Primary Education Teacher’s Guide

Primary EducationTeacher’s Guide

SECOND TERM

© Text: Vaughan Systems, S.L.U., 2015.© This edition: GRUPO ANAYA, S.A., 2015 - Juan Ignacio Luca de Tena, 15 - 28027 Madrid - ISBN: 978-84-678-7868-4 D. L.: M-21537-2015 - Printed in Spain.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publishers.

Authors: Víctor Sanabria, Nick Keyte

Original concept: R&D Editorial Team and the Department of Teacher Training

R&D Director: Richard Brown

Project Coordinator: John Hicks

Project Editor: Julia Nowicki and Begoña Fuente Larrazábal

Editorial Team: Oonagh Carney

Design: Marta Gómez Peso

Cover Design and Layout: ZAC Diseño gráfico

Illustrations: José Labari

Recording: Vaughan Radio S.L.

Graphic Editing: Nuria González

Photographs: Archivo Anaya ( Cosano, P.; Lezama, D.; Martín, J.A.; Padura, S.; Ramón Ortega, P.-Fototeca de España), Thinkstock/ Getty Images, 123RF.

Mission Accomplished ExpressThe keys: ........................................14

• Competencies and learning standards

• Values education

• Multiple intelligences

• Cooperative learning

• ICT

• Reading plans

index

The Vaughan Method ........ 10

Introduction ....................................4 Pupil’s Book structure. Course materials Digital Books.

Mission Accomplished Express 4 Lesson Plans ...............................21

Let’s start! ............................................................. 240

Lesson plans

Happy Birthday! ................................................... 2912 Ouch! .................................................................... 47

Our stuff! .............................................................. 853

Review 1 .............................................................. 64

Review 2 ............................................................ 120

Review 3 ............................................................ 176

Festival 3 ........................................................... 180

Appendix ........................................................... 190

Festival 1 ............................................................. 68

Festival 2 ........................................................... 124

4 Urban life! ........................................................... 103

Time to eat! ........................................................ 14156 What I do!........................................................... 159

85

OUTLINE OF THE UNIT

IntroductionOur stuff! is the third unit of this book and Mission 1 introduces vocabulary such as diary, folder, glue, paper clips, scissors, sharpener, stapler or tape… things that any student will have on his or her desk! We see Fusy working on a project at his desk and it’s covered with all those things! What could he be making? Is it a collage like in the Sing and Clap? Noella isn’t making a collage in Mission 2 because her desk is covered in technology. She’s got a camera, a charger, an MP3 player and even a printer! You can get your students to make a collage that includes as many new words from the first two missions as possible!

The grammar introduced in Missions 3 and 4 is fun and useful. Mission 3 is all about things people like and don’t like. The good news is that we can use all personal pronouns now because we learn how to use we, you and they here! Make sure your students practise sentences in the affirmative, the negative and the interrogative to get a real feel for how to use the verb and the pronouns. Mission 4 focuses on the ownership of different objects and introduces the question word whose which is almost always used in conjunction with possessive adjectives. We know the singular possessive

OUR STUFF!3adjectives and also the plural ones! Using our, their and your will be no problem!

In Mission 5, Fusy’s magic MP3 player transports him and Noella to a forest where they get surprised by a bear! They only escape thanks to Noella’s great idea. Mission 6 teaches an expression students can use to ask politely for things they may want to borrow, it’s Can you lend me your…, please? Then, we take a look at the charities and all the good work they do! Mission 7 is all about technology and how much it influences our lives. There’s one exercise in which students have to find out what a sequence of symbols means! Finally, have them make a technology poster and review all the vocabulary. In our I can mission, your students will have no problem talking about their things and they will be much more comfortable with the plural personal pronouns we, you and they as well as the plural possessive adjectives our, your, their! Let’s get started!

After completing the activities from this mission in the Pupil’s Book page and the Teacher’s Resource Book Test, have students self-assess their linguistic skills in the “My Language Biography” section of the Portfolio.

CLIL

Cultural topic: Charities

Cultural expression: Can you lend me your..., please?

Song Making things!

Social Science

OUR STUFF!

Grammar structures

• Do we/you/they like computers? Yes, we/you/they do. / No, we/you/they don’t.

• We/you/they like arts and crafts. We/you/they don’t like snakes.• Whose computer is this? It’s our/their/your computer. It isn’t

our/their/your camera. They’re our/their/your scissors.

Around the World

(UK & USA)

Story

Vocabulary

Review: I can

Technology Everywhere!

camera, charger, computer, desk, diary, folder, glue, mobile phone, MP3 player, paper clips, printer, scissors, sharpener, stapler, tape

86

missi n 1:

Picture Dictionary

Picture Dictionary p.74

Shhhh! Listen, point and repeat. 11.36

Look, listen and answer. 11.39

Game time!2 Sing and clap! 31.37 1.38

Making things! It’s what I do.

I like arts and crafts. What about you?

Bring me a pencil and a sharpener, too.

Then some scissors, paper clips and some glue.

Do you know what it is? Can you see?

It’s a beautiful collage of you and me!

You can put it in your diary and show it to your friends.

We love arts and crafts and this is how it ends!

1 What’s Jessica’s project?

2 How can she do the project without a computer?

3 What can she use?

4 How can she do the project with a computer?

5 How many pictures can she take?

6 Can Jessica use her MP3 player for the project?

1 What’s on Noella’s desk?

2 What’s under her desk?

3 What is she doing?

4 What are the numbers on her computer?

You write in a diary.

2 diary

6 desk

6 stapler 7 computer

2 MP3 player

4 tape

5 camera

1 printer

7 folder

4 charger

3 mobile phone

3 glue

5 sharpener

8 paper clips

1 scissors

Listen and answer the questions in your notebook. 21.40

Let’s make a collage! 3

24 2524 25twenty-four twenty-five

3 OUR STUFF! OUR STUFF! 3diary, folder, glue, paper clips, scissors, sharpener, stapler, tape

- camera, charger, computer, desk, mobile phone, MP3 player, printer

missi n 2:missi n 1:

Objectives•Learn the words diary, folder, glue, paper clips, scissors, sharpener,

stapler and tape.

•Practise spelling.

•Practise telling the time.

•Review the family members from Mission Accomplished Express 1.

•Review the Thanksgiving vocabulary.

Materials•Audio material

•Tape

•Photocopies of “Unit 3: Our stuff!” flashcards

•“Unit 3: Our stuff!” flashcards

Recommended Extra Activities•Activity Book, p. 22

•Fast Finishers: Get students to do an arts and crafts project similar to the one they did of the turkey in the Thanksgiving mission. This time, have them make an animal of their choice.

Teacher Tips

•Every time your students make a mistake, correct the mistake and then have them repeat the structure again to reinforce it. If a student has difficulties in getting it right, don’t insist too much; rather get back to him/her later in the class.

•Remind your students that the word let’s is pronounced with a strong ‘t’ and a strong ‘s’ sound at the end of the word, it’s not “les” but “letttsss”.

•Homework idea: get your students to design their own arts and crafts activity and write a guide on how to complete it.

Refresh • DRILLCD167

To review some of the Thanksgiving vocabulary, do the following drill with your class. Say one word from the Thanksgiving mission and have students put it in a sentence. For example, TEACHER: Turkey! STUDENT: Let’s get together and have some turkey!

1 Shhhh! Listen, point and repeat. PB

CD136 PB

Play the audio and get your students to repeat the words as they come up. Pay attention to their pronunciation and correct mistakes straight away. Then simply point at the pictures and have them say the corresponding words.

Objective in Focus 1 • DRILLCD168

Cooperative learning

What? Practise the new vocabulary.

Why? The vocabulary covered in this mission is important to talk about class materials and arts and crafts.

How? Divide your class into two teams. Say a sentence in the affirmative and have one team put it into the negative and the other into the interrogative. For example, TEACHER: Those scissors are big. TEAM 1: Those scissors aren’t big. TEAM 2: Are those scissors big?

Back to Basics •

Spell out the following words and have students write them down and spell them back to you: diary, book, folder, glue, paper clips, scissors, sharpener, stapler, tape and chair.

2 Game time! PB

Put a line of tape on the floor and designate one side to be the true and the other side to be false side. Now say sentences and have students jump to the true side if they think the statement is correct and to the false side if they think the statement is false. If the statement is false, have students correct it.

Objective in Focus 2 • DRILLCD169 FC

What? Practise the vocabulary from this mission.

Why? It’s important to be able to identify new vocabulary visually.

How? Hold up a flashcard from this mission and ask your students questions. For example, TEACHER (holding up the glue flashcard): Is this a diary? STUDENT 1: No, it isn’t. TEACHER: Is it a stapler? STUDENT 2: No, it isn’t. TEACHER: What is it? STUDENT 3: It’s glue.

Rewind •

Draw a family tree on the board. Make it easy in the beginning and then add on more members. Then simply point at the relation and have students say what they are to each other!

3 Sing and clap! PB

CD137

Cooperative learning PB

Divide the class into teams of four and give each team a set of flashcards from this mission. Play the audio and have students listen to the song and get to know the lyrics. Now play it again and have students hold up the corresponding flashcards when the words in the song come up.

Game – Draw the Time Relay • Cooperative learning

Divide students into two teams. Whisper a time to the first member of both teams and have them go to the board and draw a clock with the time. Award points to the fastest team that can guess the time.

87

DRILLCD167 Refresh

TEACHER STUDENTS

Turkey! Let’s get together and have some turkey!

Potatoes! Let’s get together and have some potatoes!

Sweet potatoes! Let’s get together and have some sweet potatoes!

Everyone…, 3…, 2…, 1! Let’s get together and have some sweet potatoes!

Pumpkin! Let’s get together and have some pumpkin!

Spinach! Let’s get together and have some spinach!

Cranberry sauce! Let’s get together and have some cranberry sauce!

Everyone…, 3…, 2…, 1! Let’s get together and have some cranberry sauce!

Cake! Let’s get together and have some cake!

Pie! Let’s get together and have some pie!

Now continue the drill with:

• stuffing • dinner • Thanksgiving dinner

• apple pie • cornbread • turkey with stuffing

DRILLCD168 Objective in Focus 1

TEACHER STUDENTS

Those scissors are big. T1: Those scissors aren’t big.T2: Are those scissors big?

Those scissors are small. T1: Those scissors aren’t small.T2: Are those scissors small?

Those paper clips are bad. T1: Those paper clips aren’t bad.T2: Are those paper clips bad?

Those paper clips are good. T1: Those paper clips aren’t good.T2: Are those paper clips good?

That tape’s brown. T1: That tape isn’t brown.T2: Is that tape brown?

That tape’s blue. T1: That tape isn’t blue.T2: Is that tape blue?

That diary’s cool. T1: That diary isn’t cool.T2: Is that diary cool?

That diary’s nice. T1: That diary isn’t nice.T2: Is that diary nice?

This folder’s old. T1: This folder isn’t old. T2: Is this folder old?

That sharpener’s small. T1: That sharpener isn’t small. T2: Is that sharpener small?


• That glue’s next to the diary.• That stapler’s on top of the tape.• That folder’s under the book.• This diary’s beautiful.

• That sharpener’s on the table.• That glue’s next to the scissors.• That folder’s under the table.• These paper clips are cool.


TEACHER STUDENTS

(holding up the glue flashcard)Is this a diary? Is it a stapler?What is it?

S1: No, it isn’t.S2: No, it isn’t.S3: It’s glue.

(holding up the stapler flashcard)Is this a paper clip?Is it a sharpener?What is it?

S1: No, it isn’t.S2: No, it isn’t.S3: It’s a stapler.

(holding up the paper clip flashcard)Is this a sharpener?Is it a folder?What is it?

S1: No, it isn’t.S2: No, it isn’t. S3: It’s a paper clip.

(holding up the sharpener flashcard)Is this tape?Is this a diary?What is it?

S1: No, it isn’t.S2: No it isn’t.S3: It’s a sharpener.


• diary • folder • scissors • tape

• glue • paper clips • stapler • sharpener

Drill Section

88

missi n 2:

Picture Dictionary

Picture Dictionary p.74

Shhhh! Listen, point and repeat. 11.36

Look, listen and answer. 11.39

Game time!2 Sing and clap! 31.37 1.38

Making things! It’s what I do.

I like arts and crafts. What about you?

Bring me a pencil and a sharpener, too.

Then some scissors, paper clips and some glue.

Do you know what it is? Can you see?

It’s a beautiful collage of you and me!

You can put it in your diary and show it to your friends.

We love arts and crafts and this is how it ends!

1 What’s Jessica’s project?

2 How can she do the project without a computer?

3 What can she use?

4 How can she do the project with a computer?

5 How many pictures can she take?

6 Can Jessica use her MP3 player for the project?

1 What’s on Noella’s desk?

2 What’s under her desk?

3 What is she doing?

4 What are the numbers on her computer?

You write in a diary.

2 diary

6 desk

6 stapler 7 computer

2 MP3 player

4 tape

5 camera

1 printer

7 folder

4 charger

3 mobile phone

3 glue

5 sharpener

8 paper clips

1 scissors

Listen and answer the questions in your notebook. 21.40

Let’s make a collage! 3

24 2524 25twenty-four twenty-five

3 OUR STUFF! OUR STUFF! 3diary, folder, glue, paper clips, scissors, sharpener, stapler, tape

- camera, charger, computer, desk, mobile phone, MP3 player, printer

missi n 2:missi n 1:

Objectives

•Learn the words camera, charger, computer, desk, mobile phone, MP3 player and printer.

•Practise the numbers from 1 to 100.

•Practise the pronunciation of the /s/ sound.

•Review the vocabulary from the previous mission.

•Review saying the dates.

Materials

•Audio material

•Newspapers and magazines

•Timer/stopwatch


Recommended Extra Activities

•Activity Book, p. 23

•Teacher’s Resource Book, Vocabulary Worksheets, pp. 62 - 63

•Fast Finishers: Put students into pairs and have them write a top ten list of things they use the most or the least from the new vocabulary.

Teacher Tips

•Remind students that the words tape and glue are uncountable.

•Make sure your students pronounce the words fifty, sixty, seventy, eighty and ninety with the stress on the first syllable of each word. It’s “fíftii”, “síxtii”, “sévvventii”, “éitttii” and “náinnntii”.

•Take note of where your students are struggling most so that you can review it later in the lesson or in future classes. Take advantage of the drills to help your students turn their weak points into strong ones!


Review the vocabulary by prompting students. Have the class ask where that specific element is. Then have a student put it in a sentence. For example, TEACHER: scissors CLASS: Where are the scissors? STUDENT: The scissors are really important for my arts and crafts project.

1 Look, listen and answer. PB

CD139 PB

Play the audio and choose students at random to answer the questions that come up. Check the answers as you go.


Cooperative learning

What? Practise the new vocabulary from this mission.

Why? The vocabulary is very useful to talk about technology.

How? Put your class into groups of five. Shout out a word and have students say how many of these there are starting at fifty and going up in tens. For example, TEACHER: charger STUDENT 1: There are fifty chargers. STUDENT 2: There are sixty chargers. STUDENT 3: There are seventy chargers. STUDENT 4: There are eighty chargers. STUDENT 5: There are ninety chargers. GROUP: There are one hundred chargers. Time your students to see which group can say their six sentences the fastest. You can make it more challenging by telling students to go backwards.

Back to Basics •

Review the dates by saying a date like Monday, the first of February, 2016. Have students go one by one saying the dates until they get through the entire month.

2 Listen and answer the questions in your notebook.

PBCD140 PB

Play the audio twice and have students take notes. Now have them individually answer the questions in their notebook. Once everybody’s finished, have students swap notebooks and correct the answers as a class.


What? Reinforce the vocabulary from this and the previous mission.

Why? It’s important to work with new vocabulary in relevant contexts where the words are used.

How? Say a word and a number. The class has to ask how much the item in question is and a student answers using the prompt you gave them. For example, TEACHER: charger – 80 CLASS: How much is the charger? STUDENT: The charger is eighty euros.

Pronunciation Fun! •

Explain to your students that the /s/ sound is represented by ‘s’ or ‘ss’. Words that start with ‘s’ and are followed by a consonant are especially difficult for students to pronounce. Make sure nobody puts an ‘e’ sound in front of the ‘s’. Say the following words and have students repeat them: stapler, scissors, sore throat and restaurant. Once you feel your students are confident, give them two minutes to come up with more words containing the /s/ sound or have them come up with a tongue twister.

3 Let’s make a collage! Cooperative learning PB

Hand out old newspapers and magazines. In pairs, get your students to create a collage that shows something about their interests. Encourage them to try and tell a story through their collage.

Game – What’s Gone? • FC

Put a mix of flashcards and real items in front of you. Give students thirty seconds to memorise all there is. Have them turn around and take away one or two objects. Then have students guess what object is missing.

89


TEACHER STUDENTS

charger – 80 CLASS: How much is the charger?STUDENT: The charger is eighty euros.

desk – 60 CLASS: How much is the desk?STUDENT: The desk is sixty euros.

camera – 100 CLASS: How much is the camera?STUDENT: The camera is one hundred euros.

folder – 10 CLASS: How much is the folder?STUDENT: The folder is ten euros.

computer – 99 CLASS: How much is the computer?STUDENT: The computer is ninety-nine euros.

diary – 15 CLASS: How much is the diary?STUDENT: The diary is fifteen euros.

glue – 50 CLASS: How much is the glue?STUDENT: The glue is fifty euros.

mobile phone – 67 CLASS: How much is the mobile phone?STUDENT: The mobile phone is sixty-seven euros.

paper clips – 5 CLASS: How much are the paper clips?STUDENT: The paper clips are five euros.

MP3 player – 87 CLASS: How much is the MP3 player?STUDENT: The MP3 player is eighty-seven euros.

printer – 95 CLASS: How much is the printer?STUDENT: The printer is ninety-five euros.

scissors – 14 CLASS: How much are the scissors?STUDENT: The scissors are fourteen euros.

sharpener – 7 CLASS: How much is the sharpener?STUDENT: The sharpener is seven euros.

stapler – 55 CLASS: How much is the stapler?STUDENT: The stapler is fifty-five euros.

tape – 23 CLASS: How much is the tape?STUDENT: The tape is twenty-three euros.

Drill Section

DRILLCD170 Refresh

TEACHER STUDENTS

scissors CLASS: Where are the scissors?STUDENT: The scissors are really important for my arts and crafts project.

paper clips CLASS: Where are the paper clips?STUDENT: The paper clips are really important for my arts and crafts project.

tape CLASS: Where’s the tape?STUDENT: The tape is really important for my arts and crafts project.


• diary • folder • glue

• stapler • sharpener • tape


TEACHER STUDENTS

charger S1: There are fifty chargers.S2: There are sixty chargers.S3: There are seventy chargers.S4: There are eighty chargers.S5: There are ninety chargers.Group: There are one hundred chargers.

camera S1: There are fifty cameras.S2: There are sixty cameras.S3: There are seventy cameras.S4: There are eighty cameras.S5: There are ninety cameras.Group: There are one hundred cameras.

computer S1: There are fifty computers.S2: There are sixty computers.S3: There are seventy computers.S4: There are eighty computers.S5: There are ninety computers.Group: There are one hundred computers.

desk S1: There are fifty desks.S2: There are sixty desks.S3: There are seventy desks.S4: There are eighty desks.S5: There are ninety desks.Group: There are one hundred desks.


• mobile phone • MP3 player • printer

• desk • charger • camera

90

missi n 3:

1 Those are their sharpeners.

Whose sharpeners are those?

2 They eat chocolate.

3 I like my diaries.

4 We play football.

5 Those are our scissors.

6 You watch TV.

7 That’s our MP3 player.

8 It’s their printer.

Listen and say it! 11.41 Listen and repeat. 11.43

Ask and answer with your partner. Then listen and check. 21.42

Game time! 3 Do you like horses? Three, two, one!

Do they like computers?

Yes, they do. They like computers. Whose MP3 player is this?

Is it your MP3 player?

Whose toys are these? They are

their toys.

Yes, it is! It’s our MP3 player.

It’s their MP3 player.

We like arts and crafts!

Do you like snakes?

No, we don’t. We don’t like snakes.

Yes, we do. We like horses!

Grammar Appendix p.64


Say and write in your notebook. Then listen and check. 21.44

Master the question. Then listen and check. 31.45

1 2 3

- toys

- doll

- torch

- kite

- skates

- wardrobe

- bike

- camera

- stickers

1 like snakes

2 watch TV

3 go to school by

tram

4 wear jeans

5 eat fish 6 like football

7 listen to music

8 cook

we

they

26 2726 27twenty-six twenty-seven

- Do we/you/they like computers? Yes, we/you/they do. / No, we/you/they don’t.

- We/you/they like arts and crafts. - We/you/they don’t like snakes.

- Whose computer is this? It’s our/their/your computer.- It isn’t our/their/your camera. - They’re our/their/your scissors. missi n 3: missi n 4:

Objectives

•Learn the structures Do/we/you/they like computers? Yes, we/you/they do. / No, we/you/they don’t. We/you/they like arts and crafts and We/you/they don’t like snakes.

•Practise telling the time.

•Review the vocabulary from Mission 1 and Mission 2.

Materials

•Audio material

•Teacher’s Resource Book, Class Material Worksheet 1, p. 60




•Fast Finishers: Get students to talk about technology in their families. Are their parents/grandparents/siblings good with technology? Have them explain why/why not.

Teacher Tips

•Make sure to clearly explain your drills before starting them. This will make the drills much more effective because your students will know exactly what they have to say.

•Use the Grammar Appendix to explain grammar in a visual way and remember that using the language is always more effective than knowing the theory behind it.

•Homework idea: have your students write about activities that they and their best friends like to do together.

Refresh • DRILLCD173 FC

Hold up a flashcard from this unit and select two students. One has to identify the object on the flashcard and the other one has to spell the word. For example, hold up the folder flashcard. STUDENT 1: It’s a folder. STUDENT 2: F – O – L – D – E – R!

1 Listen and say it! PB

CD141


Play the audio and have your students listen to the conversation. Then play it again and have them repeat each sentence together. Finally, put students into teams of four and have them come up with a similar dialogue.


What? Practise using verbs with plural subjects.

Why? At this stage, it’s essential that students get comfortable with the personal pronouns we, you and they.

How? Say a sentence with a singular subject and have a student rephrase the sentence to one with the plural subject. For example, TEACHER: I like computers. STUDENT: We like computers.

Back to Basics •

Do a time dictation with the following times: 10:00, 15:30, 8:15, 9:00, 18:45, 13:45, 12:00 and 5:30. Then have students say the times back to you.

2 Ask and answer with your partner. Then listen and check.

PBCD142


Put your students into pairs and have them look at the chart in their Pupil’s Books. One student has to ask a question with the structure Do you… ? and the other student has to answer for Noella and himself/herself based on the ticks and crosses displayed. After each group has gone through the entire chart, check through everyone’s answers as a class.


What? Practise conjugating verbs in the present simple.

Why? Your students must practise key structures multiple times and in different ways.

How? Write the personal pronouns I, you, he, she, we, you and they on the board. Then say an action, point at one personal pronoun on the board and choose a student to say the sentence using that personal pronoun and action you’ve chosen. For example, TEACHER (pointing at we): play basketball STUDENT: We play basketball.

Game – The Voice • PB

CD137

PBCD138

Play the song to refresh students’ memory. Then choose four students to be the judges and sit them with their backs to the class. Play the karaoke version of the song and have one student sing it at a time. The judges have to guess who it is. The one who guesses stays as a judge and the other three swap with other students.

Our Invention! • TRB Give each student a copy of the Class Material Worksheet 1. Have them think about and research something that was invented in their autonomous community. Also have them suggest another invention that would be useful for their autonomous community.

3 Game time! Cooperative learning PB

Divide the class into teams of three. Tell each team to make a list of fifteen questions with Do you like…? Once everybody’s written the questions, collect them and hand them out randomly. Now, one student from each team has to ask the other two the given questions and the pair has to try to answer the same thing; either Yes, we do. We like… or No, we don’t. We don’t like… Whenever students answer the same thing, they get a point.

91

DRILLCD173 Refresh

TEACHER STUDENTS

(Hold up the folder flashcard.) S1: It’s a folder. S2: F – O – L – D – E – R!

(Hold up the scissors flashcard.) S1: They’re scissors. S2: S – C – I – S – S – O – R – S!

(Hold up the diary flashcard.) S1: It’s a diary. S2: D – I – A – R – Y!

(Hold up the tape flashcard.) S1: It’s tape. S2: T – A – P – E!

(Hold up the camera flashcard.) S1: It’s a camera. S2: C – A – M – E – R – A!

(Hold up the desk flashcard.) S1: It’s a desk. S2: D – E – S – K!

(Hold up the MP3 player flashcard.)

S1: It’s an MP3 player. S2: M – P – 3 P – L – A – Y – E – R!

(Hold up the printer flashcard.) S1: It’s a printer. S2: P – R – I – N – T – E – R!

(Hold up the stapler flashcard.) S1: It’s a stapler. S2: S – T – A – P – L – E – R!


• mobile phone• charger • glue

• computer • paper clips • sharpener


TEACHER STUDENTS

I like computers. We like computers.

You like computers. You like computers.

He likes computers. They like computers.

All the girls…, 3…, 2…, 1! They like computers!

She’s got a charger. They’ve got a charger.

You’ve got a charger. You’ve got a charger.

I’ve got a charger. We’ve got a charger.

All the boys…, 3…, 2…, 1! We’ve got a charger!

You don’t listen to music on an MP3 player.

You don’t listen to music on an MP3 player.

I don’t listen to music on an MP3 player.

We don’t listen to music on an MP3 player.

He doesn’t listen to music on an MP3 player.

They don’t listen to music on an MP3 player.

All the girls…, 3…, 2…, 1! They don’t listen to music on an MP3 player!

She doesn’t talk on a mobile phone.

They don’t talk on a mobile phone.


• I don’t talk on a mobile phone.• You don’t talk on a mobile

phone.• She likes arts and crafts. • I play the guitar.

• I watch TV. • He plays board games. • You’ve got a printer. • She likes football.


TEACHER STUDENTS

(pointing at we) play basketball

We play basketball.

(pointing at they) watch TV

They watch TV.

(pointing at she) do homework

She does her homework.

(pointing at I) sleep

I sleep.

(pointing at you) have breakfast

You have breakfast.

(pointing at they) have a car

They’ve got a car.

(pointing at he) fly a kite

He flies a kite.

(pointing at we) like Thanksgiving

We like Thanksgiving.

(pointing at I) be tall

I’m tall.

(pointing at she) play in the park

She plays in the park.

(pointing at you) like to read

You like to read.

(pointing at they)like snakes

They like snakes.


• I – wear a uniform• you – listen to music • they – talk on the phone • she – have a printer • we – dance

• he – walk to school • you – eat chicken • we – celebrate your birthday• I – go to school by bus• she – play the piano

Drill Section

92

missi n 4:

1 Those are their sharpeners.

Whose sharpeners are those?

2 They eat chocolate.

3 I like my diaries.

4 We play football.

5 Those are our scissors.

6 You watch TV.

7 That’s our MP3 player.

8 It’s their printer.

Listen and say it! 11.41 Listen and repeat. 11.43

Ask and answer with your partner. Then listen and check. 21.42

Game time! 3 Do you like horses? Three, two, one!

Do they like computers?

Yes, they do. They like computers. Whose MP3 player is this?

Is it your MP3 player?

Whose toys are these? They are

their toys.

Yes, it is! It’s our MP3 player.

It’s their MP3 player.

We like arts and crafts!

Do you like snakes?

No, we don’t. We don’t like snakes.

Yes, we do. We like horses!



Say and write in your notebook. Then listen and check. 21.44

Master the question. Then listen and check. 31.45

1 2 3

- toys

- doll

- torch

- kite

- skates

- wardrobe

- bike

- camera

- stickers

1 like snakes

2 watch TV

3 go to school by

tram

4 wear jeans

5 eat fish 6 like football

7 listen to music

8 cook

we

they

26 2726 27twenty-six twenty-seven

- Do we/you/they like computers? Yes, we/you/they do. / No, we/you/they don’t.

- We/you/they like arts and crafts. - We/you/they don’t like snakes.

- Whose computer is this? It’s our/their/your computer.- It isn’t our/their/your camera. - They’re our/their/your scissors. missi n 3: missi n 4:

Objectives

•Learn the structures Whose computer is this? It’s our/your/their computer, it isn’t our/your/their computer, they’re our/your/their scissors.

•Practise the vocabulary.

•Review the demonstrative pronouns this, that, these and those.

•Review the numbers.

Materials

•Audio material




•Teacher’s Resource Book, Listening Worksheet, p. 64

•Fast Finishers: Have students write a list of their top ten prized possessions and compare them amongst themselves. What prized possessions do they have in common?

Teacher Tips

•Remind your students that camera is pronounced in two syllables and not three; it’s “cámmmra”.

•Pay special attention to your intonation in the ‘Master the Question’, as, depending on the words you stress, the question changes.

•Draw your students’ attention to the fact that their, there and they’re are all pronounced “dzea” but mean completely different things.


Say an action and a personal pronoun and have a student shout out the affirmative, another student the negative and yet another one the interrogative. For example, TEACHER: run in the park – we STUDENT 1: We run in the park. STUDENT 2: We don’t run in the park. STUDENT 3: Do we run in the park?

1 Listen and repeat. PB

CD143

Cooperative learning FC PB

Play the audio and explain the structures as they come up. Then have students choose to be either Asky, Noella, Yessy or Fusy and have them act out the dialogue. Now have them form teams so that there’s one of each superhero in each group. Have them come up with a similar dialogue using either real items or flashcards.


Cooperative learning FC

What? Practise the plural possessive adjectives.

Why? It’s important that students master the plural possessive adjectives and practising them with the plural personal pronouns makes it easier.

How? Have four students come to the front of the class; they’re team we. Then split the remaining class into team you and team they. Now ask a question with Whose … is this? For example, TEACHER (holding up the computer flashcard): Whose computer is this? TEAM WE: That’s our computer. TEAM YOU: That’s your computer. TEAM THEY: That’s their computer.

Back to Basics • Say the following numbers and have students write them down to then say them back to you: 78, 65, 30, 41, 22, 18, 80, 8, 10, 57, 93.

2 Say and write in your notebook. Then listen and check.

PBCD144 PB

Have students look at the images in their Pupil’s Book. Go through what thing belongs to who orally and then have students write it in their notebook. After everyone’s finished, check everyone’s answers with the audio.

3 Master the question. Then listen and check.

PBCD145 PB

Read out the sentences emphasising the words in bold. Have students form the corresponding questions. Play the audio to check everybody’s answers.


What? Practise asking questions with whose.

Why? Whose is a very important question word when asking about possession.

How? Do a ‘Master the Question’ drill, eliciting questions with whose. Make sure your class pronounces whose with a breathy ‘h’ sound at the beginning of the word, “hhhúus”. For example, TEACHER: These are our scissors. STUDENT: Whose scissors are these?

Game – Funny Animals! • Say the name of an animal and have your class mime that animal. Then tell them to do an action as that animal, for example, TEACHER: tiger – play football Then change the animal and the action.

93

DRILLCD176 Refresh

TEACHER STUDENTS

run in the park – we S1: We run in the park.S2: We don’t run in the park.S3: Do we run in the park?

play chess – they S1: They play chess. S2: They don’t play chess. S3: Do they play chess?

watch TV – she S1: She watches TV. S2: She doesn’t watch TV. S3: Does she watch TV?

run – he S1: He runs. S2: He doesn’t run. S3: Does he run?

play football – we S1: We play football. S2: We don’t play football. S3: Do we play football?

dance – I S1: I dance. S2: I don’t dance. S3: Do I dance?

play music in the music room – you

S1: You play music in the music room. S2: You don’t play music in the music room. S3: Do you play music in the music room?

have lunch in the cafeteria – we S1: We have lunch in the cafeteria. S2: We don’t have lunch in the cafeteria. S3: Do we have lunch in the cafeteria?


• study English – he • play basketball – they • like Thanksgiving – she

• have a cat – I • wear a tracksuit – you • grow vegetables – we


TEACHER STUDENTS

(holding up the computer flashcard)Whose computer is this?

TEAM WE: It’s our computer. TEAM YOU: It’s your computer. TEAM THEY: It’s their computer.

(holding up the camera flashcard)Whose camera is this?

TEAM WE: It’s our camera. TEAM YOU: It’s your camera. TEAM THEY: It’s their camera.

(holding up the diary flashcard)Whose diary is this?

TEAM WE: It’s our diary. TEAM YOU: It’s your diary. TEAM THEY: It’s their diary.

(holding up the desk flashcard)Whose desk is this?

TEAM WE: It’s our desk. TEAM YOU: It’s your desk. TEAM THEY: It’s their desk.

(holding up the charger flashcard)Whose charger is this?

TEAM WE: It’s our charger. TEAM YOU: It’s your charger. TEAM THEY: It’s their charger.

(holding up the scissors flashcard)Whose scissors are these?

TEAM WE: They’re our scissors. TEAM YOU: They’re your scissors. TEAM THEY: They’re their scissors.

TEACHER STUDENTS

(holding up the printer flashcard)Whose printer is this?

TEAM WE: It’s our printer. TEAM YOU: It’s your printer. TEAM THEY: It’s their printer.

(holding up the tape flashcard)Whose tape is this?

TEAM WE: It’s our tape. TEAM YOU: It’s your tape. TEAM THEY: It’s their tape.

(holding up the glue flashcard)Whose glue is this?

TEAM WE: It’s our glue. TEAM YOU: It’s your glue. TEAM THEY: It’s their glue.


• folder• MP3 player• mobile phone

• paper clips• sharpener• stapler


TEACHER STUDENTS

These are our scissors. Whose scissors are these?

These are my sharpeners. Whose sharpeners are these?

These are our cameras. Whose cameras are these?

Everyone…, 3…, 2…, 1! Whose cameras are these?

Those are their computers. Whose computers are those?

Those are her printers. Whose printers are those?

Those are their diaries. Whose diaries are those?

Everyone…, 3…, 2…, 1! Whose diaries are those?

This is his MP3 player. Whose MP3 player is this?

This is your glue. Whose glue is this?

This is your paper clip. Whose paper clip is this?

Everyone…, 3…, 2…, 1! Whose paper clip is this?

That’s your desk. Whose desk is that?

That’s our charger. Whose charger is that?

That’s our mobile phone. Whose mobile phone is that?


• It’s my folder.• It’s her stapler.• It’s their tape.

• They’re your printers.• They’re their scissors.• They’re your paper clips.

Drill Section

94

missi n 5:

Say it! Find it in the story. 11.47Story time! 11.46

1 Asky and Noella are making a collage.

2 Noella wants to go camping.

3 They’re listening to a story.

Read again and correct the sentences in your notebook.2 Act out. 34 They’re in the city.

5 There’s a big horse.

6 Yessy doesn’t like the collage.

Look, Noella! The mountain! I love mountains!

I love camping! Let’s go camping! We can swim in

the lake!

I haven’t got a stapler! Can you

lend me your stapler, please?

Thanks, Yessy!

Yessy, where are Noella and Fusy?

I don’t like camping. You sleep outside and it’s cold!

Yeah! No problem, Noella!

Here, I can lend you some

paper clips, too!

Yessy! Asky! Help! I’m scared!

Fusy, I don’t like this. I’m scared. It’s cold and I’m hungry and thirsty...

Wow! Look at this collage! It’s beautiful! I want to go camping! We

can take pictures of the trees and animals!

Fusy! Fusy! Can you lend me your MP3 player, please? I’ve got an idea! Hurry!

Noella, they can’t hear you!

Let’s go to the

mountains...

Let’s go to the mountains…

What a great idea!

Let’s go!

Noooooo!

What bear?

Home!

Let’s go...

Yes… I can. Noella... listen

carefully, there’s a bear...

Listen and read. Then answer the questions in your notebook. 21.48

1 Why are lots of people in Europe and the United States lucky?

2 What’s a charity?

3 How do charities help people?

4 Do you know any charities in your country? Who do they help?

Charities

A lot of people in Europe and the

United States are very lucky. They’ve

got water to drink, food to eat, clothes

to wear and a bed to sleep in every

night.

But there are also people around the

world who haven’t got these things. For

example, in some countries in Africa

people walk for hours to get water. A

lot of people haven’t got food, clothes,

homes or schools.

There are organisations in the United

States and the United Kingdom

that help these people. We call these

organisations charities. Charities help

people with a lot of different

things. For example, some

charities help people with food,

others with education or basic

things like soap, toothbrushes,

hairbrushes or clothes. Not all

charities help people. There are

also charities that help animals.

But how do charities get the

money and things to help?

Well, they get those things

because there are people who

donate clothes, books, toys, basic

things or money. So the charities

can buy things and help!

They’re listening to Fusy’s magic MP3 player.

28 2928 29twenty-eight twenty-nine

Around the WorldThe UK and the USA

Reading- Can you lend me your…, please?- also, basic, charity, to donate, hairbrush,

organisation, soap, toothbrushmissi n 5: missi n 6:

Objectives

•Encourage acting skills.

•Practise listening and reading comprehension skills.

•Practise the plural possessive adjectives.

•Review some animals and places.

Materials

•A small object

•Audio material

•Timer/stopwatch




•Teacher’s Resource Book, Speaking Worksheet, p. 65

•Fast Finishers: Have students write out a list of pros and cons of camping. Do they like this activity or do they prefer other types of activities?

Teacher Tips

•There are students who love to read out loud and others who are shy or afraid of doing so. Give your students time to read the story at least once before having them read it out loud, ensuring this way that every student feels comfortable when reading.

•Tell students that the word yeah is a more conversational way to say yes. It’s a very useful word in spoken English.

•Homework idea: get your students to write a prelude to the story. Why are Noella and Fusy making a collage in the first place? And what gave the song its magical power?


Cooperative learning FC

Divide the class into three teams. Give a flashcard to one team. That team has to say a sentence with our. The other two have to say a sentence either with your or their. Make sure that the your team looks at the our team and the their team looks at you when they say the sentences. For example, give the charger flashcard to one team. TEAM 1: This is our charger. TEAM 2: That’s their charger. TEAM 3: That’s your charger.

1 Story time! PB

CD146 PB

Play the audio and have your students read and listen to the story. Get them to form the shape of a mountain with their hands over their heads every time they hear the word mountain.


What? Practise let’s and the expression what a great idea!

Why? The word idea can be difficult to pronounce. It’s pronounced “aidía”.

How? Ask your class a question and have the whole class say the expression and a student the affirmative sentence with let’s. For example, TEACHER: Do you want to go to the mountains? CLASS: What a great idea! STUDENT: Yeah, let’s go to the mountains!

Rewind • DRILLCD181

This activity will give your students another chance to practise the animal vocabulary. Tell them to imagine that there are animals outside the classroom but that they can’t come in the classroom. For example, TEACHER: Bear! CLASS: Quick! Close the door! STUDENT: There’s a big bear outside!

2 Read again and correct the sentences in your notebook. PB

Have students correct the sentences from their Pupil’s Book in their notebook. Once everybody’s finished, check the sentences as a class.


What? Practise this unit’s vocabulary.

Why? This activity will give your students the opportunity to review key words seen in this unit.

How? Assign each one of your students a number from one to three. Then hold up a flashcard, for example, the folder flashcard and select a student. If that student is a one, he/she has to say: Do you need a folder for your collage? If he/she is a two, they have to say: Yeah, we need a folder for our collage. If he/she is a three, they have to say: We don’t need a folder for our collage.

3 Act out. Cooperative learning PB

Put your class into groups of five and have them act out the story from this mission. Encourage each group to come up with a funny subplot for their story. You can have a contest for the best subplot.

Game – Explosion! • Give your students a vocabulary topic and an object to pass around. Then set a time limit. Students have to pass the object around and, when it’s their turn, say a word related to the topic in question. Whichever student is holding the object when the time limit ends, loses a point.

95

DRILLCD179 Refresh

TEACHER STUDENTS

(Give one group the charger flashcard.)

T1: This is our charger. T2: That’s their charger. T3: That’s your charger.

(Give one group the computer flashcard.)

T1: This is our computer. T2: That’s their computer. T3: That’s your computer.

(Give one group the tape flashcard.)

T1: This is our tape. T2: That’s their tape. T3: That’s your tape.

(Give one group the scissors flashcard.)

T1: These are our scissors. T2: Those are their scissors. T3: Those are your scissors.

(Give one group the mobile phone flashcard.)

T1: This is our mobile phone. T2: That’s their mobile phone. T3: That’s your mobile phone.

(Give one group the MP3 player flashcard.)

T1: This is our MP3 player. T2: That’s their MP3 player. T3: That’s your MP3 player.


• camera• desk• folder• diary

• glue• sharpener• printer• paper clips


TEACHER STUDENTS

Do you want to go to the mountains?

CLASS: What a great idea!STUDENT: Yeah, let’s go to the mountains!

Do you want to go to the park? CLASS: What a great idea!STUDENT: Yeah, let’s go to the park!

Do you want to go to the music room?

CLASS: What a great idea!STUDENT: Yeah, let’s go to the music room!

Do you want to go to the cafeteria?

CLASS: What a great idea!STUDENT: Yeah, let’s go to the cafeteria!

Do you want to go to the gym? CLASS: What a great idea!STUDENT: Yeah, let’s go to the gym!

Do you want to go to the football field?

CLASS: What a great idea!STUDENT: Yeah, let’s go to the football field!

Do you want to go to English class?

CLASS: What a great idea!STUDENT: Yeah, let’s go to English class!

Do you want to go home? CLASS: What a great idea!STUDENT: Yeah, let’s go home!


• theme park• cinema• restaurant

• ice rink • swimming pool • supermarket

DRILLCD181 Rewind

TEACHER STUDENTS

Bear! CLASS: Quick! Close the door! STUDENT: There’s a big bear outside!

Snake! CLASS: Quick! Close the door! STUDENT: There’s a big snake outside!

Tiger! CLASS: Quick! Close the door! STUDENT: There’s a big tiger outside!

Giraffe! CLASS: Quick! Close the door! STUDENT: There’s a big giraffe outside!

Crocodile! CLASS: Quick! Close the door! STUDENT: There’s a big crocodile outside!

Horse! CLASS: Quick! Close the door! STUDENT: There’s a big horse outside.


• lion • elephant• mouse • sheep

• cat• zebra• crocodile • goat


TEACHER STUDENTS

(Hold up the folder flashcard.) S1: Do you need a folder for your collage?S2: Yeah, we need a folder for our collage.S3: We don’t need a folder for our collage.

(Hold up the computer flashcard.) S1: Do you need a computer for your collage?S2: Yeah, we need a computer for our collage.S3: We don’t need a computer for our collage.

(Hold up the stapler flashcard.) S1: Do you need a stapler for your collage?S2: Yeah, we need a stapler for our collage.S3: We don’t need a stapler for our collage.

(Hold up the paper clip flashcard.) S1: Do you need a paper clip for your collage?S2: Yeah, we need a paper clip for our collage.S3: We don’t need a paper clip for our collage.


• camera • sharpener • scissors • MP3 player

• printer• tape • desk • glue

Drill Section

96

missi n 6:

Say it! Find it in the story. 11.47Story time! 11.46

1 Asky and Noella are making a collage.

2 Noella wants to go camping.

3 They’re listening to a story.

Read again and correct the sentences in your notebook.2 Act out. 34 They’re in the city.

5 There’s a big horse.

6 Yessy doesn’t like the collage.

Look, Noella! The mountain! I love mountains!

I love camping! Let’s go camping! We can swim in

the lake!

I haven’t got a stapler! Can you

lend me your stapler, please?

Thanks, Yessy!

Yessy, where are Noella and Fusy?

I don’t like camping. You sleep outside and it’s cold!

Yeah! No problem, Noella!

Here, I can lend you some

paper clips, too!

Yessy! Asky! Help! I’m scared!

Fusy, I don’t like this. I’m scared. It’s cold and I’m hungry and thirsty...

Wow! Look at this collage! It’s beautiful! I want to go camping! We

can take pictures of the trees and animals!

Fusy! Fusy! Can you lend me your MP3 player, please? I’ve got an idea! Hurry!

Noella, they can’t hear you!

Let’s go to the

mountains...

Let’s go to the mountains…

What a great idea!

Let’s go!

Noooooo!

What bear?

Home!

Let’s go...

Yes… I can. Noella... listen

carefully, there’s a bear...

Listen and read. Then answer the questions in your notebook. 21.48

1 Why are lots of people in Europe and the United States lucky?

2 What’s a charity?

3 How do charities help people?

4 Do you know any charities in your country? Who do they help?

Charities

A lot of people in Europe and the

United States are very lucky. They’ve

got water to drink, food to eat, clothes

to wear and a bed to sleep in every

night.

But there are also people around the

world who haven’t got these things. For

example, in some countries in Africa

people walk for hours to get water. A

lot of people haven’t got food, clothes,

homes or schools.

There are organisations in the United

States and the United Kingdom

that help these people. We call these

organisations charities. Charities help

people with a lot of different

things. For example, some

charities help people with food,

others with education or basic

things like soap, toothbrushes,

hairbrushes or clothes. Not all

charities help people. There are

also charities that help animals.

But how do charities get the

money and things to help?

Well, they get those things

because there are people who

donate clothes, books, toys, basic

things or money. So the charities

can buy things and help!

They’re listening to Fusy’s magic MP3 player.

28 2928 29twenty-eight twenty-nine

Around the WorldThe UK and the USA

Reading- Can you lend me your…, please?- also, basic, charity, to donate, hairbrush,

organisation, soap, toothbrushmissi n 5: missi n 6:

Objectives•Learn the expression Can you lend me your…, please?

•Learn about charities.

•Learn the words also, basic, charity, hairbrush, organisation, soap and toothbrush.

•Learn the verb to donate.

•Practise listening and reading comprehension skills.

•Practise translation skills.

•Review the vowels and spelling.


•Teacher’s Resource Book, Focused Translation List, p. 90

•“Unit 1: Happy Birthday!”, “Unit 2: Ouch!” and “Unit 3: Our stuff!” flashcards


•Teacher’s Resource Book, Reading Worksheets, pp. 66 - 67

•Fast Finishers: Have students write a short paragraph about a charity they know. What does this charity do and why is it important?

Teacher Tips•Tell students that to lend refers to the act of giving something to

someone for a period of time. To borrow refers to the act of receiving something from someone for a period of time.

•When going through the drill section stand behind students. This will force them to listen and improve their ability to understand.

•Let your students know that whereas too usually goes at the end of a sentence, also usually goes before the main verb.


Draw a happy and a sad face on the board. Now ask students questions and point at either face determining whether students answer in the affirmative or in the negative. For example, TEACHER (pointing at ): Do you like snakes? STUDENT: Yes, I do. I like snakes.

1 Say it! Find it in the story. PB

CD147 PB

Formally explain the meaning of to lend to your students. Then play the audio and have your class repeat the verb each time it comes up in the short conversation. Then have them go to the story and find the expression in the story. Finally have them think when the last time someone lent them something was.


What? Practise the expression Can you lend me your…, please?

Why? The verb to lend is a verb students often have trouble with because they confuse it with the verb to borrow.

How? Hold up a flashcard and have students ask you whether you can lend them the item you’re holding up. For example, hold up the stapler flashcard. STUDENT: Can you lend me your stapler, please?

Back to Basics •

Write down the vowels ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’ on the board and have students repeat them out loud. The pronunciation for ‘a’ is “ei”, ‘e’ is “ii”, ‘i’ is “ai”, ‘o’ is “ou” and ‘u’ is “iuu”. Now spell out the following words: also, basic, charity, hairbrush, organisation, soap, donate and toothbrush. Have students write them down, say them and spell them back to you.

2 Listen and read. Then answer the questions in your notebook.

PBCD148 PB

Play the audio and have students read the corresponding text in their Pupil’s Book. Then read the text again as a class, giving students sentences to read at random. Afterwards, have your students work individually, answering the four questions related to the text. When everyone’s finished, check through their answers all together.


What? Practise the new words lucky and also.

Why? These two new words are very useful in everyday English.

How? Say a statement with too, have the class say that you’re lucky and one student repeat the two items you’ve got using the word also. For example, TEACHER: I’ve got a computer and an MP3 player too. CLASS: You’re so lucky! STUDENT: You’ve got a computer and you’ve also got an MP3 player.

Translation Challenge! • Cooperative learning TRB

Divide the class into groups of three. Give each team a copy of the Focused Translation List. Give them three minutes and see who’s translated more sentences. Correct them and do the remaining sentences as a class.

Game – Royal Flashcards • FC

Hold up a flashcard from Unit 1, 2 or 3 and the student who says the word the fastest gets a point. Keep testing students until you have a winner – this winner will be the new Flashcard King or Flashcard Queen. They can then help you with flashcard related activities in future classes.

97

DRILLCD183 Refresh

TEACHER STUDENTS

(pointing at )Do you like snakes?

Yes, I do. I like snakes.

(pointing at )Do you like watching TV?

No, I don’t. I don’t like watching TV.

(pointing at and a group of students) Do you like pizza?

Yes, we do. We like pizza.

(pointing at )Do they like arts and crafts?

No, they don’t. They don’t like arts and crafts.

(pointing at )Do I like football?

No, you don’t. You don’t like football.

(pointing at )Does he like cooking?

Yes, he does. He likes cooking.

(pointing at )Does she like cats?

No, she doesn’t. She doesn’t like cats.

(pointing at )Do you like the swimming pool?

Yes, I do. I like the swimming pool.


• – Does he like camping? • – Do they like charities? • – Do I play sports?

• – Do we like English? • – Do you play the guitar? • – Do you wear tracksuits?


TEACHER STUDENTS

(Hold up the stapler flashcard.) Can you lend me your stapler, please?

(Hold up the diary flashcard.) Can you lend me your diary, please?

(Hold up the tape flashcard.) Can you lend me your tape, please?

Spell tape! T – A – P – E!

(Hold up the glue flashcard.) Can you lend me your glue, please?

(Hold up the computer flashcard.) Can you lend me your computer, please?


Can you lend me your MP3 player, please?

Spell MP3 player! M – P – 3 P – L – A – Y – E – R!

(Hold up the camera flashcard.) Can you lend me your camera, please?

(Hold up the folder flashcard.) Can you lend me your folder, please?

(Hold up the paper clip flashcard.) Can you lend me your paper clip, please?

Spell paper clip! P – A – P – E – R C – L – I – P!

(Hold up the scissors flashcard.) Can you lend me your scissors, please?


• charger • printer • desk

• mobile phone • sharpener • diary


TEACHER STUDENTS

I’ve got a computer and an MP3 player too.

CLASS: You’re so lucky!STUDENT: You’ve got a computer and you’ve also got an MP3 player.

I’ve got a stapler and a diary too. CLASS: You’re so lucky!STUDENT: You’ve got a stapler and you’ve also got a diary.

I’ve got a charger and a printer too.

CLASS: You’re so lucky!STUDENT: You’ve got a charger and you’ve also got a printer.

I’ve got some glue and some tape too.

CLASS: You’re so lucky!STUDENT: You’ve got some glue and you’ve also got some tape.

I’ve got a camera and a paper clip too.

CLASS: You’re so lucky!STUDENT: You’ve got a camera and you’ve also got a paper clip.

I’ve got a folder and a printer too. CLASS: You’re so lucky!STUDENT: You’ve got a folder and you’ve also got a printer.


• I’ve got a mobile phone and a charger too.

• I’ve got some scissors and some paper clips too.

• I’ve got a computer and diary too.

• I’ve got a camera and a mobile phone too.

• I’ve got a stapler and a sharpener too.

• I’ve got a printer and some glue too.

• I’ve got a toothbrush and a hairbrush too.

• I’ve got a sharpener and a folder too.

Drill Section

98

missi n 7:

Listen and read. 11.49 Unscramble the letters and write the words in your notebook. 1

Read again and write the correct option in your notebook.2

1 Technology is… a everywhere. b at home.

2 Inventions help us… a at home and at school. b at restaurants.

3 An important gadget is… a the computer. b the mobile phone.

4 You can access information… a from your mobile phone. b from your camera.

5 The mobile phone affects… a our information. b our communication.

6 We use @ to say that… a we’re at a place. b we’re happy.

Find out what these symbols mean. 3 Let’s make a technology poster! Then give a presentation.

4

I like technology because…

Technology Everywhere!Nowadays, there’s technology everywhere. Think about it. We’ve got cars, TVs, MP3 players, computers and more! All this is technology. There are a lot of inventions that help us at school and at home. A very important gadget these days is the mobile phone. It makes communication very easy! We can call our friends and family from everywhere! It can also connect us to the internet. This means that we can access information on the internet not only from our computers but also from our mobile phones! The mobile phone is so important that it affects our communication with others. When we write a text message, we can write or when we’re happy or sad, @, which in English is called at-sign, to say that we’re at a specific place or $$$ when a person has got a lot of money. These signs are international. People from Spain, the UK or India understand , , @ or $$$. But there are also some expressions that are different in the UK and in Spain, for example the Spanish jajaja and the English hahaha when we laugh.

1 :)

2 :D

3 :(

4 :-O

5 8o|

6 +o(

7 |-)

Look and say whose it is. Then listen and check. 21.50

Quiz! Say it and write in your notebook. 3

1 airyd 2 arghecr 3 roissssc 4 rptrein

1

3

1 Say these numbers: 56 62 77 59 85 76 91 100 87

2 Name these things:

a b c d

3 It’s Yessy and Noella’s computer. It’s … computer.

a their b there c they’re

4 Fusy and Asky like arts and crafts. … like it.

a We b You c They

2

4

a

c

b

d

30 3130 31thirty thirty-one

CLILSocial Science

- gadget, invention, sign - easy- everywhere, nowadays - to access, to laugh, to understand

- Speak about my things. - Use we/you/they. - Use our/your/their. - Count from 1 to 100.

missi n 7: My portfolio

Objectives•Learn about technology.

•Learn the words gadget, invention, sign, easy, everywhere and nowadays.

•Learn the verbs to access, to laugh and to understand. •Practise listening and reading comprehension skills.

•Practise the dates.

•Practise the verb to lend.

•Review the vocabulary.


•Arts and crafts supplies

•Teacher’s Resource Book, Class Material Worksheet 2, p. 61



•Teacher’s Resource Book, Writing Worksheets, pp. 68 - 69

•Fast Finishers: Have students make a list of all the different emoticons they can come up with and have them write down what each symbol means.

Teacher Tips

•Make sure your students pronounce the word gadget correctly; it’s “gádchettt”.

•Your students will feed off your energy and approach their studies with the same intensity you do. This is why it’s important to carry out every drill with as much positive energy as possible.

•Homework idea: get your students to come up with an invention. Why do they think this invention could be useful for people?


To review the verb to lend, hold up a flashcard and point at two students. One has to ask whether they can lend that object and the other has to answer that they can borrow it. For example, hold up the camera flashcard. STUDENT 1: Can you lend me your camera? STUDENT 2: Yes, I can. You can borrow my camera.

1 Listen and read PB

CD149 PB

Play the audio and have your students read the text about technology. Then play the audio again. Every time your class hears the word technology they have to clap and repeat the word.


What? Practise the new technology vocabulary from this mission.

Why? This new vocabulary will help your students talk about technology in more detail.

How? Say a word and have the whole class say that they can’t understand it and one student says a sentence using the words nowadays and everywhere. For example, TEACHER: gadgets CLASS: I can’t understand it! STUDENT: Nowadays there are gadgets everywhere.

Back to Basics • Start by saying a date and have students go backwards until they get to the first of the given month. For example, TEACHER: Today’s Sunday, the 31st of March, 2019. STUDENT: Today’s Saturday, the 30th of March, 2019.

2 Read again and write the correct option in your notebook. PB

Have students read the text again. Then, working alone, have them choose the correct option from their Pupil’s Book. After they’ve finished, check everyone’s answers together as a class.

3 Find out what these symbols mean. Cooperative learning PB

Put your students into pairs and have them write the meaning of the seven symbols from their Pupil’s Book. Afterwards, check through everyone’s answers as a class. If there are computers available, have students work on computers as they will be able to experiment better.


What? Practise the word invention.

Why? Students often mistakenly refer to inventions as “invents”.

How? Say a word from this unit and choose a student. This student has to use the word and say that it’s a great invention. For example, hold up the tape flashcard. STUDENT: Wow, tape really is a great invention! Make sure that your students emphasise the word is.

4 Let’s make a technology poster! Then give a presentation.

Cooperative learning TRB PB

Put your class into teams of four and give each team a Class Material Worksheet 2. Now each group has to make a poster with their favourite technology on it and give a short presentation on why they like this technology so much, what they use it for and why they think it’s a great invention.

Game – Charades • FC

Draw three pictures on the board; a mouth, a hand and a pencil. Each stands for a way to explain a given word. The mouth means students can explain orally, the hand means they have to mime it and the pencil means students have to draw it. Now have one student come up to the front of the class, show him/her a flashcard and point at one of the pictures on the board. The class has to try to guess the word.

99

DRILLCD186 Refresh

TEACHER STUDENTS

(Hold up the camera flashcard.) S1: Can you lend me your camera? S2: Yes, I can. You can borrow my camera.

(Hold up the charger flashcard.) S1: Can you lend me your charger? S2: Yes, I can. You can borrow my charger.

(Hold up the computer flashcard.) S1: Can you lend me your computer? S2: Yes, I can. You can borrow my computer.

(Hold up the desk flashcard.) S1: Can you lend me your desk? S2: Yes, I can. You can borrow my desk.

(Hold up the diary flashcard.) S1: Can you lend me your diary? S2: Yes, I can. You can borrow my diary.

(Hold up the folder flashcard.) S1: Can you lend me your folder? S2: Yes, I can. You can borrow my folder.

(Hold up the glue flashcard.) S1: Can you lend me your glue? S2: Yes, I can. You can borrow my glue.

(Hold up the mobile phone flashcard.)

S1: Can you lend me your mobile phone? S2: Yes, I can. You can borrow my mobile phone.


• MP3 player • paper clips • printer

• scissors • sharpener • stapler


TEACHER STUDENTS

gadgets CLASS: I can’t understand it! STUDENT: Nowadays there are gadgets everywhere.

inventions CLASS: I can’t understand it! STUDENTS: Nowadays, there are inventions everywhere.

computers CLASS: I can’t understand it! STUDENTS: Nowadays, there are computers everywhere.

new technology CLASS: I can’t understand it! STUDENTS: Nowadays, there is new technology everywhere.

cars CLASS: I can’t understand it! STUDENTS: Nowadays, there are cars everywhere.

TVs CLASS: I can’t understand it! STUDENTS: Nowadays, there are TVs everywhere.

printers CLASS: I can’t understand it! STUDENTS: Nowadays, there are printers everywhere.

TEACHER STUDENTS

chargers CLASS: I can’t understand it! STUDENTS: Nowadays, there are chargers everywhere.

MP3 players CLASS: I can’t understand it! STUDENTS: Nowadays, there are MP3 players everywhere.

cameras CLASS: I can’t understand it! STUDENTS: Nowadays, there are cameras everywhere.

mobile phones CLASS: I can’t understand it! STUDENTS: Nowadays, there are mobile phones everywhere.


TEACHER STUDENTS

(Hold up the tape flashcard.) Wow, tape really is a great invention!

(Hold up the glue flashcard.) Wow, glue really is a great invention!

(Hold up the computer flashcard.) Wow, computers really are a great invention!

Everyone…, 3…, 2…, 1! Wow, computers really are a great invention!


Wow, mobile phones really are a great invention!

(Hold up the printer flashcard.) Wow, printers really are a great invention!


Wow, MP3 players really are a great invention!

Everyone …, 3…, 2…, 1! Wow, MP3 players really are a great invention!

(Hold up the charger flashcard.) Wow, chargers really are a great invention!

(Hold up the stapler flashcard.) Wow, staplers really are a great invention!

(Hold up the sharpener flashcard.) Wow, sharpeners really are a great invention!

Everyone …, 3…, 2…, 1! Wow, sharpeners really are a great invention!

(Hold up the diary flashcard.) Wow, diaries really are a great invention!

(Hold up the folder flashcard.) Wow, folders really are a great invention!

(Hold up the desk flashcard.) Wow, desks really are a great invention!

Everyone …, 3…, 2…, 1! Wow, desks really are a great invention!

(Hold up the scissors flashcard.) Wow, scissors really are a great invention!

(Hold up the paper clips flashcard.) Wow, paper clips really are a great invention!

Everyone …, 3…, 2…, 1! Wow, paper clips really are a great invention!

Drill Section

100

Listen and read. 11.49 Unscramble the letters and write the words in your notebook. 1

Read again and write the correct option in your notebook.2

1 Technology is… a everywhere. b at home.

2 Inventions help us… a at home and at school. b at restaurants.

3 An important gadget is… a the computer. b the mobile phone.

4 You can access information… a from your mobile phone. b from your camera.

5 The mobile phone affects… a our information. b our communication.

6 We use @ to say that… a we’re at a place. b we’re happy.

Find out what these symbols mean. 3 Let’s make a technology poster! Then give a presentation.

4

I like technology because…

Technology Everywhere!Nowadays, there’s technology everywhere. Think about it. We’ve got cars, TVs, MP3 players, computers and more! All this is technology. There are a lot of inventions that help us at school and at home. A very important gadget these days is the mobile phone. It makes communication very easy! We can call our friends and family from everywhere! It can also connect us to the internet. This means that we can access information on the internet not only from our computers but also from our mobile phones! The mobile phone is so important that it affects our communication with others. When we write a text message, we can write or when we’re happy or sad, @, which in English is called at-sign, to say that we’re at a specific place or $$$ when a person has got a lot of money. These signs are international. People from Spain, the UK or India understand , , @ or $$$. But there are also some expressions that are different in the UK and in Spain, for example the Spanish jajaja and the English hahaha when we laugh.

1 :)

2 :D

3 :(

4 :-O

5 8o|

6 +o(

7 |-)

Look and say whose it is. Then listen and check. 21.50

Quiz! Say it and write in your notebook. 3

1 airyd 2 arghecr 3 roissssc 4 rptrein

1

3

1 Say these numbers: 56 62 77 59 85 76 91 100 87

2 Name these things:

a b c d

3 It’s Yessy and Noella’s computer. It’s … computer.

a their b there c they’re

4 Fusy and Asky like arts and crafts. … like it.

a We b You c They

2

4

a

c

b

d

30 3130 31thirty thirty-one

CLILSocial Science

- gadget, invention, sign - easy- everywhere, nowadays - to access, to laugh, to understand

- Speak about my things. - Use we/you/they. - Use our/your/their. - Count from 1 to 100.

missi n 7: My portfolio

Objectives•Practise translation skills.

•Review the numbers.

•Review the plural possessive adjectives.

•Review the plural subjects.

•Review the vocabulary.


•Teacher’s Guide video 3

•Teacher’s Resource Book, General Translation List, p. 91



•Teacher’s Resource Book, Test, pp. 70 - 71

•After doing the activities on the page and the Teacher’s Resource Book Test, students self-assess their linguistic skills in the “My Language Biography” section of the Portfolio.

•Fast Finishers: Have students play a game of Pictionary with this unit’s vocabulary.

Teacher Tips•Remind your students that the plural of diary is diaries, with the

-ies ending.

•Have your students make a list of the most important things they’ve learned in this unit. This will show them clearly the progress they’ve made and will boost their confidence.

•Remember to keep track of everything that students may have difficulties with. This way you can practise and review it further down the line!


Review this unit’s vocabulary by holding up a flashcard and have students say that this object is everywhere. For example, hold up the computer flashcard. STUDENT: There are computers everywhere! Encourage your students to say their sentences with as much energy as possible!

1 Unscramble the letters and write the words in your notebook. PB

Have students unscramble the letters and write the words for the four pictures in their notebook. When you check everybody’s answers, have them spell the words as you go along. To make it more challenging, you can have each student spell out one letter of a given word.


What? Practise this unit’s vocabulary.

Why? It’s the last mission of the unit and any doubt about pronunciation or meaning should be caught and eradicated.

How? Say a sentence with a word from this unit. Students have to say the same sentence but using numbers from 50 to 100 in steps of five. For example, TEACHER: We’ve got 45 computers. STUDENT 1: We’ve got fifty computers! STUDENT 2: We’ve got fifty-five computers! STUDENT 3: We’ve got sixty computers!

Back to Basics • Say the following numbers and have students write them down to say them back to you: 74, 15, 10, 9, 85, 25, 34, 61, 55, 47, 92.

2 Look and say whose it is. Then listen and check.

PBCD150 PB

Have your students find out who each object belongs to. Then have them say it in class and correct it as you go along. Finally play the audio to check once more.

Translation Challenge! • Cooperative learning TRB

Divide your class into teams of five. Give each team a cut up copy of the General Translation List. Teams have to match up the sentences with their translations. The first team to finish wins.

3 Quiz! Say it and write in your notebook. PB Have your students work on the quiz individually. Then go through everyone’s answers together. Feel free to repeat the same question to various students to make sure that everyone participates.


What? Practise the plural possessive adjectives.

Why? The plural possessive adjectives are the most important grammar point from this unit.

How? Give students prompts and have them form a sentence. For example, TEACHER: we – stapler STUDENT: These are our staplers.

Game – Mission Accomplished! • Have your students vote their favourite game from this unit and finish the class by playing it!

101

DRILLCD189 Refresh

TEACHER STUDENTS

(Hold up the computer flashcard.) There are computers everywhere!

(Hold up the stapler flashcard.) There are staplers everywhere!

(Hold up the sharpener flashcard.) There are sharpeners everywhere!

Everyone…, 3…, 2…, 1! There are sharpeners everywhere!

(Hold up the scissors flashcard.) There are scissors everywhere!

(Hold up the charger flashcard.) There are chargers everywhere!

(Hold up the camera flashcard.) There are cameras everywhere!

Everyone …, 3…, 2…, 1! There are cameras everywhere!

(Hold up the desk flashcard.) There are desks everywhere!


There are mobile phones everywhere!


• MP3 player • diary• folder

• paper clips• printer• glue


TEACHER STUDENTS

We’ve got 45 computers. S1: We’ve got fifty computers!S2: We’ve got fifty-five computers!S3: We’ve got sixty computers!S4: We’ve got sixty-five computers!S5: We’ve got seventy computers!S6: We’ve got seventy-five computers!

You write in 2 diaries. S1: You write in seven diaries!S2: You write in thirteen diaries! S3: You write in eighteen diaries! S4: You write in twenty-three diaries!S5: You write in twenty-eight diaries! S6: You write in thirty-three diaries!

They want 70 sharpeners. S1: They want seventy-five sharpeners!S2: They want eighty sharpeners!S3: They want eighty-five sharpeners!S4: They want ninety sharpeners! S5: They want ninety-five sharpeners!S6: They want one hundred sharpeners!


• We’ve got 41 desks.• You take pictures with 54

cameras.• They listen to music on 11 MP3

players.• There’s 1 charger.

• We’ve got 37 staplers.• You want 17 folders.• They use 67 desks.• There are 82 printers.


TEACHER STUDENTS

we – staplers These are our staplers.

they – printers These are their printers.

I – computer This is my computer.

you – MP3 player This is your MP3 player.

we – cameras These are our cameras.

we – charger This is our charger.

he – scissors These are his scissors.

they – folders These are their folders.

she – desk This is her desk.

we – sharpener This is our sharpener.

I – glue This is my glue.

you – tape This is your tape.


• they – stapler • we – diary• you – mobile phone• they – paper clips • you – toothbrush

• we – gadget • they – invention • we – sign• you – hairbrush• you – soap

Drill Section

NOTES

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