play the game as a class in two teams.
Classroom Presentation Tool (CPT) Vocabulary practice: game
Class Book page 81
• See instructions for Jigsaw on page 177.
1 Read and listen. Which 3 Easter symbols does the text mention? w 3.45
Activity Book page 81
• Focus the children on the Class Book page and the • •
172
ANSWERS
1 2 3 4
photos. Ask the children to say what they can see. Tell the children to read and listen to the text and answer the question, Which three Easter symbols does the text mention? Play the audio for children to listen and read. Elicit the three symbols the text mentions.
Easter
1 Write and match.
• Children look at the pictures and write the correct word
from the word bank below each picture. They match the baby and adult of each animal by writing 1–5 next to the bottom row of pictures. Check answers in pairs before feeding back.
ANSWERS
1 2 3 4 5
caterpillar – butterfly lamb – sheep bulb – daffodils eggs – frog egg – chick
2 Complete the sentences. Use the words in Activity 1 to help you. Then write a sentence about your country.
• Children read sentences 1–3 about the UK and complete using words from Activity 1. They write a sentence about what they can see and what there are in their own country. Ask children to read their ideas to their partner before feeding back.
ANSWERS
1 lambs 2 daffodils 3 Children’s own answers.
3 Read the riddle and write.
• Tell children they are going to read a riddle about an •
Easter word. Each sentence gives a clue to a letter that spells the word. Put children into pairs to read and guess or do independently and check in pairs. Feed back ideas from the class.
ANSWER
frog COMPETENCES FOR 21ST CENTURY LEARNING: Critical thinking competence Asking children to read a riddle and work out the answer to it is a fun and engaging way to put their critical thinking skills into practice and apply what they know in English.
English at home
• Encourage the children to look out of their bedroom
window at home and talk to their family about signs they can see of spring.
Ending the lesson (optional)
• Play Describe and draw to review Easter vocabulary (see Ideas bank on page 184).
Further practice
Teacher’s Resource Material: Easter Festivals worksheet.
Easter
173
World Environment Day Language Core: den, environment, insects, nature, planet, pond, recycle Revised: Months; animals, beach, birds, energy, materials, litter, look after, park, plant a tree, plants, trees; Imperatives, Present simple Other: events, local, make a home, organised, protect; You could (pick up litter).
Starting the lesson (optional)
• Draw images from a park on the board, e.g. trees, plants,
•
birds, a butterfly, a rubbish bin, etc. Elicit the vocabulary as you do so and the word environment. Write it on the board. Ask the class which festival involves thinking about our environment and elicit World Environment Day. Write World Environment Day on the board. Talk about World Environment Day in the children’s own language and English: Do you know when World Environment Day is? Do we celebrate it in our country / region? Why do we have it? How do you think people celebrate it around the world?
CULTURE NOTE: World Environment Day World Environment Day was first held in 1973 and was created by the United Nations. It is a day to encourage worldwide understanding of our impact on the environment and nature – why we need to look after it and how we can protect it. Every year World Environment Day has a different focus, such as marine pollution, global warming, wildlife crime or getting back into nature. Cities around the world become the hosts for the day and have special activities such as tree planting, litter picking on beaches, bike rides, music and creative workshops. Children in school across the UK have special project lessons at school to display their ideas for the future and what they have learnt.
Classroom Resource Pack Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new vocabulary. Repeat several times, encouraging the children to remember the words.
Class Book page 82 1 Read and listen. What is World Environment Day? w 3.46
• Focus the children on the Class Book page and the • •
174
photos. Ask the children to say what they can see. Tell the children to read and listen to the text and answer the question, What is World Environment Day? Play the audio for children to listen and read. Ask children to answer the question in pairs, then feedback from the class.
World Environment Day
ANSWER
A day when people think about how to look after our planet.
2 Read and answer.
• Ask the children to read the questions about World
Environment Day and think about the possible answers.
• Tell the children to read the text about World Environment •
Day again and write the answers in their notebooks. Children check their answers in pairs before feeding back. Discuss the last question together as a class.
ANSWERS
1 2 3 4
5th June All around you: in the city, in a park, in the forest. recycle (materials), use less energy Children’s own answers.
3 What would you like to do for World Environment Day? Tell your friend.
• Ask children to read the speech bubble as a class. Ask •
What would she like to do for World Environment Day? Point out the use of I’d like. Ask children to think about what they would like to do for World Environment Day in their region. Put children into pairs to tell their partner. Monitor and praise throughout.
COMPETENCES FOR 21ST CENTURY LEARNING:
Basic competences in science and technology Asking children to consider, support and sustain the environment around them and think about what they can do to do this and why it is so important, is fundamental to their understanding of natural science in a real world context.
4 Play The Planet points game.
• Point to the two children at the bottom of page 82
• •
and tell the class they are playing a game called The Planet points game. Read the conversation in the speech bubbles. Children tell each other things they do in their daily lives that help the planet. They score a point for every activity that they do. Play the game in pairs. Ask children to think of and say something they do to award themselves a point. Monitor, help and praise throughout.
OPTION:
Feed back all the different ideas from the class after playing The Planet points game. Use the ideas to make a class poster for World Environment Day. Encourage the children to take up two new things that they didn’t do before that can help the environment.
Classroom Presentation Tool (CPT) Vocabulary practice: game
• See instructions for Jigsaw on page 177.
Activity Book page 82 1 Find and write.
• Children look at the pictures and use the letters to write the correct word below each picture. Check in pairs before feeding back.
ANSWERS
1 den 2 pond 3 planet 4 recycle 5 insects 6 nature
2 Complete these ideas for World Environment Day with the words from Activity 1.
• Ask the children to read the sentences about World •
Environment Day and think about which word is missing. Children may work in pairs. Children complete the sentences using a word from Activity 1. Check in pairs before feeding back.
ANSWERS
1 nature 2 pond 3 den 4 planet 5 Recycle 6 insects
3 Think about helping the environment. Write.
• Ask children to think about what they already do to help
•
the environment in their daily lives. They write three sentences. Ask children to think about what they want to do to help in the future. Children write three sentences. Put children into pairs to tell their partner. Monitor and praise throughout.
English at home.
• Encourage the children to talk at home with their family about what they can do to help the environment.
Ending the lesson (optional)
• Play Line by line to review the vocabulary connected with the environment (see Ideas bank on page 183).
Further practice
Teacher’s Resource Material: World Environment Day Festivals worksheet.
World Environment Day
175
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Unit E
Lesson 1
Pelmanism
Snap
Conveyor belt
Snap
Pelmanism
Snap
Conveyor belt
Lesson 2
Sentence spin
Gap-fill
Sentence spin
Sentence spin
Multiple choice
Chase the cheese
Chase the cheese
Lesson 5
Conveyor belt
Picture reveal
Pelmanism
Picture reveal
Conveyor belt
Picture reveal
Pelmanism
Lesson 6
Cloudburst
Cloudburst
Multiple choice
Chase the cheese
Chase the cheese
Cloudburst
Cloudburst
Lesson 7
Phonics matching
Phonics matching
Phonics matching
Phonics matching
Phonics matching
Phonics matching
Gap-fill
Lesson 8
Multiple choice
Three in a row
Cloudburst
Three in a row
Three in a row
Three in a row
Lesson 3 Lesson 4
Lesson 9
Starter
Review 1
Review 2
Review 3
New Year's Eve
Easter
World Environment Day
Snap
Storybook
Storybook
Storybook
Jigsaw
Jigsaw
Jigsaw
Cloudburst
Picture race
Picture race
Picture race
Picture reveal
Basketball
Basketball
Basketball
Three in a row
Conveyor belt
• This is a two-player game to practise listening to, •
•
•
•
176
identifying and saying new vocabulary (as well as providing exposure to the written form of the words). Divide the class into an even number of teams to play the game. Two teams can play the game at a time. Ask a member of each of the first two teams to delete the text ‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children. When the game begins, the children will see a scene which includes a space or ‘window’ where images of the items of vocabulary will appear one by one in random order. To begin the game, ask one of the players to press the Start button. Items will begin to appear in the ‘window’, one at a time. At the same time, the children will hear an item of vocabulary on the audio. The players must race to try and press their Match button when the item that appears in the ‘window’ matches the word on the audio. If the player does not match the audio and the picture correctly, the incorrect sound effect is heard and the game pauses for a moment before continuing. The player that pressed Match incorrectly also loses a star.
Classroom Presentation Tool (CPT) games information
• If a player matches the audio and the picture correctly,
•
a correct sound effect is heard, the audio replays the word for the child to repeat, and the written word appears on the screen. As a reward, he/she also gains a star for the team. After a correct match, a player presses the Start button again for the game to continue. The game continues as above until all the audio words have been matched with an image or until one team has lost all their stars.
Cloudburst
• This is a game to practise core grammar from each unit. •
• •
The game focuses on the word order of structures in preparation for the children’s own writing. When the game opens, the children see a mainly blank screen with some small balloons to signify lives. Next to this is an empty picture frame with a space below it for text to appear in. Choose a child to come to the front of the class to play the game. Ask the child to press the Start button. When the game starts, a picture will appear in the picture frame and a
•
•
number of clouds containing words will appear on screen. The timer will also start. The player must select the words in the clouds in the correct order to make phrases. This must be done before the timer runs out. The phrases are prompted by the image shown in the image box. If the player selects a word in the wrong order, an incorrect sound effect is heard and a balloon pops to show that the player has lost a life. The word cloud remains on the screen.
Snap
• This is a two-player game to practise vocabulary and • •
• •
grammar. Choose two children, or two teams, to play the game. Ask the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. Two piles of cards will be shown, on the left and right of the screen, and a space between them where two cards – one from each pile – will appear face up. Below these are two player areas, each with a coloured button reading Snap!, the player / team names and scores. The two players, or teams, compete to be the first to select the Snap! button when the cards turned up on the left and right match. Select the Start button to start the game and the timer will start. If playing in teams, line up the teams and explain that they get one turn each and then they must go to the back of the line so the next team mate can have a turn.
• Each team should take one turn at a time to turn over
pairs of cards. Continue until all the matching pairs have been found. Check the scores and say Well done! to the winning and losing teams.
Picture reveal
• This game practises core vocabulary and provides exposure to the written form.
• When the game opens, the children will see a timer bar • •
• • • • •
Pelmanism
• This is a one- or two-player game to practise new
• •
• •
•
vocabulary and grammar. Choose ‘One player’ or ‘Two player’ when you open the game. You may find the oneplayer format useful for demonstrating the game, but in most classroom situations, the two-player format will probably be preferred. Choose two children, or two teams, to play the game. Ask the children to type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. Various cards, face down, will be shown on the screen. Above these are two player areas, each with the team names and scores. The two teams compete to match pairs of cards. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. The first team player chooses any card and clicks it. The card will turn over to reveal a picture or text. The phrase matching the card is played on the audio. The same player then chooses another card. The selected card turns over to reveal a picture or text. The phrase matching the card is played on the audio. If the two cards match (either picture to picture or picture to text), the correct sound effect will be heard, and the correct audio will be heard. The successful team wins a point. If the two cards don’t match, the incorrect sound effect will be heard and both cards will turn back face down.
•
and a blurred picture. Choose a child to come to the front of the class and play the game. Ask the child to select the Start button. A number of mixed up letter tiles will appear on the screen and empty boxes will be seen below the picture. The timer will also start and the blurred effect on the picture slowly begins to clear. The player must try to order the letters to make the word before the timer runs out. The image, which little by little comes into focus, provides a clue to the word. The player clicks a letter tile and then an empty box to place letters in the word. If a letter is incorrectly placed, the incorrect audio sound effect will be heard, and the letter stays in its original position. If a letter is correctly placed, the correct sound effect will be heard. The letter then appears in place in the word and the letter tile disappears from its original position. The player continues, as above, until all the letters have been placed to make the word. The word is then heard on the audio and the full image revealed in focus. If the player runs out of time, the word and picture are revealed, and the then the game continues. Ask another child to come to the front to select the Next button and order the new word as described above. The game continues until all the words have been found.
Jigsaw
• This game introduces a festival and gives the children • •
•
•
an opportunity to make predictions about it before they listen for the first time. When the game opens, an empty frame for a jigsaw will appear in the middle of the screen, with jigsaw pieces around it. Invite individual children to come up to the board to click on a jigsaw piece and then a section in the jigsaw frame where they think it belongs. If the child matches the correct jigsaw piece to the correct section it will stay in place. Alternatively, you can use this game to encourage speaking practice of numbers and colours. Ask individual children to tell you the number of a jigsaw piece and then the colour of the section of the jigsaw frame where the piece belongs, e.g. Five. Purple. The finished jigsaw presents a vocabulary item for the festival. Ask the children questions about the picture, e.g. What colour is the … Do you like … ?
Classroom Presentation Tool (CPT) games information
177
Phonics matching
• This game revises the sounds from each unit. • When the game opens, small images representing words
•
•
•
with different sounds appear on the left-hand side of the screen. A letter with a drop zone for matching also appears on the right. Click on the audio icon and encourage the whole class to repeat the word they hear. Ask individual children to come up to the board one at a time. Encourage them to find all the images of words which contain the sound (there may only be one). If the child decides a word contains the sound, they should select the image and then click one of the empty drop zones on the right. If they select the word correctly, the item will appear in the drop zone. If it is incorrect, then the item will remain on the left and the incorrect sound effect will be heard. The children can then try again. Continue until all the words that contain the sound have been found. The Next button will then become active. Invite another child to the front and play the game again.
Three in a row
• When the game opens, the children see an empty maze
•
•
• •
• This is a two-player game to practise the core vocabulary • • •
•
•
•
and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. When the game opens a grid with nine spaces will appear in the middle of the screen. On either side of the grid, there are two player areas, each with the team name and a coloured icon. The two teams compete to place three of their icons in the grid in a row (horizontally, vertically or diagonally). The teams must answer a question correctly to place an icon. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. Select the Start button to begin the game. The first team select a square in the grid. An audio or text clue and pictorial or text answers appear in the question area on the screen. The team listen to the audio clue or read the text clue and then select the picture or text that matches the clue or answers the question. Encourage the team members to talk together to check their answer before making their selection. If the answer is incorrect, then the team cannot place an icon in the grid and the second team has a turn. If the answer is correct, the team’s icon appears in the selected square in the grid. The game continues until one team has placed three icons in a row, and therefore won, or until each square in the grid contains an icon and neither team can win.
• •
• • • •
Gap-fill
• This is a game to practise the core vocabulary and grammar from the unit.
• When the game opens, the children will see an image on
•
Chase the cheese
• This game practises the core grammar from the unit. The • 178
game focuses particularly on the word order of structures in preparation for the children’s own writing. Choose a child to come to the front of the class to play the game.
Classroom Presentation Tool (CPT) games information
and a mouse. Next to this is an empty picture frame with a space below it for text to appear in. Below this are some arrow buttons. Ask the child to press the Start button. When the game starts, a picture will appear in the picture frame, and a number of words (within pieces of cheese) and obstacles (unfriendly cats) appear positioned within the maze. The timer will also start. The player must use the arrow buttons to move the mouse around the maze, one square at a time. The mouse must ‘eat’ the pieces of cheese in the correct order, i.e. in the order that the words shown on the pieces of cheese form correct phrases (often questions and answers). This must be done before the timer runs out. The phrases are prompted by the image shown in the picture frame next to the maze. If the player moves the mouse onto a word in the wrong order, an incorrect sound effect is heard and the word remains on the cheese in the maze. If the player moves the mouse onto a word in the correct order, the correct sound effect is heard. The mouse then eats the cheese and the word disappears from the maze and appears in the text box. The player must avoid moving the mouse onto a square with a cat, as this will cause the cat to hiss and time to be lost. The game continues, as above, until all the words appear in the correct order in the text box. A sound effect is then heard to indicate that the full phrase is correct. If the player runs out of time before the end of the game, a ‘Game over’ pop-up appears. When all the words in a question have been found, the player is prompted to press the Start button and play the game again in the same way, this time to find the answer. When both a question and an answer have been found, they are played on the audio for the player to repeat. The game then continues with a new image and phrase to find, once the Next button is selected. The game can be easily adapted into a team game, with one member of a team at a time coming to the front to select words with the help of his / her team mates. Encourage the team mates to suggest the next word, and give instructions, e.g. Up! Down! Left! Right!
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the left and text with gaps on the right. Below these are five balloons to signify lives and a word pool. The children must choose the correct word to fill each gap without losing all their lives. Ask a child to come to the front to choose and select the word which is missing from the first gap and then click on the gap. If the word is incorrect, the incorrect sound effect is heard and the gap remains empty. A balloon also pops to signify that a life has been lost. If the word is correct, a correct sound effect is heard.
• Ask different children to come up to the front to select
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words until all the gaps are filled. Once the text is complete, an audio button will appear which will allow you to play the whole text on the audio. Encourage the children to listen and follow the text. Select the Next button to bring up the next image and text with gaps and continue as described above until all of the gaps in the text have been successfully filled.
Multiple choice
• This is a two-player game to practise the core vocabulary • •
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and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. When the game starts, the children will see an image on the left and a question with possible answers on the right. Boxes for ‘Player 1’ and ‘Player 2’ appear at the top of the screen. Ask the class which answer they think is correct based on the picture and select the corresponding button. If the answer is incorrect, the incorrect sound effect is heard. Ask the children to guess again and select the corresponding button. If the answer is correct, a correct sound effect is heard and the next question will appear. Continue in this way until all the questions have been answered.
Storybook
• This is a review of the grammar and vocabulary for the preceding units presented as a story.
• The story can be read in three ways: with both audio and
text (Listen and read), audio only (Listen only) or text only (Read only).
Picture race
• This game reviews the vocabulary from the preceding units.
• When the game opens, a frame with a number of small,
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Sentence spin
• This is a two-player game to practise the core vocabulary • • •
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and grammar from the unit. Divide the class into an even number of teams to play the game. Two teams can play the game at one time. Ask one child from each team to come to the front and type in their names, or team names, over ‘Player 1’ and ‘Player 2’, or type them in for the children. When the game opens a picture will appear with sentence spaces below it. On either side of the picture, there are two player areas, each with the team name. The two teams compete to correctly complete the sentence based on the picture. Line up the teams and explain that they get one turn each and then they must go to the back of the line, so the next team mate can have a turn. Select the Start button to begin the game. The answer options rotate at random and slow to a stop. The first team clicks the up / down arrows to scroll through the options to select the part of the sentence for each space. Once all sentence parts have been selected, the team selects the Check button to check their answers. Encourage the team members to talk together before making their selections. If the answer is incorrect, then the team cannot complete the sentence and the second team has a turn. If the answer is correct, the corresponding audio plays and the team gets a star. The game continues until all screens have been completed.
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jumbled images will appear in the middle of the screen. The children must race against the clock to find all instances of a given image in the frame. The game can be played in two versions; with text and with audio. In the audio version, the children listen to a word and then find all instances of it in the main frame. In the text version, the children read a word and then find all instances of it in the main frame. The number of stars next to the clue reveals how many times the image appears in the frame. Every time the children successfully find an image, one of the stars will light up. Divide the class into two teams and line them up at the board. The first team plays to complete the game first, taking it in turns to find the examples of each word. Award the team points if they complete the game against the timer. The second team then has their turn. Congratulate the winning team at the end. Alternatively, you could divide the class into small teams of two or three children. One child from a team selects the Start button (and the audio button if the audio version is being played). Then the whole team race to find all instances of the item on the screen. Once the team has found them, they sit back down and another team plays the game. Continue until all the items have been found.
Basketball
• This is a two-player game to review core vocabulary from •
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the preceding units. Divide the class into an even number of teams to play the game. Two teams can play the game at a time. Ask a member of each of the first two teams to delete the text ‘Player 1’ and ‘Player 2’ and type in their names or team names, or type them in for the children. When the game opens, the children will see an image of a basketball court with basketballs. Above this is an empty image box, as well as two player areas for each team and a timer bar. Ask the first player to select the Start button. An image will then appear in the image box, words will appear on the basketballs and the timer will start. The player must select the basketball with the word that matches the image shown. If the answer is incorrect, the incorrect sound effect is heard. An animation of a basketball being thrown at a hoop and missing the shot is also played. Another image and new words then appear, and the same player has to try to select the correct match again.
Classroom Presentation Tool (CPT) games information
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• If the answer is correct, a correct sound effect is heard,
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followed by the word on the audio. An animation of the basketball being thrown through the hoop is shown and the player also receives a star for his / her team. The player continues to find as many correct matches as possible before the timer runs out on their turn. When the timer runs out, it is the other team’s turn. The team with the most stars at the end of the game is the winner.
Classroom Presentation Tool (CPT) games information
Wordcards
• As you work through each unit, make wordcards for the
vocabulary sets as a class. Ask fast finishers to create large wordcards by writing the target vocabulary onto pieces of card. These can be used for games and revision with the class. Wordcards can be used in the flashcard games below as indicated by *.
Flashcard activities Basketball
• Use an empty wastepaper bin as a ‘basket’ for this game. •
You will also need a soft ball or a bean bag. Divide the class into two teams. Show a flashcard to a child from one team. If they answer with the correct word then they can take a shot at the basket. If the ball lands in the basket then that team wins two points. If the ball hits the basket but doesn’t go inside, then the team wins one point. The other team then take a turn to name a flashcard and shoot a basket. The team with the most points is the winner.
Cross the river
• Place flashcards spaced out on the floor in a winding
pattern. Tell the children that each flashcard represents a stepping stone along the river. The children must say the word on the flashcard in order to step over it and move forward along the river!
Easy or hard
• You need at least 20 cards to play. Divide the cards into
two piles, one Easy and one Hard pile, face down. Divide the class into two or four teams. Ask the first team if they would like an easy or a hard card. Tell them they will win two points for an easy card or five points for a hard one. The game continues with the teams choosing whether they want to name an easy or a hard card.
Hit the card*
• You will need a small ball or a soft toy to throw for this
game. Place the flashcards you want to review on the board so the class can see them. Ask four or five children to come out to the front of the class. Hand the first child the ball or soft toy. Call out a word. The child throws the ball and tries to hit the correct word. Repeat with the other children.
Jumping the line
• Draw an imaginary line dividing the room and place a
chair to show the boundary of the line. Designate one side as ‘true’ and the other side as ‘false’. Line up the children along the line. Now hold up a flashcard and say a word. If the children think you said the word that matches the flashcard, they should jump to the ‘true’ side, otherwise they should jump to the ‘false’ side. If any of the children jump to the wrong side of the line, just quickly correct them saying the word and getting everyone to repeat.
Lucky dip
• Sit the children in a circle. Put enough flashcards in a bag
or box so that there is one per child. Let the children come up one by one and take a flashcard. Once all the children have a flashcard, see if they can say the word on it. When all the children are sure of their word, start in one part of the circle and encourage them to lift up their flashcard and say what’s on it. The children do this all the way around the circle, back to the beginning.
Noughts and crosses
• Draw a noughts and crosses grid with three columns
across and three rows down on the board. Make the squares big enough to fit a flashcard. Choose nine flashcards of words you want to review and attach them face down, one in each of the squares. Number each square or give each square a letter of the alphabet for the children to say to choose a square. Divide the children into two teams, Noughts (O) and Crosses (X). The teams take it in turns to choose one of the squares. Turn over the flashcard and see if the team can say what’s on the flashcard. If they can, they win the square and write a O or a X depending on which team were playing. The winning team is the one that gets three in a row.
Slow reveal*
• Hold a piece of A4 paper over a flashcard so it is
completely hidden from the class. Slowly move the paper, revealing the card. The children shout out guesses until one guesses correctly. The child, or their team, are the winner.
Over-under
• Line up the children in two teams. Give the two children
at the front a flashcard each. When you say Go, the child in front says the word and passes the flashcard over their head, the next child says the word and passes the card under their legs, the next child over, then under, etc. The last child in the line races to the front, gives you the flashcard and says the word. The first team to do so gets a point.
Question chain
• Sit the children in a circle. Choose a lexical set, e.g.
activities / animals / clothes. Start by showing the children a flashcard and asking the child on your right a question about the flashcard, e.g. Did you wear a cotton T-shirt yesterday? That child must answer the question and ask the next child the same question. Go round the circle then change the flashcard and the question.
Roll the dice
• Split the class into two to four teams. Show a flashcard
of one of the words you are working on to a child in one of the groups. If the child can say the word, they throw a dice. If they throw a 1 they get 10 points, 2–20 points, 3–30 points, and so on up to 60 points. If the child needs help from their group, the group just gets five points. Ideas bank
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Repeat the procedure showing another flashcard to a child from a different group and so on.
Sticky note reveal*
• Completely cover a flashcard with a number of sticky-
notes. The children ask questions to guess what it is. If you answer yes, take off a sticky note. If you answer no, then leave it as is. The child or team who guesses what it is, is the winner.
Find your partner*
• Divide the class into two groups. Choose a set of
flashcards and hand them out to individuals or pairs of children in one group. Then whisper a word corresponding to the flashcards to individuals or pairs in the other group. Ask the children to go around the classroom looking for the child or pair that has the corresponding word / flashcard.
High five
• Choose a flashcard from a set and hold it to your chest.
Say, e.g. (Unit 4 Jobs) I talked to the … but don’t name the item. The children guess by saying or acting out the possible word. When a child guesses correctly, give them a ‘high-five’ and that child comes out to be teacher. Play again.
Listen and find
• Place flashcards on the walls around the room or on the
floor. Call out a word for the children to point to, or walk to and touch. Ask confident children to take turns being the teacher and calling out words for their classmates.
Stop!*
• Select a set of flashcards. Tell the children to look out for a particular word. When they see it they should shout Stop! Flick through the cards until they stop you at the correct word.
Flashing a card*
• Hold a flashcard facing you so that the children can’t see
it. Turn the card quickly so the children see it for a second. The first person to tell you what was on it is the winner.
Hidden pictures
• Hide a set of flashcards around the class. Say a word
to groups or pairs of children. They must find the corresponding flashcard. When they find the matching picture, they say the word out loud to the class.
Teacher’s mistake*
• Show the children a flashcard and describe it in a
sentence or say a word, incorrectly. The children correct you as a class. Play as a class or divide the class into teams.
Find the card
• Hide a set of flashcards around the class. The children walk around the classroom and find the cards. When they find one they hold it up and call out the word and place it on the board.
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Odd one out
• Choose three flashcards from one category and one
from another category. Place them in a line on the board. Children play in teams. They take turns to say which one is different and why. Accept creative answers!
Action games Please!
• Explain to the children that you are going to give them
some instructions, but they must only do what you say if you say please. For example, say Could you tell me the time? The children should not tell you the time. Then say Could you tell me the time, please? The children must tell you the time. Once the children are confident with the game they can take turns asking or giving orders.
I spy
• Place flashcards on walls around the room. Say to the
children, e.g. I spy with my little eye something … blue! They must guess which flashcard you are referring to and walk towards it. Reveal the correct word and play again.
Flashcard sequence*
• Hand out the flashcards (either one unit or a mixture of
units) to various children. Call out a sequence and ask the children to stand in the correct order. The children not holding flashcards can direct the other children.
Lightning flashcards
• Divide the class into two teams. Ask one child from each
team to stand up with their backs to you. Choose a flashcard and show the class. Count back, 3, 2, 1! The two children turn around and the first child to say what they see wins their group a point.
True or false?
• Choose a flashcard and either name it, describe it, or say
something about it that is either true or false. The children guess if it’s True or False. If it’s false, encourage them to correct it or say what is true. Invite the children to take a turn.
Mystery card
• Put the children into small groups. Hand one child in each
group a flashcard. They look at it but keep it a secret. The children in the group ask questions or make statements to guess the card. I go swimming on Saturdays. Are we going to go caving? etc. Repeat with a new card and child in each group.
Settling games Hello
• Say Hello, I’m (your name), then throw or roll a soft ball
to a child. The child introduces themselves in the same way, then passes the ball to another child. Continue until everyone has had a turn. You can also play this game to talk about birthdays, what you’re wearing or regular activities the children do.
Missing letters
• Write a word from the vocabulary set on the board
replacing some of the letters with dashes. Ask the class if anyone can remember the word. If so, invite them to come to the board and complete the word using the correct letters. Repeat with another words from the vocabulary set.
Racing lists
• Choose six topics you want to revise from Level 5 or
from other levels, e.g. animals, jobs, activities, clothes, adjectives, places around town. Write the topics on the board and number them from one to six. Put the children into pairs. Roll a dice and tell them the number. They have two or three minutes to write a list of words from the topic that corresponds to the number you rolled on the dice. Once they have finished, tell the children to check their lists for any spelling mistakes and count the number of words in their list. The pair with the most words writes their list on the board and the others tick them off their list. Ask the class if they have any more words that were not on this pair’s list.
Find the answer
• Ask the children questions about the unit they have just covered in their Class Book. Questions could be about course / story characters, CLIL, Culture, grammar … anything! The children look through their Class Book to find the answers.
Memory games Kim’s game*
• Display a set of flashcards on the board. Ask the children
to close their eyes. Remove one card. When the children open their eyes again, ask them to guess which card isn’t there. Place it back on the board.
What’s missing?*
• As Kim’s game, but do not replace the card when the
children have guessed it, so the cards are slowly removed from the board.
Board pelmanism*
• Create wordcards as a class for the vocabulary set you
want to practise. Mix up the flashcards and wordcards. Spread them face down on the board or floor. Take turns to pick up two cards. If they are the same, keep them face up and the children say the word. If they are different, place them face down again. Continue until all the pairs are found.
Memory chain
• One child says a word in a sentence, e.g. I’m going to climb a mountain. The next child repeats that word and adds another e.g. I’m going to climb a mountain and swim in the lake. Use flashcards on the board to help the children remember the chain.
The first letter
• Say or write a letter on the board for the children to shout out words that start with that letter.
Guessing games Anagram game
• Write the unit vocabulary on the board but in anagram
form. Write a number next to each word. Put the children into pairs or threes. Ask them to read the anagrams and work out which words they are. Tell them the topic you are reviewing to provide support. Groups then come to the front and write one of the words next to the anagram on the board, or call out answers from their desks.
Mime it
• Explain to the children that you are going to mime
something – an action / activity / a feeling or a state – and they must guess what it is. Mime first for the class, then ask the confident children to mime for the class, or play the game in small groups. The first child to guess correctly is the winner.
Secret word
• Give each child a small piece of paper. They choose a
word in secret and write it down on their paper. Choose a child to come to the front of the class and the remaining children try and guess which word they wrote down. At the end, the child shows their piece of paper with the secret word.
True or false?
• Choose a flashcard and either name it, describe it, or say
something about it that is either true or false. The children guess if it’s True or False. If it’s false, encourage them to correct it or say what is true. Invite the children to take a turn.
What’s next?
• Select three flashcards which create a series, for example
numbers, animals, activities. Place two of the cards on the board and ask the class What’s next? The first child to guess correctly is the winner.
Silent words*
• Choose a flashcard in secret, making sure the class can’t
see. Mouth a word to the children in a very exaggerated way, without saying the word out loud. Use gestures to help if necessary. Once the children have guessed the word correctly, reveal the card.
Describe it
• Describe an object, animal, activity or person without
saying what it is. The children must listen and identify it. If it is something the children do or have, they can stand up or raise their hand as they say it.
Line by line
• Draw an object one line at a time. Ask the class to guess what it is after each line. The first child to guess is the winner.
Story guesses
• Describe a picture or a character from the Lesson 5 story.
Ask the class to guess which story frame or character you are describing. Do this with books open or books closed. Invite the children to take turns describing a picture or a character. Ideas bank
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Sharkman
• Choose a word for the children to spell and draw the
correct number of lines for each letter. Draw a five-step staircase toward a wobbly line sea. Draw a triangle in it to represent a shark fin. Draw a stickman at the top of the stairs. The children call out letters to guess the word. If it is correct, write it in the correct place. If it is not, write the letter on the side of the board and move the stickman down one step towards the shark. They must try to guess before they fall in the sea!
Guess
• One child in a pair, small group or at the front of the
class secretly chooses an object. The other children ask questions to guess which object they have chosen, e.g. Is it made of (metal)? Yes, it is. Is it on your neck? No, it isn’t. Is it on your arm? Yes, it is. The first group or child to guess wins a point.
Match
• Practise collocations by writing one word on the left of
the board and the other on the right, e.g. verbs with go / play / do. Write them in a jumbled order. The children come to the front and draw a line to match the two parts.
What are the words?
• Write the first letter of each word from the vocabulary set, or sets, you want to revise on the board.
• Ask the children to look at the letters and say the words. If the children get stuck on any of the words, add a second letter.
Just three questions
• Play a game against the class. Tell the children that you are
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thinking of something from the lesson. They must find out what it is but can only ask three questions. If the children guess correctly, they score a point. If not, you score a point. Repeat with other words. Keep the score on the board and announce the winner at the end of the game.
My little brother
• This is a game for revising adjectives to describe
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personality and feelings. Tell the class My little brother is … Write a letter on the board. The children must complete the sentence with an adjective that begins with the letter. The first child to suggest a suitable adjective comes to the board and writes it. He / She then writes a new letter and continues the game.
Back to the board game
• Divide the class into two teams. Place two chairs at the
front of the class facing the children with their backs to the board. Write a word that you want to review on the board behind them. They must not look. Their team uses English, no acting and not the word to describe it. The child that shout it out first wins a point for their team.
Descriptions
• Describe a person or thing for the class to guess. For
example: She’s got long, dark hair. She’s from the city. – Sofia! Invite children to take turns to describe other words for the class.
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Games using audio Missing words
• Sing a verse of a song or chant the children know well,
but leave a key word out. The children try to remember the missing word. You can also play this game with vocabulary, a story or song animation and mute the sound at appropriate points, asking the children to tell you the missing word.
Join the song
• Divide the class into groups and choose a song. Give each
group a section of the song to remember. Play the song. When a group hears their part, they should join in and stand up. Continue until everyone is singing and standing.
Intros round
• Play the first few bars of a song the children are familiar with and they must guess which song it is. They can continue singing it. Play the song and check.
Pencil games Bingo!
• The children each draw a 3 x 3 grid of nine squares. They
write one word in each square connected with the unit vocabulary you want to review. Call out more than nine words. When the children hear their word, they cross it out. The first child to cross out all nine words shouts Bingo!
Dictadraw
• Draw two or three pictures before class, for example a boy wearing particular clothes or doing an activity. Describe the image to the class. The children listen and draw what they hear. Is their picture the same as the original picture?
Word race
• Divide the class into teams. Show teams a flashcard and
say Go! One child from each team races to the board and writes the word. The first child to get to the board and correctly write the word wins a point for their team.
Describe and draw
• Put the children into pairs. They draw a picture of
something you’d like them to draw, e.g. a cook, focussing on his appearance, e.g. long, fair hair, big ears, blue eyes, a white hat, etc. They then describe their picture to their partner who listens and draws what they hear. They compare their pictures when finished to check that they are the same.
Word searches
• The children create word searches with known words for
another child to do. Tell them to choose eight words, e.g. the words from a unit. Give the children a grid to write the words across and down. They then fill in the other squares in the grid with other letters.
Ladders
• Divide the class into two teams and line each team up
facing the board. Give the child at the front of each team a board pen. Draw two simple ladders in front of each team and number each rung 10–1 down the board. Call
out a topic for the children to write words connected to that topic. The first child runs forward, writes a word next to number 1, runs back to their team and hands the whiteboard marker to the second child. The second child runs forward and writes the next word, and so on until their team finishes at number 10. The team that finishes first wins 1 point. Both teams then get a point for every word that is spelt correctly, connected to the topic and different from the other team (so no cheating!).
Two-minute race
• Put the children into small groups of two or three. Give
each group a piece of paper and a pencil. Tell the children they have two minutes to write as many words connected with a topic as they can. Set a timer on your IWB, phone, or clock. Give the children the topic and start! The children win a point for each word connected with the topic. Teams switch their paper with another group to check their words. In a more confident class, groups award points if the words are spelt correctly. To make this game extra challenging, award points only for words that no other team has.
Alphabet race
• Put children into small groups and hand them a piece of
paper and a pencil. They write the letters A–Z on the left of the paper. Set a time limit of two minutes for teams to write words connected to a topic for each letter. If they don’t know a word for that letter, they can skip it. The winning team has the most correct words.
Collocations race
• Write a verb on the board for children call out or write as
many words that collocate with it as possible. Repeat with another verb, e.g. do, play, go.
Line by line
• Draw an object one line at a time. Ask the class to guess what it is after each line. The first child to guess is the winner.
Spelling games Word chains
• Write a starter word in the centre of the board, e.g. metal.
In teams, the children take turns to call out, or come to the board and write, a word which either starts with the ending letter, e.g. ‘l’, or ends with the starting letter, e.g. ‘m’. As each word is added, draw a line under it. Once eight to ten words have been added to the chain, cover one word at a time for the class to spell back to you.
Words from words
• Write a long word on the board. Ask children in pairs to
write as many words they can make from the letters in that larger word, e.g. mountain biking – bin, in, king, man, tin, etc. Set a time limit of one minute.
Spelling bee
• Do a traditional Spelling bee. Call out a word for teams to take turns to stand up and spell. Write the letters on the board as they say them or invite another child to write them. If they spell the word correctly they win a point.
Toss a word
• Pairs choose a word from the unit or vocabulary list. They throw a small ball or object back and forward between them as they spell the word, e.g. giraffe – G (throw) I (throw) R (throw) A (throw) F (throw) F (throw) E (throw).
Wordsnake
• Write a word from the unit on the board. Ask the class to
say another word that starts with the last letter of that word or ends with the first letter. Write the word attached to the first word to start your snake. Continue until the class cannot think of any other words from the unit or course. Try to make the wordsnake as long as you can. Record the number of words and try and beat it the next time you play.
Word jumble
• Write a word on the board with the letters jumbled up.
Ask the children to unjumble the letters and find the word. The first child to name the word comes to the front, chooses a new word and writes it with jumbled letters for the rest of the class to guess.
Grammar games Sentence, please
• Write ten words you want to revise on the board. In pairs
or small groups the children write sentences using the ten words. They can use each word more than once in each sentence. They get a point for every correct sentence they can make. Take off points for incorrect spelling, word order, and punctuation.
Find someone who …
• As a class write five or six sentences or questions using
language from the unit that you want to revise, e.g. present simple and adverbs of frequency. Use the sentences to make a Find someone who … questionnaire, e.g. Find someone who …usually gets up at seven o’clock / plays tennis every Saturday, etc. The children stand up and walk around the class, asking questions to find someone who says yes. When they do, they write their name next to the sentence.
Error correction
• Write eight to ten sentences on the board, some with
grammar mistakes and some that are correct. Put the children into small groups. They look at each sentence and rewrite it if they think it is incorrect. Ask Who wants to do number one? The team that puts their hand up first gets to correct it. They win a point if they do so correctly.
Sentence blocks
• Use plastic play blocks to identify parts of the sentence
and word order when teaching structures with the All about grammar boxes. For example, when teaching the past simple, use a green block for the pronoun, a red block for a negative, a blue block for an affirmative and a yellow block for the object or verb phrase that follows. Encourage the children make sentences from the All about grammar box, using the play blocks to help them consolidate the structure.
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Rules, rules, rules!
• Ask the children to think of a place in town (e.g.
the swimming pool, the museum, the library, the supermarket, the park, etc). They write it on a piece of paper without showing anyone. The children walk around the class, telling their classmates the rules for their place, e.g. You mustn’t run. You must have a shower. Their classmates guess the place.
Have you ever … ?
• A speaking game to practise and review the present
perfect simple. Ask the class Have you ever been to (London)? The children that have stand up and say, Yes, I have. The children sitting down say No, I haven't. Invite a volunteer to take a turn to ask a question using the structure. Encourage the class to be imaginative. Have you ever seen a whale? Have you ever eaten fish and chips? Have you ever seen the King? etc.
Numbers game
• Point to the Famous landmarks in Europe poster. On the
board, write a table with the headings Date, Time, Metres, Years and Steps. On the board, write the numbers seen on the poster. Divide the class into two teams. A child from each team (decided in advance) shouts out the correct column on the board. The winner receives a point. Continue until all the numbers from the poster have been read out. Extend this activity by telling the children to write the final table in their note books.
Poster activities
Animation and film activities
Group presentation
Flashcard story guess*
• Point to the Practising English together poster. Tell the class
they are going to create a pitch for a brand new children’s novel. A pitch is a presentation to try to sell the book to a publisher. On a piece of paper, they have to write down all their ideas, such as the title, the characters, the plot, and why it will be such a popular book. Then read through the poster together and decide as a class which of the activities on the poster they should carry out in order to create a good presentation. The children create their presentation together. They should decide who carries out each role, e.g. planning, preparing and presenting and which elements of the poster they will focus on to create the best presentation. When they are ready, each group presents their book to the class. The other children choose their favourite book and say why it is their favourite. This activity can be extended by asking the children to prepare general questions to ask the presenters.
Film review
• Point to the Practising English together poster. Discuss
the importance of using authentic materials to practise English. Read through the sections that relate to reading a book, watching a film together. The children vote for the activity on the poster they would like to do. If the children choose films, find a film to watch in class. Tell the children the title but not what the film is about. The children then guess. Next, play the film with no sound and the children look at the characters and the setting to try to work out what’s happening. Then, play the film again with the volume up. Afterwards, discuss what the children got right, and how they knew the answers. As an extension, the children can write a review of the short film, saying what the film is about and what they liked and didn’t like about it. This work can be edited by their classmates and then presented to the class.
Guess the landmark
• Point to the Famous landmarks in Europe poster. Let the
children look at the poster. Start by describing a landmark and ask the children to guess the country. For example: It looks like a triangle. It’s very tall. There’s a lift to the 2nd
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floor. France. Continue, letting the children refer to the poster until they are confident. Then, hide the poster and ask the children to write down as much as they can remember about each landmark. When they are finished, have the children swap their papers with each other. Bring out the poster again and read out the information. The children give one point for every correct sentence.
Ideas bank
• Ask the children to guess which characters and which
items of vocabulary are in the story animation. Put their ideas on the board, or stick the corresponding flashcards on the board. Then watch the story together and see if they were correct.
Remember the film*
• After the film or animation, put a selection of flashcards on the board. Ask the children to remember which of these items or characters were in the film. Make a note of their answers, then watch the film again to check their ideas.
What are the words?
• Write the words from a frame of a story on the board.
Delete a word and replace it with a line. Ask the class to read the sentence putting in the deleted word. Continue until the sentence has been erased and children are chanting the line.
Who is it? or Who was it?
• Say a line from the story. The children must try to
remember who said it and say the character’s name. Check the answers by watching the film.
What happens next?
• Play a film to your class, pausing it occasionally. Ask the children to guess what happens next, or what word comes next.
Spot it!
• Divide the class into groups. Give each group a flashcard of an item that is in the film. Tell them to stand up with the flashcard when they see it in the film.
Freeze frame
• Play the story animation. Pause the film on one particular
frame. Elicit the conversation that the people in the frame are having from the class.
Story guesses
• Describe a picture or a character from the Lesson 5 story.
Ask the class to guess which story frame or character you
are describing. Do this with books open or books closed. Invite children to take turns describing a picture or a character.
Mime the sentence
• Invite a small group of children to the front of the class.
Explain the setting. For example: This is a ski slope. Daniel, Paula, Sergio and Laura are skiiers. Whisper a sentence to the group containing some of the language from the lesson, for example, Skiing is the most exciting sport! Put the beginning of the sentence on the board: Skiing is the _______. The children mime the scenario for their classmates to guess and complete the sentence. Invite another group to the front of the class and play again. Try putting fewer words in the sentence on the board each time you play.
hobby. Make a rhyme with the words as a class, e.g. Bobby is big and he’s got lots of hobbies!
Sound it out
• Mouth a word to the class that starts with or contains a
particular letter or sound. The children guess what the word is. Repeat with another word with the same sound for children to guess. Finally, ask the class what sound all the words have in common.
Pronunciation games I hear with my little ear
• Display flashcards. Then say I hear with my little ear,
something with /ð/. The children must guess which flashcard you are referring to.
First sounds
• Say an initial sound, e.g. /b/. The children say words that contain that sound.
What’s the word?*
• Create wordcards as a class for the vocabulary set you
want to practise. Hand out wordcards to the children. Put the corresponding flashcards in a pile at the front of the class. Choose one flashcard in secret and write a sound on the board, but without saying what the word is. Anyone whose wordcard contains the same sound calls out his or her word. Continue with other sounds in that word until it is clear which word you have got. Get the class to say the word and the child with the matching wordcard comes to the front of the class.
Silent sounds behind you
• Draw a letter on a child’s back with your finger. They guess which letter it is and say the sound. Put the children into pairs to play.
Blending circle
• Sit the children in a circle. Give the first child a word or a
flashcard. The child says the first sound of the word, e.g. r. The second child must add the next sound, e.g. r-e. The last child completes the word, e.g. r-e-d, red! Repeat with more words.
Post boxes
• Write sounds on the font of three or four A4 envelopes,
e.g. /d/, /t/ and /ɪd/. Hand out cards with words on to pairs of children. They walk around the room and post them into the correct envelope according to the sound they end in. Once finished, open the envelopes and show the cards. Say the words as a class. Are they all correct?
Make a rhyme
• Write an initial sound on the board, e.g. b. Ask the class
to call out words that contain the sound, e.g. Bobby, big, Ideas bank
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Using English for classroom routines is an excellent way to introduce and recycle important natural language. If English is used for organizing activities, giving instructions, playing games and for giving support and praise, the children will develop a passive understanding of the expressions, and be able to produce many of them. Here are some useful phrases.
Organizing in the classroom Sit down. Stand up. Open your books at page … Look at the pictures / words on page … Close your books, please. Come here, please. Give / Bring it to me. Hands up. Point to the / a … Put it here / there. Wait. Just a minute. Say it with me. Repeat. Listen to me. Stop now. Tell me. Hold up / Show me a … All together. Let’s sing a song / read a story / play a game.
Giving support and praise Well done. Yes, that’s right. Not quite. Try again! That’s very good. That’s a lovely picture! Good try. That’s nice / lovely. I like your drawing. Give yourselves a clap. That’s fantastic. Great!
Carrying out activities Guess. / Can you guess? Help each other. Get into pairs / groups / teams. Work alone. Is that right? Stand in a circle / line. Take turns. Whose turn is it? It’s your turn. Ready, steady, go! 188
Classroom language
You’re out. Never mind. Better luck next time! It’s a draw. X is the winner. Shuffle the cards. Choose a card. Don’t show anybody your card. Turn the card over. No cheating.
Doing arts & crafts activities Draw a … Colour the … Cut out the … Stick the … Fold the paper / card like this. Take out your scissors / glue / crayons. Let’s put the posters / work on the wall. Write your names on your posters / work. Watch what I’m doing. Tidy up. Put the rubbish in the bin. Be careful!
Ending an activity / lesson Finish your turn. Stop and look at me, please. It’s time to stop now. Put your things away, please. We’ve got five more minutes. Line up by the door. Put your pencils down now, please. Goodbye everyone / children. See you tomorrow. Have a nice weekend.
Classroom phrases for the children Can I have the scissors / glue, please? Can you help me, please? Can you repeat that, please? Can I go to the toilet, please? Here you are. I don’t know. How do you say X in English? Can I have a dictionary, please? Please can I work with X? What does X mean? It’s my / your turn. Finished. Sorry. Thank you. Yes / No.
Words in bold highlight main course vocabulary taught in lessons 1 and 5 as well as core words taught in the cross-curricular lessons. The remaining words are additional words they will have encountered in songs and stories and in reading and listening passages. The number or letters after each word denotes the unit in which it is first encountered. above (3) accommodation (2) actor (6) address (1) advert (2) advice (3) afterwards (4) aliens (1) American (E) amphitheatre (6) avatar (1)
continent (2) cooking (SU) countryside (2) coral (5) coral reef (5) cream (SU) crowd (F) crowded (2) cube (3) cucumber (SU) cut (6)
backbone (5) bandstand (6) beautiful (2) below (3) birthday card (4) blog (1) boring (2) borrow (3) British (E) brush (6) builder (6) bulb (F) bull (6) busy (3)
daffodils (F) dancer (6) dangerous (2) date of birth (1) decoration (4) den (F) departure board (3) diamond (3) diary (1) dinosaur (4) director (6) do craft activities (5) dragon (4) driver (E)
camera operator (6) caterpillar (F) celebration (SU) centimetres (SU) chat room (1) chick (F) clothes designer (6) coach (3) coast (4) code (E) coffee (SU) cold-blooded (5) collect shells (4) comedian (6) comet (1) concert hall (4) conclusion (6) confetti (F) confident (2)
Earth (1) Easter (F) eat at a restaurant (4) email address (1) embarrassed (2) emoji (1) entrance (3) environment (F) equator (4) escalator (3) exit (3) expensive (2) explore (4) explorer (1) factory (E) facts (4) famous (2) fan (1)
fashion (6) fields (F) fireworks display (F) fossils (4) France (E) French (E) frightening (2) frog’s eggs (F) gallery (1) geocaching (2) German (E) Germany (E) go bowling (4) go ice skating (4) go karting (4) go roller skating (5) go scooting (5) go to a concert (4) go to the cinema (4) go to the funfair (4) grow (5) hairdresser (6) headphones (1) hero (E) hexagon (3) historical (2) hot chocolate (SU) husband (5) icing (SU) in front of (3) insects (F) inside (3) instructions (1) inter-railing (E) introduction (1) invertebrate (5) invitation (SU) island (2) Italian (E) Italy (E) jellyfish (5) journey (3)
kind (2) king (6) lamb (F) landscapes (2) laptop (1) laugh (6) lifeboat (5) lift (3) litter (F) look after (F) lost (3) make a snack (5) maze (6) memory stick (1) midnight (F) mining (E) mobile phone (1) modern (2) monster (6) moon (1) mosaic (3) mud (4) music festival (6) mystery (3) myth (6) nature (F) nervous (2) New Year’s Eve (F) North Pole (4) northern hemisphere (4) ocean (5) opera house (6) outside (3) painting (SU) password (1) pattern (3) peninsula (2) pieces (5) pigeon (E) pilot (E) pirates (5) Wordlist
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plain (2) planet (F) platform (3) play (6) play board games (5) play cards (5) play pool (5) play table football (5) poem (6) pond (F) postcard (4) primary sector (E) profile (1) race (2) raspberry (SU) read a magazine (5) recycle (F) relaxing (2) report button (1) reptile (5) riding a bike (SU) rock (1) rules (3) sandstorm (4) science fiction (1) scones (SU) scooting (SU) script (6) seaside (4) seasons (4) seat (3) secondary school (6) secondary sector (E) selfish (2) ship (5) shy (2) singer (6) singing (SU) skier (2) slogan (2) snake (4) soldiers (5) South Pole (4) southern hemisphere (4) spaceship (1) Spain (E) Spanish (E) sponge (5) stage (6) stairs (3) stamp (4) string (6) 190
Wordlist
summary (6) sword (6) symbols (F) symmetry (3) tablet (1) tea (SU) tea bag (5) teaspoon (SU) tertiary sector (E) tessellation (3) through (3) ticket office (3) tidy up (6) tile (3) timetables (3) time zone (F) toilets (2) tourism (E) trade (E) train station (3) treasure (5) treasure hunt (2) TV studio (6) UK (E) the USA (E) username (1) using the computer (SU) valley (2) venue (6) vertebrate (5) visit the aquarium (4) visit the planetarium (4) waiting room (3) warm-blooded (5) watch a film (5) waterfall (2) watching films (SU) wearing colourful clothes (SU) webcam (1) woman (5) writer (6) youth club (5)
Dear parents and carers, This year your child will be learning English using Learn with Us 6, where he or she will be able to delve into the life of our main character, Daisy, with her family, her school friends, Zoe and Peter, and her friends around the world. We learn about Daisy, initially as she and her family await the arrival of her grandparents for afternoon tea. We then learn more about the technology Daisy uses to communicate with her family and friends. We accompany Daisy and her friends to a mountain biking competition in a village and go on day out to the city by train. We go to the coast with them on an activities weekend. We discover what Daisy does at the youth club and what job she wants to do at the TV studio. Finally, we meet Daisy’s Uncle Alfonso who has been travelling around Europe and shares some of the highlights. Following a real child’s life creates a motivating and meaningful context for learning essential words, structures and skills in English. Learn with Us 6 offers stories and interesting real-life culture films and charming animated stories, introduced by Daisy, which will enrich your child’s learning and his or her understanding of the culture of the UK and other English speaking countries, values and citizenship, and the wider world. Learn with Us 6 also provides a wealth of extra material such as videos, songs, projects and interactive games. Learn with Us 6 has a strong focus on developing your child’s communication skills and confidence in speaking English through frequent collaborative speaking activities. The children are regularly encouraged to give their opinion in English and nine projects over the year give them lots of opportunity to use English in a personalized and meaningful way. Literacy skills continue to be developed through fun unit and revision stories and other interesting reading texts, for example in the culture pages. Get involved by reading or watching them together. Encourage your child to tell you about their learning and compare similarities and differences in culture. Learn with Us 6 recognizes that your support and encouragement are important to your child’s success and provides plenty of ways for you to join in actively with your child’s learning, even if you don’t speak English. Encourage your child to sing you the songs he or she learns in class, ask him or her to tell you about the children they have met in Learn with Us 6 in the real-life and animated films and stories, and share his or her experiences. Try to look at his or her work regularly and ask about favourite activities in each unit. Always give lots of praise for your child’s efforts. Encourage your child to look back at his or her work and see what has been done well, what he or she is proud of, what can be improved and also what targets he or she has set for the next unit. Please do not hesitate to ask me anything about your child’s progress this year. Welcome to Learn with Us! Yours sincerely, English teacher
Photocopiable © Oxford University Press
Letter to parents
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