Teacher’s Notes - Bueintegrar.bue.edu.ar/docentesba/wp-content/uploads/2014/03/Your-Ques… ·...

Jeanette Corbett and Roisin O’Farrell

Teacher’s Notes

Contents

Syllabus 4

Introduction

•WhatisYour Quest? 16

•ThemainaimsofYour Quest 4 16

•ThecoursecomponentsofYour Quest 4 17

•Theaspectsofthecourse 18

•Organizationandkeycompetences 19

•Methodology 22

•Classroommanagement 24

•Involvingparentsandcarers 24

•Evaluation 24

Activity bank 25

Starter Unit: Welcome Back! 27

Unit 1: Web Quest 37

Unit 2: New York, New York! 65

Unit 3: Activity Camp 93

Units 1, 2, 3 Your Quest Revision and

Traditions in the UK 121

Unit 4: Town Fair 125

Unit 5: Art Gallery 153

Unit 6: What do you do? 181

Units 4, 5, 6 Your Quest Revision and

Food in the UK 209

Unit 7: The Castle 213

Unit 8: Science Museum 241

Quest Code-breakers Quiz 269

Units 7, 8 Your Quest Revision and

Transport in the UK 273

Christmas 277

World Music Day 283

Photocopiables 287

4

Unit Learning objectives Key language Recycled language Receptive language Pronunciation Socio-cultural aspects Cross-curricular content

Starter Unit Welcome Back!

•Greetingpeopleandsayinggoodbye(C1C5)

•Askingquestionsandgivinganswers(C1C5C7C8)

•Identifyingandnamingwordsfromdifferentlexicalsets(C1C7C8)

•Listeningto,readingandunderstandingastory.

•Showingunderstandingofastorybysequencing(C1C7C8)

•Listeningto,understandingandsayingarap(C1C6C7C8)

•Identifyingandusingwordsformonthsandseasons(C1C3C7C8)

•Makingcut-outsandusingtheminacommunicativegame(C1C5C6C7C8)

•MakingtheQuestmembershiphand(C1C6C7C8)

Vocabulary:

• Months: January, February, March, April, May, June, July, August, September, October, November, December

• Seasons: spring, summer, autumn, winter

Structures

• Good to see you again!

• How are you?

• I’m great, thanks.

• What do you want to do?

• I want to (go on a quest again).

•(ForchildrenwhohavealreadystartedlearningEnglish,orcompletedYour Quest3,languageinthecolumnKey languagemayberecycled.)

• Hello! Goodbye!

• It’s…

• Is/Are…?

• Wildanimals: gorilla, kangaroo, tiger

• Landfeatures: mountain, forest, waterfall, palm tree

•Clothes: hat, dress, belt, scarf, boots

• Foods: chicken, spaghetti, ice cream, meatballs, cake, sausages

• What’s (the month)?

• What’s your favourite (animal)?

• Where is/are…?

• When is (summer)?

• Let me see/try.

• Let’s go in/investigate.

• Let’s listen/say/play/sing/investigate…

• Well done!

• Very good!

• Open your (Pupil’s) Book and find page (2).

• Cut along this line.

•ShowaninterestinlearningEnglish

•Learnabouttheimportanceofbeingfriends

•Bewillingtoparticipateandfollowinstructions

1 Web Quest•Identifyingandnamingschoolsubjects(C1C7C8)

•Listeningto,understandingandreproducingasong,chantandrap(C1C6C7C8)

•Listeningto,reading,understandingandexplainingastory(C1C6C7C8)

•Practisingthesound/f/withtwodifferentrepresentations–fandph(C1C7C8)

•Listeningto,readingandperformingashortdialogue(C1C5C7C8)

•Identifyingpartsofthelanguagestructureandmakingsentencesandquestions(C1C7C8)

•Makingacut-outandusingitinacommunicativegame(C1C5C6C7C8)

•Identifyingandusingclocktimes(C1C3C7)

•Usingclocktimeswithschoolsubjects(C1C3C7C8)

•Listeningto,readingandunderstandingacomicstrip(C1C6C7C8)

•Listeningto,readingandunderstandingtextsabouttheschoolyearandschooldayindifferentcountries(C1C3C7C8)

•Writingashorttextaboutschool(C1C3C6C7C8)

•Doingasurveyofinternationalschoolyears(C1C3C5C7C8)

•Creatingarecordofvocabularylearnt(C7C8)

•Reviewingwhathasbeenstudiedandreflectingonit(C1C3C6C7C8)

•Readingandunderstandingashortdiaryentry(C1C3C7C8)

•Writingashortpersonalizeddiaryentryaboutschoolsubjectsandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary:

• English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

• o’clock, quarter past, quarter to, half past

•CLILVocabulary: term, school holidays, half-term holiday, public holiday

Structures

• I’ve got (Music) on (Tuesday) at (ten o’clock).

• I haven’t got (P.E.).

• Have you got (History)?

• Yes, I have. / No, I haven’t.

• When have you got (Music)?

• Months

• Days of the week

• Let’s sit/listen/say/rap/play/sing/read/investigate…

• Do you remember…?

• Open your (Pupil’s) Book.

• Find page (2).

• Cut along this line/these lines.

•Practisingthesound\f\withtwodifferentrepresentations–fandph

•Understandingthedifferencesbetweenschoolsindifferentcountries

•Showinginterestindifferencesbetweenschoolsindifferentcountries

•SocialScience:The school year

Syllabus

5


Starter Unit Welcome Back!

•Greetingpeopleandsayinggoodbye(C1C5)

•Askingquestionsandgivinganswers(C1C5C7C8)

•Identifyingandnamingwordsfromdifferentlexicalsets(C1C7C8)

•Listeningto,readingandunderstandingastory.

•Showingunderstandingofastorybysequencing(C1C7C8)

•Listeningto,understandingandsayingarap(C1C6C7C8)

•Identifyingandusingwordsformonthsandseasons(C1C3C7C8)

•Makingcut-outsandusingtheminacommunicativegame(C1C5C6C7C8)

•MakingtheQuestmembershiphand(C1C6C7C8)

Vocabulary:

• Months: January, February, March, April, May, June, July, August, September, October, November, December

• Seasons: spring, summer, autumn, winter

Structures

• Good to see you again!

• How are you?

• I’m great, thanks.

• What do you want to do?

• I want to (go on a quest again).

•(ForchildrenwhohavealreadystartedlearningEnglish,orcompletedYour Quest3,languageinthecolumnKey languagemayberecycled.)

• Hello! Goodbye!

• It’s…

• Is/Are…?

• Wildanimals: gorilla, kangaroo, tiger

• Landfeatures: mountain, forest, waterfall, palm tree

•Clothes: hat, dress, belt, scarf, boots

• Foods: chicken, spaghetti, ice cream, meatballs, cake, sausages

• What’s (the month)?

• What’s your favourite (animal)?

• Where is/are…?

• When is (summer)?

• Let me see/try.

• Let’s go in/investigate.

• Let’s listen/say/play/sing/investigate…

• Well done!

• Very good!


• Cut along this line.

•ShowaninterestinlearningEnglish

•Learnabouttheimportanceofbeingfriends

•Bewillingtoparticipateandfollowinstructions

1 Web Quest•Identifyingandnamingschoolsubjects(C1C7C8)



•Practisingthesound/f/withtwodifferentrepresentations–fandph(C1C7C8)




•Identifyingandusingclocktimes(C1C3C7)

•Usingclocktimeswithschoolsubjects(C1C3C7C8)


•Listeningto,readingandunderstandingtextsabouttheschoolyearandschooldayindifferentcountries(C1C3C7C8)

•Writingashorttextaboutschool(C1C3C6C7C8)

•Doingasurveyofinternationalschoolyears(C1C3C5C7C8)




•Writingashortpersonalizeddiaryentryaboutschoolsubjectsandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary:



•CLILVocabulary: term, school holidays, half-term holiday, public holiday

Structures

• I’ve got (Music) on (Tuesday) at (ten o’clock).

• I haven’t got (P.E.).

• Have you got (History)?

• Yes, I have. / No, I haven’t.

• When have you got (Music)?

• Months

• Days of the week

• Let’s sit/listen/say/rap/play/sing/read/investigate…

• Do you remember…?

• Open your (Pupil’s) Book.

• Find page (2).

• Cut along this line/these lines.

•Practisingthesound\f\withtwodifferentrepresentations–fandph

•Understandingthedifferencesbetweenschoolsindifferentcountries


•SocialScience:The school year

Competenceinlinguisticcommunication Mathematicalcompetence Competenceinknowledgeofandinteractionwiththephysicalworld CompetenceinprocessinginformationanduseofI.C.T. Competenceinsocialskillsandcitizenship Artisticandculturalcompetence Learningtolearn Autonomyandpersonalinitiative

6


2 New York, New York!

•Identifyingandnamingshopsandplaces(C1C7C8)



•Practisinganddiscriminatingbetweenthe\œ\ and\eI\sounds(C1C7C8)




•Identifyingandusingdirections(C1C3C7)

•Usingdirectionswithplaces(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutcities(C1C3C7C8)

•Writingashorttextaboutacity(C1C3C7C8)

•DoingaquizaboutLondon(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutatownandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• bank, cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square

• turn left, turn right, go straight on, walk around

• CLILvocabulary:capital, city, art gallery, cathedral, river, the Houses of Parliament, famous, government

Structures

• I’m going to the (greengrocer’s).

• I’m not going to the (library).

• Where are you going?

• Are you going to the (square)?

• Yes, I am. / No, I’m not.

• Let’s (go to the cinema).

• It’s…

• This is…

• Can I come too?

• You can (come).

• Let’s look at/listen/say/rap/play/sing/read/investigate…

• Cut along these lines.

•Practisinganddiscriminatingbetweenthe\œ\and\eI\sounds

•Understandingcities

•Showinginterestindifferencesbetweencities

•Geography:London

3 Activity Camp

•Identifyingandnamingactivitiesatanactivitycamp(C1C7C8)



•Practisinganddiscriminatingbetweenthe\k\ and\s\sounds(C1C7C8)




•Identifyingandusingwordsfordifferenttypesofweather(C1C3C7)

•Usingweatherwordswithactivities(C1C3C7C8)


•Listeningto,readingandunderstandinginformativetextsaboutadventuresports(C1C3C7C8)

•Writingashorttextaboutanadventuresport(C1C3C7C8)

•Doingasportssurvey(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutanactivitycampandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing

• cloudy, raining, snowing, sunny, foggy, windy

• CLILvocabulary: zip-line, gravity, pulley, trainers, gloves, helmet, harness, kite, board, stunt, straps, balance

Structures

• He’s/She’s (cycling).

• He/She isn’t (canoeing).

• Is he/she horse-riding? Yes, he/she is. / No, he/she isn’t.

• What’s he/she doing?

•Colours

• I’ve got (my boots).

• What’s everyone doing?

•We/You can (go cycling).

• Let’s do/talk/look at/listen/say/rap/play/sing/read/investigate…

• Where are…?

•Cut along these lines.

•Practisinganddiscriminatingbetweenthe\k\and\s\sounds

•Understandingadventuresports

•Showinginterestinadventuresportsandhowyoudothem

•P.E.:Adventure sports

7


2 New York, New York!

•Identifyingandnamingshopsandplaces(C1C7C8)



•Practisinganddiscriminatingbetweenthe\œ\ and\eI\sounds(C1C7C8)




•Identifyingandusingdirections(C1C3C7)

•Usingdirectionswithplaces(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutcities(C1C3C7C8)

•Writingashorttextaboutacity(C1C3C7C8)

•DoingaquizaboutLondon(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutatownandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary



• CLILvocabulary:capital, city, art gallery, cathedral, river, the Houses of Parliament, famous, government

Structures

• I’m going to the (greengrocer’s).

• I’m not going to the (library).

• Where are you going?

• Are you going to the (square)?

• Yes, I am. / No, I’m not.

• Let’s (go to the cinema).

• It’s…

• This is…

• Can I come too?

• You can (come).

• Let’s look at/listen/say/rap/play/sing/read/investigate…


•Practisinganddiscriminatingbetweenthe\œ\and\eI\sounds

•Understandingcities

•Showinginterestindifferencesbetweencities

•Geography:London

3 Activity Camp

•Identifyingandnamingactivitiesatanactivitycamp(C1C7C8)



•Practisinganddiscriminatingbetweenthe\k\ and\s\sounds(C1C7C8)




•Identifyingandusingwordsfordifferenttypesofweather(C1C3C7)

•Usingweatherwordswithactivities(C1C3C7C8)


•Listeningto,readingandunderstandinginformativetextsaboutadventuresports(C1C3C7C8)

•Writingashorttextaboutanadventuresport(C1C3C7C8)

•Doingasportssurvey(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutanactivitycampandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary



• CLILvocabulary: zip-line, gravity, pulley, trainers, gloves, helmet, harness, kite, board, stunt, straps, balance

Structures

• He’s/She’s (cycling).

• He/She isn’t (canoeing).


• What’s he/she doing?

•Colours

• I’ve got (my boots).

• What’s everyone doing?

•We/You can (go cycling).

• Let’s do/talk/look at/listen/say/rap/play/sing/read/investigate…

• Where are…?


•Practisinganddiscriminatingbetweenthe\k\and\s\sounds

•Understandingadventuresports

•Showinginterestinadventuresportsandhowyoudothem

•P.E.:Adventure sports


8


Units 1, 2, 3 Your Quest Revision and Traditions in the UK

•Identifyingandnamingschoolsubjects,clocktimes,shopsandplaces,directions,activities,andtypesofweather(C1C7C8)

•ReviewingwhathasbeenstudiedinUnits1,2and3(C1C5C7C8)

•ListeningtoandshowingunderstandingofashorttextonUKculture(C1C3C7C8)

•Writingashorttextabouttraditionsinyourcountry(C1C3C5C6C7C8)

Vocabulary:




•turn left, turn right, go straight on, walk around



Structures:

• Can you find…?

• Let’s sing/ask/find/listen/check/read…


• What’s (the secret word)?

•What can you see?

4 Town Fair•Identifyingandnamingfooditems(C1C7C8)



•Practisinganddiscriminatingbetweenthe\e\ and\i…\sounds(C1C7C8)



•Makingacut-outandusingitinacommunicativegame(C1C2C5C6C7C8)

•IdentifyingandusingUKprices(C1C2C3C5C7)

•UsingUKpriceswithfooditems(C1C2C3C5C7C8)


•Listeningto,readingandunderstandinginformativetextsaboutmoney,currenciesandfamousshopsindifferentcountries(C1C2C3C7C8)

•Writingashorttextaboutafamousshop(C1C3C7C8)

•Creatinganewbanknoteandacoin(C1C2C3C6C7C8)




•Writingashortdialogueinashopintheirdiaryandrole-playingit(C1C2C3C4C5C6C7C8)

Vocabulary

• cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries

• Five pence, Ten pence, Fifty pence, Five pounds fifty, Eight pounds ninety-nine

• CLIL vocabulary: currency, Euro, Pound, Dollar, country, design, note, coin, metallic thread, cotton, linen

Structures

• Can I have some (bread), please?

• Can I have a (biscuit), please?

• Here you are.

• I’m sorry. I haven’t got (biscuits).

• Do you want anything else?

• Yes, please. / No, thank you.

• How much is it?

• That’s (five) (pounds).

• Have you got (lots of money)?

• I’ve/We’ve got (lots of food).

• I/We haven’t got any (money).

• A (pineapple) is better for you.

• Let’s listen/read/investigate/talk about/sing/say/rap/play/look at/…


•Practisinganddiscriminatingbetweenthe\e\and\i…\sounds

•Understandingfoodandshopping

•Showinginterestindifferentcurrencies

•SocialScience:Money

9



•Identifyingandnamingschoolsubjects,clocktimes,shopsandplaces,directions,activities,andtypesofweather(C1C7C8)


•ListeningtoandshowingunderstandingofashorttextonUKculture(C1C3C7C8)

•Writingashorttextabouttraditionsinyourcountry(C1C3C5C6C7C8)

Vocabulary:




•turn left, turn right, go straight on, walk around



Structures:

• Can you find…?

• Let’s sing/ask/find/listen/check/read…



•What can you see?

4 Town Fair•Identifyingandnamingfooditems(C1C7C8)



•Practisinganddiscriminatingbetweenthe\e\ and\i…\sounds(C1C7C8)



•Makingacut-outandusingitinacommunicativegame(C1C2C5C6C7C8)

•IdentifyingandusingUKprices(C1C2C3C5C7)

•UsingUKpriceswithfooditems(C1C2C3C5C7C8)


•Listeningto,readingandunderstandinginformativetextsaboutmoney,currenciesandfamousshopsindifferentcountries(C1C2C3C7C8)

•Writingashorttextaboutafamousshop(C1C3C7C8)

•Creatinganewbanknoteandacoin(C1C2C3C6C7C8)




•Writingashortdialogueinashopintheirdiaryandrole-playingit(C1C2C3C4C5C6C7C8)

Vocabulary



• CLIL vocabulary: currency, Euro, Pound, Dollar, country, design, note, coin, metallic thread, cotton, linen

Structures

• Can I have some (bread), please?

• Can I have a (biscuit), please?

• Here you are.

• I’m sorry. I haven’t got (biscuits).

• Do you want anything else?

• Yes, please. / No, thank you.

• How much is it?

• That’s (five) (pounds).

• Have you got (lots of money)?

• I’ve/We’ve got (lots of food).

• I/We haven’t got any (money).

• A (pineapple) is better for you.

• Let’s listen/read/investigate/talk about/sing/say/rap/play/look at/…


•Practisinganddiscriminatingbetweenthe\e\and\i…\sounds

•Understandingfoodandshopping

•Showinginterestindifferentcurrencies

•SocialScience:Money



5 Art Gallery•Identifyingandnamingfacialfeatures(C1C7C8)



•Practisingthe\‰…/soundwithtwodifferentrepresentations–urandir(C1C7C8)




•Identifyingandusingdescriptiveadjectives(C1C3C7)

•Usingdescriptiveadjectiveswithfacialfeatures(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutpaintings(C1C3C6C7C8)

•Writingashorttextaboutachild’spainting(C1C3C6C7C8)

•Creatingapainting(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutapaintingandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache

• happy, sad, strong, weak, rude, polite

•CLIL vocabulary: Royal family, palace, realism, artist, king, queen, princess

Structures

• He’s/She’s got (curly hair).

• He/She hasn’t got (blue eyes).

• Has he/she got (dark hair)?

• Yes, he/she has. / No, he/she hasn’t.

• I’ve/You’ve got…

• It’s a…

• What’s this/that?

• He’s…ing.

• Can I/you…?

• Let’s do/play/look at/look around/sing/say/rap/listen to/investigate/read/…

• It’s your turn.

•Is it...? Yes, it is. / No, it isn’t.

•He/She is/isn’t (polite).

•Who am I describing?


•Practisingthe \‰…\soundwithtwodifferentrepresentations-“ur”and“ir”

•Understandingtheimportanceofart

•Showinginterestindifferentpaintings

•Art:Faces in paintings

6 What do you do?

•Identifyingandnamingdailyroutines/activities(C1C7C8)



•Practisinganddiscriminatingbetweenthe\Å\ and\Ú\sounds(C1C7C8)




•Identifyingandusingwordsfordifferentjobs(C1C3C7)

•Usingdailyroutines/activitieswithjobs(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutdifferentjobs(C1C3C6C7C8)

•Writingashorttextaboutanunusualjob(C1C3C7C8)

•Creatingajobprofile(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutajobandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• have a snack, leave home, go for a walk, go to school, come back home, meet a friend, talk on the phone, go to a friend’s house

• police officer, nurse, vet, firefighter, actor, singer

• CLILvocabulary: astronaut, train, mission, flight simulator, underwater training tank, computer games designer, graphics, sports journalist, interview, coach, studio

Structures

• He/She (goes to school).

• He/She doesn’t (talk on the phone).

• Does he/she (have a snack)? Yes, he does. / No, he doesn’t.

•Clocktimes

• What’s this?

• He’s got…

• Can you/I…?

• This is…

• Do you want to…?

•Who’s this? He’s/She’s a (vet).

• Let’s do/say/rap/sing/play/look at/listen to/read about/investigate…


•Practisinganddiscriminatingbetweenthe\Å\and\Ú\sounds

•Understandingtheimportanceofhelpinginthecommunity

•Showinginterestindifferentjobs

•SocialScience:Different jobs

10

11


5 Art Gallery•Identifyingandnamingfacialfeatures(C1C7C8)



•Practisingthe\‰…/soundwithtwodifferentrepresentations–urandir(C1C7C8)




•Identifyingandusingdescriptiveadjectives(C1C3C7)

•Usingdescriptiveadjectiveswithfacialfeatures(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutpaintings(C1C3C6C7C8)

•Writingashorttextaboutachild’spainting(C1C3C6C7C8)

•Creatingapainting(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutapaintingandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary



•CLIL vocabulary: Royal family, palace, realism, artist, king, queen, princess

Structures

• He’s/She’s got (curly hair).

• He/She hasn’t got (blue eyes).

• Has he/she got (dark hair)?

• Yes, he/she has. / No, he/she hasn’t.

• I’ve/You’ve got…

• It’s a…

• What’s this/that?

• He’s…ing.

• Can I/you…?

• Let’s do/play/look at/look around/sing/say/rap/listen to/investigate/read/…

• It’s your turn.

•Is it...? Yes, it is. / No, it isn’t.

•He/She is/isn’t (polite).

•Who am I describing?


•Practisingthe \‰…\soundwithtwodifferentrepresentations-“ur”and“ir”

•Understandingtheimportanceofart

•Showinginterestindifferentpaintings

•Art:Faces in paintings

6 What do you do?

•Identifyingandnamingdailyroutines/activities(C1C7C8)



•Practisinganddiscriminatingbetweenthe\Å\ and\Ú\sounds(C1C7C8)




•Identifyingandusingwordsfordifferentjobs(C1C3C7)

•Usingdailyroutines/activitieswithjobs(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutdifferentjobs(C1C3C6C7C8)

•Writingashorttextaboutanunusualjob(C1C3C7C8)

•Creatingajobprofile(C1C3C7C8)




•Writingashortpersonalizeddiaryentryaboutajobandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary


• police officer, nurse, vet, firefighter, actor, singer

• CLILvocabulary: astronaut, train, mission, flight simulator, underwater training tank, computer games designer, graphics, sports journalist, interview, coach, studio

Structures

• He/She (goes to school).

• He/She doesn’t (talk on the phone).

• Does he/she (have a snack)? Yes, he does. / No, he doesn’t.

•Clocktimes

• What’s this?

• He’s got…

• Can you/I…?

• This is…

• Do you want to…?

•Who’s this? He’s/She’s a (vet).

• Let’s do/say/rap/sing/play/look at/listen to/read about/investigate…


•Practisinganddiscriminatingbetweenthe\Å\and\Ú\sounds

•Understandingtheimportanceofhelpinginthecommunity

•Showinginterestindifferentjobs

•SocialScience:Different jobs


12


Units 4, 5, 6 Your Quest Revision and Food in the UK

•Identifyingandnamingfooditems,UKprices,wordsforfacialfeatures,descriptiveadjectives,dailyroutines/activitiesandjobs(C1C2C7C8)


•ListeningtoandshowingunderstandingofashorttextonUKfood(C1C3C7C8)

•Writingashorttextaboutfoodinyourcountry(C1C3C5C6C7C8)

Vocabulary






• police office, nurse, vet, firefighter, actor, singer

Structures

• Who says…?

• Can I have (some lemonade), please?

• I’ve/He’s got (brown eyes).

• I haven’t got (pineapples).

• I’m a (nurse).

• fish and chips, take-away meal, batter, tasty, healthy, cream tea, scones, clotted cream, spread, roast dinner, roast beef, Yorkshire pudding, nut roast, chilli peppers, coconut

• Let’s sing/listen/check/read/make/talk about…



7 The Castle•Identifyingandnamingitemsoffurniture(C1C7C8)



•Practisinganddiscriminatingbetweenthe\A…\ and\e´\sounds(C1C7C8)




•Identifyingandusingwordsforthefloorsofahouse(C1C3C7)

•Usingwordsforthefloorsofahousewithitemsoffurniture(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutcastles(C1C3C7C8)

•Writingatextaboutacastle(C1C3C7C8)

•Creatingacastle(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutadreamhouseandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• toilet, desk, armchair, cupboard, sofa, shower, fridge, cooker, fireplace, bookcase

• fifth floor, fourth floor, third floor, second floor, first floor, ground floor

• CLILvocabulary: stone, dungeon, suit of armour, sword, hire, tower, four-poster bed, cliff

Structures

• There’s (a fireplace/an armchair).

• There isn’t (a desk/an armchair).

• There are some (armchairs).

• Is there (a sofa)? Yes, there is. / No, there isn’t.

• Are there any (cupboards)? Yes, there are. / No, there aren’t.

•Numbers(1–100)

•Dailyroutines/activities

• I can…

• Can you…?

• This is… That’s…

• What do you think?

• This must be…

• Let’s sing/listen to/say/rap/read/point to/investigate/look at/talk about…


•Practisinganddiscriminatingbetweenthe\A…\and\e´\sounds

•Understandinginformationaboutcastles

•Showinginterestindifferentcastlefeatures

•History:Castles

13


Units 4, 5, 6 Your Quest Revision and Food in the UK

•Identifyingandnamingfooditems,UKprices,wordsforfacialfeatures,descriptiveadjectives,dailyroutines/activitiesandjobs(C1C2C7C8)


•ListeningtoandshowingunderstandingofashorttextonUKfood(C1C3C7C8)

•Writingashorttextaboutfoodinyourcountry(C1C3C5C6C7C8)

Vocabulary






• police office, nurse, vet, firefighter, actor, singer

Structures

• Who says…?

• Can I have (some lemonade), please?

• I’ve/He’s got (brown eyes).

• I haven’t got (pineapples).

• I’m a (nurse).

• fish and chips, take-away meal, batter, tasty, healthy, cream tea, scones, clotted cream, spread, roast dinner, roast beef, Yorkshire pudding, nut roast, chilli peppers, coconut

• Let’s sing/listen/check/read/make/talk about…



7 The Castle•Identifyingandnamingitemsoffurniture(C1C7C8)



•Practisinganddiscriminatingbetweenthe\A…\ and\e´\sounds(C1C7C8)




•Identifyingandusingwordsforthefloorsofahouse(C1C3C7)

•Usingwordsforthefloorsofahousewithitemsoffurniture(C1C3C7C8)


•Listeningto,readingandunderstandingtextsaboutcastles(C1C3C7C8)

•Writingatextaboutacastle(C1C3C7C8)

•Creatingacastle(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutadreamhouseandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary


• fifth floor, fourth floor, third floor, second floor, first floor, ground floor

• CLILvocabulary: stone, dungeon, suit of armour, sword, hire, tower, four-poster bed, cliff

Structures

• There’s (a fireplace/an armchair).

• There isn’t (a desk/an armchair).

• There are some (armchairs).

• Is there (a sofa)? Yes, there is. / No, there isn’t.

• Are there any (cupboards)? Yes, there are. / No, there aren’t.

•Numbers(1–100)

•Dailyroutines/activities

• I can…

• Can you…?

• This is… That’s…

• What do you think?

• This must be…

• Let’s sing/listen to/say/rap/read/point to/investigate/look at/talk about…


•Practisinganddiscriminatingbetweenthe\A…\and\e´\sounds

•Understandinginformationaboutcastles

•Showinginterestindifferentcastlefeatures

•History:Castles


14


8 Science Museum

•Identifyingandnamingelectronicitems(C1C7C8)



•Practisinganddiscriminatingbetweenthe\I\ and\aI\sounds(C1C7C8)




•Identifyingandusingverbsrelatedtocomputers(C1C3C4C7)

•Usingwordsforelectronicitemswithverbsrelatedtocomputers(C1C3C4C7C8)


•Listeningto,readingandunderstandingtextsaboutinventions(C1C3C7C8)

•Writingaboutaninvention(C1C3C7C8)

•Creatinganinvention(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutpeopleusingtechnologyandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary

• email, laptop, mobile phone, MP3 player, digital camera, DVD player, games console, printer

• switch on, switch off, enter, click on, save, print

• CLILvocabulary: smart, vacuum cleaner, dirt, dust, brushes, battery, charge, solar powered, draw energy, solar panel

Structures

• They’re (using a games console).

• They aren’t (writing).

• What are they doing?

• Are they (looking for information)? Yes, they are. / No, they aren’t.

• What’s this? It’s…

• I’ve/He’s/She’s/We’ve got…

• Have you got…?

• We like to…

• They like (watch)ing (films).

• Let’s do/play/sing/listen/say/rap/point to/investigate/look at/read/talk about…


•Practisinganddiscriminatingbetweenthe\I\and \aI\sounds

•Understandingtheimportanceoftechnology

•Showinginterestindifferentinventions

•Science:Technology

Units 7, 8 Your Quest Revision and Transport in the UK

•Identifyingandnamingitemsoffurniture,wordsforfloorsinabuilding,wordsforelectronicitems,verbsrelatedtocomputers(C1C4C7C8)

•ReviewingwhathasbeenstudiedinUnits7and8(C1C5C7C8)

•ListeningtoandshowingunderstandingofashorttextonUKtransport(C1C3C7C8)

•Writingashorttextabouttransportinyourcountry(C1C3C5C6C7C8)

Vocabulary


• ground floor, first floor, second floor, third floor, fourth floor, fifth floor



Structures

• Can you see…?

• taxi, passenger, free, traffic, ferry, high speed train, electricity, ticket, narrow boat, canal

• Let’s sing/listen/check/read/make/talk about …

•Open your (Pupil’s) Book and find page (61).

Christmas•IdentifyingandnamingwordsrelatedtoChristmas(C1C7C8)

•Listeningto,readingandunderstandingastoryaboutChristmas(C1C6C7C8)

•Showingunderstandingofthestorybyansweringquestions(C1C7C8)

•Listeningto,readingandunderstandingatextaboutChristmastraditionsindifferentcountries(C1C7C8)

•Followinginstructionstomakeanadventcalendar(C6C7C8)

Vocabulary

• wreath, pine cones, holly leaves, berries, ribbon, stocking, present, advent calendar, e-card

Structures

• I/We can (make the decorations).

• I can’t (find the decorations).

• I haven’t got (any cards).

• You’ve got (mail).

• Have you got (some scissors)?

• I’m from (England).

• She’s got…

• There’s…

•UnderstandingtheimportanceoffamilyatChristmas

•ShowinginterestinChristmastraditions.

World Music Day

•Identifyingandnamingwordsrelatedtomusic(C1C6C7C8)

•Listeningto,readingandunderstandingatextaboutunusualmusicalinstruments(C1C3C6C7C8)

•Answeringaquestionnaire(C1C6C7C8)

Vocabulary

• banjo, didgeridoo, bodhran, musical instrument, string, wind, percussion, strings, country music, folk music, Aboriginal, eucalyptus, termites, hand-held drum, two headed stick

Structures

• People/They use…

• I can play…

• She plays (the accordion).

• My favourite musician is…

• Who is your favourite musician?

• What musical instrument can you play?

• Do you like…?

• I like…

• What type of instrument is it?

• Let’s sing/complete…

•Understandingtheimportanceoftraditionalmusic

•Showinginterestinmusicandunusualinstruments.

15


8 Science Museum

•Identifyingandnamingelectronicitems(C1C7C8)



•Practisinganddiscriminatingbetweenthe\I\ and\aI\sounds(C1C7C8)




•Identifyingandusingverbsrelatedtocomputers(C1C3C4C7)

•Usingwordsforelectronicitemswithverbsrelatedtocomputers(C1C3C4C7C8)


•Listeningto,readingandunderstandingtextsaboutinventions(C1C3C7C8)

•Writingaboutaninvention(C1C3C7C8)

•Creatinganinvention(C1C3C6C7C8)




•Writingashortpersonalizeddiaryentryaboutpeopleusingtechnologyandtalkingaboutit(C1C3C5C6C7C8)

Vocabulary



• CLILvocabulary: smart, vacuum cleaner, dirt, dust, brushes, battery, charge, solar powered, draw energy, solar panel

Structures

• They’re (using a games console).

• They aren’t (writing).

• What are they doing?

• Are they (looking for information)? Yes, they are. / No, they aren’t.

• What’s this? It’s…

• I’ve/He’s/She’s/We’ve got…

• Have you got…?

• We like to…

• They like (watch)ing (films).

• Let’s do/play/sing/listen/say/rap/point to/investigate/look at/read/talk about…


•Practisinganddiscriminatingbetweenthe\I\and \aI\sounds

•Understandingtheimportanceoftechnology

•Showinginterestindifferentinventions

•Science:Technology

Units 7, 8 Your Quest Revision and Transport in the UK

•Identifyingandnamingitemsoffurniture,wordsforfloorsinabuilding,wordsforelectronicitems,verbsrelatedtocomputers(C1C4C7C8)

•ReviewingwhathasbeenstudiedinUnits7and8(C1C5C7C8)

•ListeningtoandshowingunderstandingofashorttextonUKtransport(C1C3C7C8)

•Writingashorttextabouttransportinyourcountry(C1C3C5C6C7C8)

Vocabulary


• ground floor, first floor, second floor, third floor, fourth floor, fifth floor



Structures

• Can you see…?

• taxi, passenger, free, traffic, ferry, high speed train, electricity, ticket, narrow boat, canal

• Let’s sing/listen/check/read/make/talk about …

•Open your (Pupil’s) Book and find page (61).

Christmas•IdentifyingandnamingwordsrelatedtoChristmas(C1C7C8)

•Listeningto,readingandunderstandingastoryaboutChristmas(C1C6C7C8)

•Showingunderstandingofthestorybyansweringquestions(C1C7C8)

•Listeningto,readingandunderstandingatextaboutChristmastraditionsindifferentcountries(C1C7C8)

•Followinginstructionstomakeanadventcalendar(C6C7C8)

Vocabulary

• wreath, pine cones, holly leaves, berries, ribbon, stocking, present, advent calendar, e-card

Structures

• I/We can (make the decorations).

• I can’t (find the decorations).

• I haven’t got (any cards).

• You’ve got (mail).

• Have you got (some scissors)?

• I’m from (England).

• She’s got…

• There’s…

•UnderstandingtheimportanceoffamilyatChristmas

•ShowinginterestinChristmastraditions.

World Music Day

•Identifyingandnamingwordsrelatedtomusic(C1C6C7C8)

•Listeningto,readingandunderstandingatextaboutunusualmusicalinstruments(C1C3C6C7C8)

•Answeringaquestionnaire(C1C6C7C8)

Vocabulary

• banjo, didgeridoo, bodhran, musical instrument, string, wind, percussion, strings, country music, folk music, Aboriginal, eucalyptus, termites, hand-held drum, two headed stick

Structures

• People/They use…

• I can play…

• She plays (the accordion).

• My favourite musician is…

• Who is your favourite musician?

• What musical instrument can you play?

• Do you like…?

• I like…

• What type of instrument is it?

• Let’s sing/complete…

•Understandingtheimportanceoftraditionalmusic

•Showinginterestinmusicandunusualinstruments.

16

Introduction1 What is Your Quest?Your Questisastory-basedcourseforprimaryschoolpupilswhohaveinitialornopreviousknowledgeofEnglish.Theaimofthecourseistoallowstudentstomaximizetheirlearningpotentialbyworkingthrougheighttopic-basedunits,thatmotivateandinterestthemandwhicharepresentedinawaythatallowseasytransfertotheirownworld.ItsaimistodeveloptheircompetenceinusingEnglishinaseriesof‘buildingblocks’andtoprovidesolidfoundationsinlanguageskillsforfuturelearning.

The main aims of Your QuestListening:toparticipateinandunderstandmessagesthroughavarietyofauditoryforms(songs,raps,dialogues,newsbroadcastsandannouncements).Alsotodeveloptechniquesandstrategieswhichwillenablethemtorespondtowhattheyhear.Speaking:toaskandrespondinthecorrectmannerinavarietyofsituations(roleplays,groupwork);toobservethenormsofturntakingandcustomsofspeaking(please,thankyou).Writing: toproduceandlearnaboutdifferenttextswhichhaveatransferablevaluefromtheirownworld(diaries,emails,posters,webpages,invitations,menus);toevaluateandreflectontheirwritingattheendofeachunit.Reading:tounderstanddifferenttextsrelatedtotheirinterests;todeveloptechniquesandstrategiestorespondtoEnglishtexts.Learning to learn and reflect: todevelopstrategiesandtechniquesineachcyclethroughwhichtheyareabletoshowtheirautonomyaslearnersandareabletoevaluatetheirownlearning.Different cultures: tolearnaboutdifferentculturalaspectsofthelanguageasameansofcommunicatingwithpeoplefromdifferentbackgroundsandcultures;todeveloprespectfordifferentcultures.CLIL:tolearnandapplyaspectsofotherschoolsubjectstotheirlanguagelearning,andtoappreciatethebenefitsofCLIL.Pronunciation: toidentifyandunderstandsoundandphonemerhythmandintonation,insongs,questions,chantsanddialogues;todiscriminatebetweendifferentsoundsandshowanawarenessofEnglishpronunciation.

Communication strategies: toidentifyandunderstandlinguisticstructuresandlexicalaspectsofEnglishandusethemtocommunicateeffectively.Eliciting meaning through context: todevelopstrategiestounderstandstructuresorlexisnotseenbefore,butwhichcanbeunderstoodfromcontextandcluesgiven.

2 The main aims of Your Quest 4TheobjectivesofthiscyclehavebeenwritteninaccordancewiththerequirementsoftheCouncilofEurope.Thereisastrongfocusinthiscycleonthedevelopmentofreadingandwritingskills,althoughspeakingandlisteningcontinuetobeofkeyimportance,inadditiontothemaintenanceofapositiveattitudetolearningaforeignlanguageandrespectforclassmates.Listening: toparticipateinandunderstandsimplemessagesfromsongs,raps,theteacherandotherstudents.Speaking:tolearntocommunicateinbasicmessages,usinglinguisticornon-linguisticmeans.Writing:toproduceshortwrittentextsofvariousgenres.Ineachcasethestudentsarepersonalizingthetext,usingamodelasaguideforlayoutandcontent.Reading:tounderstandandrespondtoinformationatbothsentenceandparagraphlevel,usingvisualcluesasastrategytofurtherunderstandingandansweringquestionsorTrueorFalsesentences.Learning to learn and reflect: togiveanopinionoftheirownlearningbyparticipatinginteamgamesandemployingabasicevaluationstrategy.Language comparison: tolearnaboutthedifferencesbetweenEnglishandtheirownlanguage.CLIL: tolearnaboutotherschoolsubjectsthroughthemediumofEnglishsotheirdevelopmentintheforeignlanguageismorenaturalandintegrated.Teamwork: torespectclassmatesandworkinpairsorgroupswithapositiveattitude.Pronunciation: toreproducewords,songs,rapsandchantswiththeappropriaterhythmandintonation.

17

Introduction

3 The course components of Your Quest 4

Pupil’s BookThisconsistsof64full-colourpagescontainingeightunitsofworkthatintroducepupilstodifferenttopics,astarterunit,threereviewandUKculturesections,asectiontoconsolidateandreviewthethemesofthestoryandmaterialfortwofestivals(ChristmasandWorldMusicDay).Eachunitconsistsofeightlessons,includingadouble-pagestoryandsixpagesofactivities.Thereispronunciationworkwiththephonicsactivity,aCLILbasedpageofactivitiesandafuncomicstripstorythatrunsthroughthebook.

Activity BookThisconsistsof88pagesofactivitiesforalltheunits,whicharefullyintegratedwiththePupil’sBook.TheActivityBookreinforceslanguageandvocabularyfromthePupil’sBookandaimstodeveloplistening,readingandwritingskills.Therearerevisionlessons,aMindmapandcut-outsforeachunit.AttheendofeachunitthereisaWritingDiary.Thisdiaryhelpsconsolidategrammarandvocabularythatthepupilshavelearnt.Itprovidesanextendedopportunityforpupilstodeveloptheirreadingandwritingskillsbyreadingamodeldiaryentryandthenplanningandwritingtheirowndiaryentry.

Class CDsAllthestories,songs,pronunciationchantsandotherlisteningactivitiesinYour Quest 4areontheClassCD.Everymainunitsonghasakaraokeversion,whichcanbeusedwhenthepupilsarefamiliarwiththelyrics,forrecyclingandfollow-upactivities.Therecordingsofthediagnostictest,theunittests,thetermtestsandtheend-of-yeartestcanalsobefoundontheCD.

Teacher’s NotesTheTeacher’sNotesprovidealltheinformationandguidanceforteachingYour Quest 4.TheSyllabusatthebeginningofthebookisdetailedandgivestheteacheraclearoverviewofhowthebookandeachunitisstructured.Competences key

CompetenceinlinguisticcommunicationMathematicalcompetenceCompetenceinknowledgeofandinteractionwiththephysicalworldCompetenceinprocessinginformationanduseofI.C.T.

CompetenceinsocialskillsandcitizenshipArtisticandculturalcompetenceLearningtolearnAutonomyandpersonalinitiative

AftertheIntroduction,thereisanActivityBankwithideasforgamesandactivitiesusingtheflashcardsandwordcards.Therearealsoideasforusingtheposters.Thematerialisorganizedbyunitandsetoutinaformatwhichiseasytouse.

TheTeacher’sNotesusesthefollowingicons:

Pupil’sBook

ActivityBook

EachunitoftheTeacher’sNotesincludes:• Unit overview: Thispageoutlinesthemainobjectivesoftheunit.Itfocusesonunitobjectives,keyvocabularyandstructures,pronunciation,cross-curricularcontentandsocio-culturalaspects.Inaddition,thereisasummaryoutliningwhatthepupilswilllearninthatunit.

• Teacher’s Notes:Theseprovidetheteacherwithaguidetoeachlesson.HereyouwillfindreproductionsofthecorrespondingPupil’sBookandActivityBookpages.TheTeacher’sNotesoutlinethemainobjectivesofthelessonandmaterialsrequired,andashortlessonplan(At-a-glance lesson plan).Theteacher’snotesgivesuggestionsonhowtobeginandendeachlessonusingagame,songoractivityfromtheActivityBank.Theyalsoincludeinstructionsonconductingthelesson,andtheygivepracticalsuggestions(Tips)aswellasfurtherideastoexpandoradaptactivities(Options).Inaddition,therearesuggestedactivitiesforfastfinishers(Fast finishers)andextraactivities(Extra activities)inmostlessons.TheTeacher’sNotesalsoincludeaudioscriptsofallthematerialontheCDs.AttheendofeachunitthereisalsoanaudioscriptofthecorrespondingunitontheDVD.

• Photocopiable materials/cut-outs: AtthebackoftheTeacher’sNotes,additionalphotocopiablematerials/cut-outsareincluded.Thesearereferredtointhedescriptionoftherelevantlesson.

Tests and photocopiable resourcesThisaccompaniestheteacher’sfileandprovidesalltheadditionalworksheetsthatateachermaywishtouse.Thesectionsare:

18

IntroductionIntroduction

1 Classroompracticeworksheets:extensionandreinforcement

2 Phonicsworksheets3 Grammarworksheets4 Macmillanchildren’sreadersworksheets5 Tests:keycompetencediagnostictest,unit

tests,termtests,end-of-yeartest6 Assessment:Teacherassessmentofunitand

ofclass7 Letterstotheparents:Introletterintroducing

thecourse,thenoneperunitincludingthemainsonglyrics

8 DVDworksheets

Songs CDThisisaCDpackagedwiththeActivityBook,whichincludesthesongsandchantsinYour Quest 4.TheCDenablespupilstolistenathometothesongsandchantsthathavebeenintroducedinclass.

Animated Stories CD-ROMThisisaCD-ROMpackagedwiththeActivityBook,whichfeaturesanimatedversionsofthestoriesinYour Quest 4,togetherwithactivitiesrelatedtothestoriesandthevocabularyandstructurescoveredineachunit.TheCD-ROMenablespupilstowatchthestories,whichhavebeenintroducedinclass,athomeandenjoycompletingtherelatedactivities.

DVDTheDVDincludesawealthofanimatedandliveactionmaterialtosupportthePupil’sBook.TheDVDhasthreebasicsections:animatedstoriesforeachunit,asketchforeachunitandaCLILsectionforeachunit.TheDVDaddsanotherdimensiontothecourse,usingthelanguagetaughtinanauthenticUKcontext.ThereareworksheetstoaccompanytheDVDwhichcanbefoundontheTestsandPhotocopiableResources.

4 The aspects of the course4.1 The Your Quest 4 charactersInYour Quest 4,thepupilswillmeetthefourmaincoursecharacters:Anna,Olga,CharlieandMaxthedog.ThecharactersarethesameageaspupilsinyourclassandattendtheQuest School for Investigators.Atthebeginningofthebook,thechildrenarriveattheschoolandmeettheirteacherMrFraseragain.TheydiscoverthatVictorVirus,anevilcharacter,wantstotakeoverallthecomputersintheworldandthereforealsoruletheworld.WiththehelpoftheQuestsymbolstheybeginaquesttofindVictorVirusandstophisevilplans.Duringthecourse,the

charactersfindthemselvesindifferentplaceslookingforVictorVirus.Ineachplacetheymeetnewcharactersandhaveanadventureontheirquest.

4.2 The Your Quest storiesThestoriesinYour Quest 4arealloriginalandcontainthecoursecharacters.Theyprovideaclearandentertainingcontextforthetargetlanguageofeachunit,aswellasprovidingaclearlinktotheCLILtopic,whichthepupilswillbeformallyintroducedtolaterineachunit.Thestoriesincluderealworldandfantasycontexts,butallhavestorylinesthatyounglearnersofEnglishcaneasilyfollow.Thevariedcontextsandstorylines:• provideampleopportunitytoconsolidatethetargetlanguageofeachunit,withrepetitionandbuildingoncourselanguageasawhole.

• createopportunitiesforpupilstorelatethestoriestotheirownexperiencesandknowledgeoftheworldaroundthem.

• motivatepupilstospeculateaboutrealworldcontentandtheunitCLILfocus.

Thevisualcontextofthestoriesisimportantinordertohelpunderstandingandprovideclearcluesforthepupilstoassociatewhattheyhearwithwhattheysee.Theimagesandlanguageaimto:• stimulatetheimaginationofyounglearners.• exposethemtouseful,everydaylanguageinaclearcontext.

• stimulatecuriositywiththeintroductionoftheCLILthemeaspartofeachstoryline.

• promoteautonomousdiscoverybyinvolvingthepupilsinthequest,encouragingthemtolookforaquestitemineachstory.

RecyclingoflanguageissupportedbythecomicstripstoriesinLesson5ofeveryunit,whichfeaturethedogcharacters–Scotty,YorkieandJack.Thestoriesarehumorousandprovideanopportunityforpupilstoseethelanguagerecycledinadifferentcontextandenjoyreadingforpleasure.Theyalsogivethemanopportunitytoroleplaythesituationsiftheywish.

4.3 Selection and treatment of languageInYour Quest 4pupilsareprovidedwithmanyopportunitiestoexperienceandexperimentwiththelanguageinavarietyofactivitiesandcontexts.Fromthefirstlevel,theyareencouragedtotakeanactiveroleinthelearningprocess,throughenquiring,reflecting,andmanipulatingthelanguage,thusdeveloping

19


increasingcompetenceandconfidencethroughthesixlevels.Your Quest 4providespupilswithacarefulbalanceofvocabularyandstructures,whichispractisedandconsolidatedinacarefullystagedandintegratedmanner.Thelanguageofthecoursehasbeenselectedwiththefollowingcriteriainmind:•leveloffrequency.•communicativepurposeandusefulnessoutsidetheclassroomsetting.

•naturalchoiceforrecyclingandreinforcingpreviouslylearnedlanguage.

•supportforthelearningprocessthroughitsutilityasaclassroommanagementresource.

•itssupportfortheunderstandingofcross-curricularthemes.

4.4 The teaching programmeYour Quest 4isdesignedtoaccommodatedifferentteachingsituationsandisveryflexibleduetotheextensivesupplementarymaterialdescribedabove.

5 Organization and key competencesEachunitisintroducedwithamaptoprovideteacherswithanoverviewofthecontentsanddirectionoftheunit.Thisresourceassiststeachersintheirplanningfortheunitasawholeaswellasprovidingaquickcomparisontool,whichcanaidinthepre-teachingandrecyclingoflanguage.Eachlessonstartswithan at-a-glance lesson planwhichprovidestheteacherwithaquickoverviewofthecontentofeachlessonandthematerialsneeded.InYour Quest 4,thereiscoverageofallthekeycompetences.Inboththeunitmapandthe at-a-glance lesson plan,thekeycompetencesfortheactivitiesarelisted,sothattheteachercaneasilyseewhichcompetencesarebeingworkedon.

5.1 The organization of units by lessonThePupil’sBookcontainsastarterunit,eightmainunits,eachconsistingofeightlessons,asectiontoconsolidateandreviewthethemesofthecourse,andthreerevisionandculturesections.Theeightmainunitsfollowthesamegeneralstructure:

Lesson 1 Thethemefortheunitisintroduced,alongwithanewlexicalset(youmayuseyourownflashcards).Asimplegameisplayedtohelpthepupilsrememberthenewwords,theylistentothewordrapandrepeatthe

wordstohelpthemwiththepronunciation.Thevocabularyisreinforcedandmoreactiverecognitionisencouraged.Thepupilsthenlookatanillustrationinthebookshowingthecoursecharactersinasettinglinkedtothethemeandthesong.Thepupilsnextlistentothesongwhichpresentsthenewvocabularythroughsimplegrammaticalstructures.Thecontextofthesongclearlyestablishesthecommunicativepurposeofthelanguage.Theythenplayawordgame,Word Quest,whichencouragesinteractivepracticeofthenewvocabularyusingsimplequestionandanswerdialogues.FurtheractivitiesintheActivityBookprovidewrittenpracticeofthevocabularyset.

Lesson 2 Thelessonbeginswiththepupilsbeingremindedofthenewvocabulary.Afterthis,theysingthesongfromLesson1againtoreinforcethevocabularyinagrammaticalcontext.Thepupilsarethenintroducedtothemainunitstory.Theaimofthestoryistoreinforcethenewlanguageincontextandintroducethecross-curricularcontentoftheunitinanentertainingway.Thestoryisrepeatedseveraltimes.Thefirsttime,thepupilslistenwhilstlookingatthestoryintheirbooks.Afterwardstheteacheraskscomprehensionquestionstoestablishunderstandingofthestoryline.Thepupilsthenlistenagain.Attheendofthestory,theyaremoreinvolvedintheideaofthequest,searchingthestoryframestofindthehiddenQuestletter.ThepupilsthencompletetwoactivitiesintheActivityBookbasedonthestory.Thefirstreinforcesunderstandingofthesequenceandeventsofthestory,whilethesecondallowsforfurtherrelatedlanguagepractice.Thepupilsendthelessonbyfocusingonphonics,withahumorousimageandphoneme-richchanttodrawpupils’attentionto,andgivethempracticeof,thetargetedsound.IntheActivityBooktheyareaskedtosortwordsanddistinguishbetweenthesoundstheyhavebeenintroducedtointhePupil’sBook.

Lesson 3 Thislessonintroducespupilstothetargetgrammarstructure,firstthroughadialogue.Thephotographicimagehelpsestablishthecontextandgivethedialoguearealworldcontext.Pupilslistentothedialogueandreadalongintheirbooks.Theythenlistenagain,thistimerepeatingsentencesaftertheyhearthem.Finallytheclassreadoutthelinesofthedialogueintwogroups.Thiscanbeextendedfurtherinpairwork.Oncethepupilsarecomfortablewiththedialogue,thestructure

20


isfocusedoninmoredetailinLet’s investigate grammar.Thedialogueisusedtohighlightthemainpointsandpupilsareaskedtomakeaffirmative,negativeandquestionsentencesusingtheexamplesinthegrammartable.FurtheractivitiesintheActivityBookprovidepracticeofthetargetstructureandalisteningelementwithasimilardialoguewiththeQuestcharacters.

Lesson 4 Thislessonbeginswithfurtherpracticeofthegrammarstructure.Asafunteamactivitytheclasspracticesentenceconstructiontogetherofaffirmative,negativeandquestionsentences.TheyconsolidatethiswithfurtheractivitiesintheActivityBook.Pupilsthenmakethecut-outcardsfromtheActivityBook.Theyplayasimplegameusingthem,withpupilstakingturnsatreproducingthetargetlanguage,thusprovidingpracticeonamoreindividuallevel.Clearinstructionsforthedemonstrationandsettingupofthegameareprovided.

Lesson 5 Thislessonintroducesthesecondlexicalsetofvocabularyrelatedtotheunittopic.Pupilsareintroducedtoitbyasimplelistenandrepeatactivityandthenreinforcethewordsthroughafunrap.TheyconsolidatethiswithfurtheractivitiesintheActivityBook.ThelessonendswithanepisodeofthecomicstripA Dog’s Day.Thesehumorousshortstoriesrecyclethetargetlanguageinafunandengagingway.

Lesson 6 Thislessonintroducesacross-curriculartheme.Pupilslistentotextsabouttheimagestheycanseeontheirbooksandanswersimplequestions.Thepupilsthenlistenagain,sotheycanreadthetextsatthesametime.InthePupil’sBooktheyanswerquestionsdesignedtopulloutspecificinformationfromthetexts.Theythenreadafurthershorttextwhichisrelatedtothetopicbutwhichextendstheideasintoothercultures,allowingpupilstocompareadifferentculturewithamorefamiliarone.ThisisusedasamodelforthepupilstothenwritetheirownshorttextintheActivityBook.AttheendoftheclassthereisaCLILprojectwhichpupilsworkonindividuallyoringroups.

Lesson 7 Thislessonaimsatconsolidatingthelanguageandcross-curricularcontentoftheunitwhileprovidingpupilswithanopportunitytoevaluatetheirownlearningthroughtheunit.TheybeginbycompletingaMindMapfocusingonthecorevocabularyoftheunit.AfterwardstheycompletevariousactivitiesintheActivityBook,includingalisteningcomprehensionand

areadingcomprehension,andareexpectedtoproduceshortwrittensentences.Attheendofthelesson,pupilsevaluatetheirworkandunderstandingoftheunitbycolouringoneoftheQuestchildren,representingtheirownviewoftheirprogressacrosstheunit.

Lesson 8ThefinallessonbeginswithaQuesttasksheetwhichrequirespupilstoworkindividuallytofindanswerstoquestionsfromtheunittheyhavejustcompleted.Itisafurtheropportunityforautonomousrevisionandconsolidation.ThecontinuationofthelessonfocusesonworkingwiththeWritingDiary.PupilsreadanonlinediaryentryandaccompanyingdiarynoteswrittenbyoneoftheYour QuestcharactersintheirActivityBooks.Theythenlookatthegrammarfocusforthatlessonandusetheexamplestocreateaffirmative,negativeandquestionsentences.Finallypupilsplanandwritetheirowndiaryentry.

Revision and Culture lessons Therearethreerevisionandculturesections,whichcomeafterUnits3,6andQuest Code-breakers and Quiz.Eachrevisionlessonfollowsthesameformat.Agameisplayedtorevisethelexicalsetsoftheunits.Thenpupilsaskandanswerquestionsaboutapicture,wherethelanguageofthethreeortwopreviousunitsisembeddedinthequestionsandanswers.PupilscanlistentothesamequestionsandanswerdialogueontheclassCDtochecktheiranswers.Afterwardsthepupilshavetofindthehiddenlettersinthepictureandmakethesecretword.ThesecondpartofthelessonfocusesonUKculturewithathemeconnectedtotheunittopicsbeingrevised.PhotographsinthePupil’sBookillustratethetopicbeingfocusedonandashorttextaccompanieseachone.PupilsareencouragedtoobservedifferencesbetweentheUKandtheircountry.Thereisanopportunityforfurtherwritingpracticeaspupilsareaskedtoinvestigateandwriteabouttheircountry.Theyworkfirstwithanexamplewritingplanandtext.

5.2 The organization of the lessonThelessonsinYour Quest 4havebeencarefullydesignedtoengagethepupilsandhavebeenplannedtoensurethatpupilscaneasilyfollowthedifferentstagesthroughouteachlesson.Everyactivityhasaclearlinguisticgoalandeachactivityflowsnaturallytothenext.Eachlessonfollowsthesamegeneralformat.

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Opening activitiesTheopeningactivitieshavemultiplepurposes:tosignalthestartofthelesson,tointroduceusefullanguageforsimpleinformationexchangesaswellasforclassroommanagementandtoreviewlanguagefrompreviousunits.

Opening song/chantAsongorchantisthestartingpointofthelesson,introducingandpractisingusefullanguageforshortpersonalinformationexchangesandsimpledialoguesorlanguagethatcanbeintegratedintothegeneralrunningoftheclass.Thepupilsareencouragedtosingthesong/chant.

Main activitiesEachlessoncomprisesavarietyofmainactivities,withabalanceofpaceandskillfocus.Theactivitiesaredesignedtoengageandmotivatethepupilsandpromotethedevelopmentofcommunicativeconfidenceinacarefullystagedandintegratedmanner.Thecombinationofmainactivitiesisdependentonthegoalforeachlesson.Forthemostpart,however,themainsectionofthelessonisdedicatedtothedevelopmentoforalandauralskillsusingarangeofteacher-ledgames,actiongames,TotalPhysicalResponse(TPR)andmime.Pupilsarealsoencouragedtoworkinsmallergroupsandpairstooptimizeopportunitiesofexperimentingwiththelanguage.TheActivityBookislaterusedtogivepupilsafurtheropportunitytoworkmoreindependently,reflectingonthelanguageastheycompleteactivitiesinthebook.Thisperiodofthelessonalsogivestheteacherachancetomovearoundtheclassandassesspupils’progressonanindividuallevel,providingsupportwherenecessary.Therearealsoideasprovidedforaccommodatingfastfinishers.

Closing activitiesThereisasongorchanttosignaltheendofeachlesson.Asatthebeginningofthelesson,thesong/chantexposespupilstousefulinteractiveexchangesandclassroomlanguage.

5.3 The organization of the Activity BookTheActivityBookcontains88pagesofactivitiesaimedatpromotingreadingandwritinginEnglish.TheactivitiessupportthelanguagethatthepupilshavepractisedaurallyandorallyinthePupil’sBook.Thereareeightpagesofactivitiesperunitofwork,apageforeachofthefestivals,aMindMapsectionforeveryunit

wherethepupilsstickvocabularystickers,andcut-outactivities.Thelessonsforeachunitfollowthesamegeneralstructure.Lesson 1Thepupilsrecognizeandwritetheeightortencorelexicalitems,basedonimageprompts.Theythenwritethekeyvocabularyitemsincontext.Lesson 2 Thepupilsreadandmatchsentencesfromthestoryscripttoimagesofthestory.Theydoacomprehensionexerciseonthestory,suchascompletingsentencesoridentifyingtrueorfalseinformation,oransweringquestions.TheywritetheQuestletter.Finallypupilscircle,sortandwritewordsthatmatchthetargetphonicssounds.Theycanthenlistenandcheck.Lesson 3Thepupilsordersentences,writethemandcolourtheboxesusingthecolourcodefromthePupil’sBook.TheylistentotheYour QuestcharactersontheclassCDsandfillinmissinginformationormatchit.Theythenwritesentencesusingthetargetvocabularyandstructure.Lesson 4 Thepupilscompleteamatchingtaskmakingcorrectgrammaticalsentences.Theythenreadandcompleteadialogueorwritesentencesusingthetargetstructure,andlistenandcheck.Finally,theyeithercompleteapersonalizationactivityandwritesentencesaboutthemselvesrelatedtothetopicortheywritesentencesdescribingapicturerelatedtothetopic.Lesson 5Thepupilscompleteawritingoralisteningtaskrelatedtothesecondlexicalset.Theycompletesentencescombiningthislexicalsetwiththefirst.Andfinallytheyreadanddraw,ordrawandwriteaboutthemselvesorsomethingrelatedtothetopic.Lesson 6ThepupilsrefertothePupil’sBookCLILtextsandcircle,matchorwritethecorrectinformation.Theylistenandchecktheiranswers.TheythenreadatextconnectedtotheCLILtopicandwriteasimilartextusingprompts.Lesson 7Thepupilscompletefourrevisionactivities,thefirstusingthestickerstocompletetheMindMap.Theythendoalisteningactivitybasedonthesecondlexicalset,followedbyareading,matchingandwritingorlisteningactivity.Theynextwritecompletesentencesusingthevocabularyandstructurefocusedoninthatunit.Finally,pupilsevaluatetheirownlearningandworkforthatunit.

Lesson 8 TheWritingDiaryisanextraresource,whichismotivatingforthepupilsandprovidesarecordoftheirlearningwhileprovidingthe

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teacherwithafurthertoolforwritingpractice,revisionandevaluation.ThepupilscompletetherelevantsectioninthediaryaftertheyhavecompletedeachunitinthePupil’sBook.Thepupilsreflectonwhattheyhavelearntthroughouttheunitandevaluatewhattheyfeeltheycando.

6 Methodology

6.1 Child-centred learningChildrenarenaturallycuriousandYour Quest 4aimstoutilizethiscuriositytomaximizelearning.TheyareencouragedandsupportedontheirquesttoinvestigatetheEnglishlanguageandtheworldaroundthem.Thecoursecontentgeneratesafunfilledenvironmentinwhichpupilscanfreelyexperimentwiththelanguageandcommunicatetheirideasandopinionstotheirpeersandtheirteacher.Thereisafocusonworkingwithlanguagevisually;pupilsareencouragedtousethepicturestoarouseinterest,makepredictionsandgenerateideas.Differentlearningstylesarecateredtowithavarietyoftasksandlearningisactiveandchild-centred.

6.2 The development of communicative skillsInallsixlevelsofYour Questcommunicativecompetenceisthecentralgoalandcommunicativeskillsarebuiltoninasystematicandintegratedway.ThemainfeaturesofYour Quest 4areasfollows:Listening: Listeningactivitiesarevariedwithmultipleaims.Inthefirstlesson,asongprovidesamemorableintroductiontothelanguageoftheunit,promotingasenseofrhythm,stressandintonation.Laterintheunit,thewordrapdevelopsfurtherawarenessofgoodpronunciation,whileagoodearforspecificEnglishsoundsisnurturedinthephonicsactivity.Dialogues,throughouttheunits,provideamplepracticeoflisteningto,understandingandrespondingtolanguageinsimple,familiarcontexts,whilethestoriesmaximizethepupils’interestinnarrationandprovideacontextformoreglobalunderstanding.Speaking:TheoralactivitiesinYour Quest 4arecarefullydesignedandstagedtogivepupilsthecourageandconfidencetoexpressthemselvesinEnglish.Pupilsareprovidedwithmodelswhichcaneasilybemimicked,whichallowforextensionandpersonalization,providinganopportunityforthemtodemonstratetheirunderstanding.InLesson4

theymakecut-outsandplaycommunicativegameswiththem,forwhichtheteacherisprovidedwithclearinstructions.Themodernandappealingsongsandchants,inLessons1and5,invitethemtopractisethelanguageandsupra-segmentalfeaturesofpronunciation,suchasstressandintonation,whileLesson2looksmorecloselyataspecificsoundtoprovidethepupilswithmorefocusedpronunciationpractice.Vocabulary:Achild-friendlylexicalsetispresentedinthefirstlessonofeachunit.Thepupilsfirstmayplaygameswiththenewwords,followedbyawordchant(recordedontheClassCD)tomodelandaidpronunciation.Pupilsthenlistentoasongincludingthewordsinsimplegrammaticalstructures.ThisissupportedbyastimulatingvisualWord Quest,toprovideindividualpractice.InLesson5thepupilsareintroducedtoanewsetofvocabularyitemsthatarerelatedtothecross-curricularcontentoftheunit.Therearemanyopportunitiesforpupilstopractiseanddevelopkeylexicalitemsineachunit.Vocabularyissystematicallyrevisedandrecycledinblockswithinaunit,andpupilswillbeabletorememberthewordseasily.Reading and writing: ThereareopportunitiesinboththePupil’sBookandActivityBooktodevelopthepupils’readingandwritingskills,butitisdependentontheirknowledgeofEnglish,thenumberofclassestheyhaveattendedandtheirreadingandwritingabilityintheirfirstlanguageorlanguages.TextinthePupil’sBookprovidespupilswithclearmodelsoflanguagetointerpretanduseasaguidefortheirowntext.ThisissupportedbyactivitiesintheActivityBook,whichscaffoldwrittentasksleadingtofreerwritingandencouragingpupilstoexplorethelanguagetoexpresstheirownideas.

6.3 A focus on meaningThelanguageinYour Quest 4ispresentedinachild-friendlycontext,enablingpupilstomakeconnectionswithitandtheworldaroundthem.Throughoutaunit,languageisrecycledinvariouslessons,toconsolidatethepupils’learning.Thetopicsincludedareinterestingandrelatetotheirworld.CommunicativeactivitiesinYour Quest 4promotepractisinglanguageinarealworldcontext,whichisthereforeeasilytransferabletocontextsoutsidetheclassroom.

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6.4 Cross-curricular content (CLIL)AnobjectiveofYour Quest 4istolinklearningEnglishwithotherprimarysubjects.However,whenworkinginEnglishwithtopicsfromanothersubject,itisimportanttohaveacontexttoaidunderstandingandhelplearning.Withthisinmind,inYour Quest 4theCLILtopicofeachunitshouldbeintroducedfirstthroughthecolourfulphotographicimagesontheCLILpages.Thisgeneratesinterestandallowspupilstomakepredictionsaboutthespecifictopic.ItalsogeneratesothervocabularyinEnglish(extensionvocabulary).ThepupilslistentotheCLILtextsfirstwithoutthetextinfrontofthem.TheythendeveloptheirunderstandingbyreadingthetextsthemselvesinthePupil’sBook.

6.5 PhonicsInYour Quest 4pupils’understandingandusageofkeyaspectsofpronunciationsuchasrhythm,stressandintonationareincorporatedinanaturalwaythroughexposuretosongs,stories,rapsandchants.InLesson2thereisaspecificfeatureonphonics.Usingachant,pupilslistenandsayafunchant,throughwhichtheyaremadeawareofhowparticularsoundsarecorrectlypronounced.Theactivityalsointroducesanawarenessofsound-spellingpatternsinEnglish.Finally,thepupilscompleteasortingactivitytodemonstratetheirunderstandingofthefeaturedsounds.Theobjectiveistodevelopthepupils’awarenessofasound,andprovideafoundationfromwhichtheycanlearntospeak.

6.6 Developing learner autonomyItisimportantforpupilstodevelopstrategiesforfuturelearning–askillwhichistransferabletoallsubjects.InYour Quest 4theseare:• answeringquestionsaboutsongs.• predictingthecontentofthestoryfromthepictures.

• predictingtheCLILtopic.• recordingvocabularyintheMindMap.InYour Quest 4activitiesinboththePupil’sBookandtheActivityBookencourageadegreeofautonomy.Pupilsarealsoencouragedtoevaluatetheirprogressattheendofeachunit.

6.7 Learning how to learnOneoftheobjectivesofYour Quest 4istoguidepupilstobecomingresponsible,independent,reflectivelearners,whichwillhelptheminlateryears.InYour Quest 4therearea

numberofwaysinwhichlearninghowtolearnisintegratedintothecourse:

At-a-glance lesson plan:Thiscanbewrittenontheboard,sothepupilscanseewhattheywillachieveinclassthatday.Lesson organization:Throughtheclearorganizationoflessons,pupilsfeelsecureandconfidentinthewaytheyapproachtheirlearning.Instructions: ThroughtheuseofsimpleinstructionsinthePupil’sBookandActivityBook,pupilscanunderstandwhatisrequiredoftheminordertocompletetasks.Evaluation: OncompletingtherevisioninLesson7,pupilscolourinpicturesoftheQuest characterstoshowhowwelltheyfeelaftertheyhavecompletedtheunit.Fast finishers, reading and writing activities: Pupilscanusethesematerialstoworkindependently.

6.8 Managing diversity in the classroomNotallpupilslearninthesamewayoratthesamepace.InYour Quest 4,thisdifferenceinlearningisapproachedinanumberofways:Options:Alternativeideasforactivitiesthatsuitthelevelanddiversityoftheclassandindividualpupilsareincluded.Fast finishers: Insomelessonsoftheteacher’snotesthereareactivitiesforfastfinishers.Theycanbeusedwhenpupilsfinishworkaheadofothersintheclassorforfurtherconsolidationofworkwhichhasbeendone.

6.9 Integration of socio-cultural aspectsTheintegrationofsocio-culturalaspectsoflearningisanimportantpartoftheYour Quest 4 syllabus,andishighlightedintheopeningpageforeachunit.Themainsocio-culturalobjectiveistonurtureinterest,andpositiveattitudestowardsalanguage,peopleandculturewhichisdifferentfromthepupils’own.IntheUKculturesection,pupilsareabletodevelopanunderstandingofotherpupils’liveswhilecomparingthemtotheirown.Anotherobjectiveistodevelopapositivebeliefinpupilsintheirownabilitytolearnaforeignlanguage.InYour Quest 4thisisachievedthroughtheuseofgames,storiesandcommunicativeactivitieswhichrelatetothepupils’livesandexperiences.ThisdevelopsapositiveattitudetowardslearningEnglish.

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7 Classroom management7.1 Classroom organizationYour Quest 4isacoursewhichincorporatesroutinesintheTeacher’sNotesandactivities,whichinturnsupporttheteacherinhis/herclasses.Eachlessonbeginsandendswithanopeningandclosingroutine.Otherkeypartsoflessons,suchasthestory,cross-curricularcontent,reviewtheWritingDiaryareintroducedbyachantorquestionstopredictthetopicoractivity.TheTeacher’sNotesprovideconciseinstructionsonhowtosetupandmonitortheactivities.

7.2 Classroom languageTeachersareencouragedtouseEnglishintheclassroomwhereverpossibleinYour Quest 4.Classroomlanguageisintroducedthroughthesongsintheopeningandclosingroutines,andinthecoursematerial.Essentialclassroomlanguageisscriptedintheteachingnotesfortheteacherandpupilstouse.However,itisalsoanticipatedthatpupilswillusetheirownlanguage(L1)atdifferenttimesduringalesson.

8 Involving parents and carersForthisagegroupitisimportanttoinvolvethefamilyinthelearningprocess.Languagewhichislearntatschoolcanbereviewedandreinforcedathome.Your Quest 4 aimstoinvolveparentsorcarersinpupils’learninginanumberofways.TheActivityBookisaccompaniedbyanAnimatedstoriesCD-ROMwhichenablesthepupilstolistentoandwatchthestoryathomewiththeirfamily.ThereisalsoasongsCDandpupilscanlistentothesongsathomewithaparentorcarer.

9 EvaluationEvaluationinYour Quest 4isdevelopedappropriatelyateachstageofthecourse.Theevaluationmaterialisdesignedtocheckachievementsinteachingandlearning,identifypupils’needsandprovidetheopportunityforself-assessment.

9.1 Informal evaluationRecordsheetsforteacher’sobservationsandinformalongoingevaluationareprovidedontheTestsandPhotocopiableResources.Thesegivetheteachertheopportunitytorecordandmeasuretheprogressoftheindividualpupilandthewholeclass.Ateacher’sevaluationoftheunitsheetisalsoprovidedtoallowteacherstoreflectonandassesstheeffectivenessofthematerialprovided.

9.2 Formal evaluationMoreformalevaluationmaterialisalsoprovidedontheTestsandPhotocopiableResources.Theend-of-unittestsenabletheteachertochartthepupils’progressthroughthebook.Theend-of-termtestsenabletheteachertoseehowwellthepupilshaveassimilatedthematerialtaughtthatterm,andtheend-of-yeartestprovidesarecordofthepupils’progressattheendoftheacademicyear.Thekeycompetencediagnostictestattheendofthecoursecanbeusedtoassessthepupils’level.

9.3 Self-evaluationSelf-evaluationisanimportantpartofthelearningprocessinYour Quest 4.ThisisprovidedintheWritingDiaryandtherevisionlessons.

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Introduction

Activity BankThesefive-minuteactivitiescanbeusedtopractiseorrecyclelanguage.Torecycleitemsfromthepreviouslesson,useanactivityaftertheOpeningactivities.Althoughactivitieshavebeenallocatedtospecificlessons,choosetheactivitiesthatworkbestwithyourclass.

Mime and match the flashcard• Preparewordcardsandshowthemtothepupils.Encouragethemtosaythewordsasyoustickthemontheboard.

•Prepareasetofflashcardsandshuffletheminfrontofthepupils.Placethemfacedowninapileonyourdeskandtakethetopone.

• AskthepupilsWhich one is this?andmimetheflashcard.Inviteapupiltoanswerbysayingtheword.Theninvitethepupiltothefronttoremovethecorrectwordcardfromtheboardandshowthepairtotheclass.SayWell done!

• Continuetheactivityuntilallthewordcardshavebeenremovedfromtheboard.

Story sentence review•Openyourbookatthestorypages,holditupandaskthepupilsDo you remember the story?

•Sayasentencealoudfromthestory,andinvitethepupilstosaywhichcharactersaysthesentence.

• Invitethepupiltoreadanothersentencealoudandanotherpupiltogivetheanswer.Continuewiththerestoftheframes.

•Whenthestoryisfinished,praisethepupils’speakingandsayVery good!

Five sentences•Prepareasetofflashcardsandstickthemontheboard.AskthepupilsCan you say five sentences?

• Askthepupilstoworkingroupstothinkoffivesentencesusingthevocabularyontheflashcards.Afteraminute,inviteavolunteertocomethefronttosaytheirgroup’sfivesentences.Astheysaytheirsentences,theytouchthecorrectflashcards.

•Praisethepupils’speaking,sayingVery good!Repeattheprocesswithdifferentvolunteerscomingtothefront.

Banana sentences• Prepareasetofwordcardsandplacethemontheboard.Dividetheclassintotwoteams,andsayLet’s play the Banana sentences game.Drawtwocolumnsontheboardandwritethenameofeachteamatthetop.Inviteavolunteertocometothefronttowritethescores.

•SayasentencetoTeam1,forexample,I (banana) (banana).Inviteapupiltoguessthecompletesentence,forexampleI’ve got Geography.Iftheyseemunsure,mimetheaction.RepeattheprocesswithTeam2.Askyourvolunteertoawardpointsifthesentenceiscompletedcorrectly.

• Continuethegame.Invitevolunteerstomakesentences,eitheraffirmativeornegativeorquestions,fortheotherteamtocomplete.Praisethesentencesthattheymake,sayingVery good!

Mime• Askthepupilswhatwordstheyrememberfromthepreviouslesson(thesewillbethevocabularyfromthesecondlexicalset).Listentoandpraisetheiranswers.SaytothepupilsLet’s stand up!

•Explaintothepupilsthattheyshouldmimethewordyousay.Saythewordsslowlyandthenspeedupastheymimethem.

• Invitedifferentpupilstothefronttosaythewordsandencouragetheirclassmatestomime.

Story quiz•Openyourbookatthestorypages,holditupandaskthepupilsDo you remember the story?

•DividethepupilsintotwoteamsandsayLet’s play the story quiz.Drawtwocolumnsontheboardandwritethenameofeachteamatthetop.

•Askateamtochooseaframethattheotherteammustanswerquestionsabout.Showthatframeonyourbooktotheotherteam.AskthemthequestionsrelatingtothatframefromLesson2,orcreatesomeofyourown.

• Invitedifferentpupilstoanswer,andawardpointsforcorrectanswers.Iftheteamcannotanswer,inviteapupilfromtheotherteamtoanswerforabonuspoint.

•Continuethequizwiththerestoftheframes.Praisethepupils’answers,sayingVery good!

Introduction

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Unit 1 lesson 1Unit 1 lesson 1

CLIL activity• AskthepupilswhattheyrememberabouttheCLILtopic.Dividetheclassintotwoteams.

•SayLet’s answer true or false.Explainthatyouwillsayasentenceandthenyouwillinviteapupiltoanswer,sayingIt’s true!orIt’s false!Iftheygetitright,theygetapointfortheirteam.

•Saydifferentsentencesaboutthetopic.Theninvitevolunteerstothefronttosaysentences.

•Putthepupilsintopairs,andencouragethemtoplaythegamebymakingsentences.Movearoundtheroomandlistentotheirspeaking.Praiseit,sayingVery good!

Unit 1 lesson 1Unit 1 lesson 1

Welcome Back!

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Unit objectives•Greetingpeopleandsayinggoodbye • Askingquestionsandgivinganswers

• Identifyingandnamingwordsfromdifferentlexicalsets

•Listeningto,readingandunderstandingastory

•Showingunderstandingofastorybysequencing

• Listeningto,understandingandsayingarap

• Identifyingandusingwordsformonthsandseasons

•Makingcut-outsandusingtheminacommunicativegame

•MakingtheQuestmembershiphand

Key languageVocabulary

•Months: January, February, March, April, May, June, July, August, September, October, November, December

•Seasons: spring, summer, autumn, winterStructures

•Good to see you again!•How are you?• I’m great, thanks.•What do you want to do?• I want to (go on a quest again).

Recycled language • (ForchildrenwhohavealreadystartedlearningEnglish,orcompletedYour Quest 3,languageinKey language(above)mayberecycled.)

•Hello! Goodbye!• It’s…• Is/Are…?•Wildanimals: gorilla, kangaroo, tiger•Landfeatures: mountain, forest, waterfall,

palm tree•Clothes: hat, dress, belt, scarf, boots•Foods: chicken, spaghetti, ice cream,

meatballs, cake, sausages

Receptive language •What’s (the month)?•What’s your favourite (animal)?•Where is/are…?•When is (summer)?•Let me see/try.•Let’s go in/investigate.•Let’s listen/say/play/sing/investigate…•Well done!•Very good!•Open your (Pupil’s) Book and find page (2).•Cut along this line.

Socio-cultural aspects •ShowaninterestinlearningEnglish•Learnabouttheimportanceofbeingfriends•Bewillingtoparticipateandfollowinstructions

Summary Inthisunityouwillhavetheopportunitytoevaluateyourpupils’knowledgeofEnglishthroughremindingthemofthecharactersandstorylineofthecourse.Youwillalsointroducethemonthsandseasonsandreviewvocabularysets.ThepupilswillalsocreateaQuest membershiphandwithpersonalinformation.

Competences keyCompetenceinlinguisticcommunicationMathematicalcompetenceCompetenceinknowledgeofandinteractionwiththephysicalworldCompetenceinprocessinginformationanduseofI.C.T.CompetenceinsocialskillsandcitizenshipArtisticandculturalcompetenceLearningtolearnAutonomyandpersonalinitiative

UnitStarter

Starter Unit Lesson 1Starter Unit Lesson 1

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•Ifyoudon’tknowthepupils,sayI’m…andthenaskthemWhat’s your name?Encouragethemtoreply,sayingI’m… .Encouragethemtoasktheirpartnerthesamequestionandanswer.

Main activities Say Hello to the Your Quest characters.•Openyourbookatpages2and3.Holdupthebook,pointatMrFraserandsayLook! This is Mr Fraser. Do you remember Mr Fraser?SayHello, Mr Fraser! •PointtoCharlieonthebook.AskWhat’s his name? Say ‘Hello’ Charlie!RepeattheprocesswithOlga,AnnaandMax.•Encouragethepupilstotalkaboutthecharacters.Asksomequestions,forexample,Do you remember who this is? Is Mr Fraser Olga’s dad? (no) Where do they meet? (intheQuestSchoolforInvestigators)etc.

page 2

Listen and read.•SayLet’s get to know the Your Quest characters.SayOpen your Pupil’s Book and find page 2.Givethepupilstimetofindthepagebythemselves.•AskthepupilstoidentifythedifferentYour Questcharacters.Ask Where is (Anna)? Are they friends? (yes) Is Mr Fraser a teacher? (yes) Where are they? (attheQuestSchoolforInvestigators).•Explaintothepupilsthatthecharactersareatschool,butitisaspecialschool.Writethenameoftheschoolontheboard(QuestSchoolforInvestigators).•PointtothespeechbubblesandaskthepupilstoreaditintheirPBwhilelistening.PlayCD1Track8.•WhentheCDhasfinished,askthepupilsWhat do the children want to do this year? (goonaquest).

CD1

8 Charlie:Hi,Anna.Goodtoseeyouagain!Anna:Andyoutoo,Charlie!Hi,Max!Mr Fraser:Hi!Howareyou,Olga?Olga:I’mgreat,thanks,MrFraser.Mr Fraser:Whatdoyouwanttodothisyear?Olga:Iwanttogoonaquestagain.

Lesson 1

Learning objectives •GreettheYour Questcharacters• Identifyandnamewordsfromdifferentlexicalsets

•AskquestionsandgiveanswersLanguage focus•Wildanimals: gorilla, kangaroo, tiger•Landfeatures: mountain, forest, waterfall,

palm tree•Clothes: hat, dress, belt, scarf, boots•Foods: chicken, spaghetti, ice cream,

meatballs, cake, sausages•Where is/are…?•How are you? I’m great, thanks.•Good to see you again. And you too.•What do you want to do this year? I want to

go on a quest again.•Goodbye!Materials•Pupil’sBookpages2and3•ActivityBookpage2•ClassaudioCD

At-a-glance lesson plan(PB pages 2 and 3, AB page 2)

Opening activities•SayHelloandintroductions Main activities•SayHellototheYour Questcharacters

•Listenandread(CD1Track8)(PBpages2–3)

•Vocabulary game Answer the questions

•Vocabulary activitiesInvestigateandfind (PBpages2–3)

•Reading and writing practiceReadandmatch.Lookandwrite.(ABpage2)

Closing activities•SayGoodbye

Opening activities •GreetthepupilsbywavingyourhandandsayingHello!EncouragethemtowavetheirhandsandsayHellotoyou.


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Play Answer the questions.•AskthepupilsWhat questions do the characters ask? Therearetwoquestions.(Howareyou,Olga?Whatdoyouwanttodothisyear?)•Givethepupilstimetolookonthepagesandwritethequestionsontheboardastheysaythem.•Repeatthequestionsaloudandencouragethepupilstosaythemwithyou.Whentheyareconfident,askindividualpupilsthequestionsandpraisetheiranswers.Invitedifferentpupilstothefronttoasktheclass,withtheclassanswering.

Option:Youmaywanttoputthepupilsinpairstoaskandanswerthequestions.

page 3

Investigate and find.•SayLet’s investigate.SayOpen your Pupil’s Book and find page 3.Givethepupilsamomenttofindtherightpage.•HoldupyourPBandpointtoActivity2.•SayLet’s investigate wild animals.Givethepupilstimetolookonpages2and3oftheirPBsandfindthreewildanimals.Praisetheiranswersandwritethemontheboard.•Continuewiththeothercategories.•Answers:Wildanimals:gorilla,kangaroo,tiger/Landfeatures:mountain,forest,waterfall,palm

tree/Clothes:hat,dress,belt,scarf,boots/Foods:chicken,spaghetti,icecream,meatballs,cake,sausages

page 2 Read and match.

•SayOpen your Activity Books and find page 2. Givethepupilstimetofindthepagebythemselves.•HoldupyourABandpointtoActivity1.•Checkthepupilsunderstandwhattheyhavetodoandaskthemtoworkindividuallytomatchthetwohalvesoftheshortexchanges.•Whenthepupilshavefinished,checktheanswerstogether.Askdifferentpupilstoanswer,forexample,sayMaria. What’s number 1? •Praisethepupils’work,sayingWell done! •Answers:1Goodtoseeyouagain!Andyoutoo,Charlie!/2Whatdoyouwanttodothisyear?Iwanttogoonaquestagain./3Hi!Howareyou,Olga?I’mgreat,thanks,MrFraser.

page 2 Look and write.

•SayOpen your Activity Books and find page 2.Givethepupilstimetofindthepagebythemselves.•HoldupyourABandpointtoActivity2.Tellthepupilstowritethewordsunderthecorrectheadings.Some,butnotall,ofthewordsareillustrated.


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•Movearoundtheroom,checkingtheirwork,sayingVery good!Ifthepupilshavedifficultydecidingonthecategory,theycanrefertothewordswhichyouwroteontheboardearlier.•Answers:Wildanimals:gorilla,kangaroo,tiger/Landfeatures:mountain,forest,waterfall,palmtree/Food:chicken,spaghetti,icecream,meatballs,cake,sausages/Clothes:belt,scarf,boots

Fast finishers:Askthepupilstowritemorewordsforeachofthefourcategoriesiftheyknowany.

Closing activities •SaytothepupilsIt’s time to say Goodbye. WavetothepupilsandsayGoodbye! Encouragethemtosaythesame.•Askthepupilstoclosetheirbooksandtidyuptheirthings.

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Lesson 2

Learning objectives •Reviewwordsfromdifferentlexicalsets•Listento,readandunderstandastory•Showunderstandingofthestorybysequencing

Language focus•How are you? I’m great, thanks.•Good to see you again. And you too.•What do you want to do this year? I want to

go on a quest again.•Goodbye!Materials•Pupil’sBookpage4•ActivityBookpage3•ClassaudioCD

At-a-glance lesson plan(PB page 4, AB page 3)

Opening activities•SayHelloandaskquestions •RemembertheYour Questcharacters Main activities•Story activitiesListentothestory.Read.(CD1Track9)Checkcomprehension.Askquestions.(PBpage4)Rememberthestory.The new classroom.Lookandmatch.Number.Writethewords.Read.True✓orfalse✗?Correctthefalsesentences.(ABpage3)


Opening activities •SayHello!andencouragethepupilstoreply.•AskthepupilsthetwoquestionsfromLesson1andencouragethemtoaskeachothertoo.


Remember the Your Quest characters.•AskthepupilsDo you remember the Your Quest characters?Encouragethemtosaytheirnames.

Main activities page 4

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 4.Givethepupilstimetofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingintheirPBs.PlayCD1Track9.•AsktheclassWhat’s the problem?(avirus).

CD1

9 Frame 1 Charlie:It’sournewclassroom.Olga:Lookatallthecomputers.Anna:Becareful,Max.It’saglassdoor.Frame 2Mr Fraser:Iseverybodyready?Charlie, Olga, Anna:Yes!Mr Fraser:Let’sgoin.Frame 3Mr Fraser:Let’sputinthecode.Letmesee.3-2-1-2.Olga:Thedoorisn’topeningMrFraser.Mr Fraser:Letmetryagain.3-1-2-1Frame 4Victor Virus:It’stimetoplantthevirus. V-I-R-U-S.Iwanttocontrolallthecomputers intheworld!Frame 5Mr Fraser:Ican’trememberthecode!Charlie:Bequiet,Max!Mr Fraser:Ahyes!Irememberthecode.It’s3-1-1-2.Let’sgoin.

Check comprehension. Ask questions.•Checkthatthepupilsunderstandthestorybyaskingquestionsabouteachframe.EncouragethemtoanswerinEnglish.

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Starter Unit Lesson 2

Frame 1 Wherearethechildren?(theQuestschool)Whatcantheysee?(thenewclassroom/computers)Whatisthedoormadeof?(glass)Frame 2Arethechildrenready?(yes)Isthedooropen?(no)Frame 3Isthecode3-2-1-2?(no)Isthedooropening?(no)Frame 4Whoisintheclassroom?(aman/VictorVirus)Doeshewanttocontrolthecomputers?(yes)Frame 5CanMrFraserrememberthecode?(no)IsMaxhappy?(no)Isthecode3-1-1-2?(yes)

page 3 Remember the story: The

new classroom. Look and match. Number. Write the words.•SayOpen your Activity Books and find page 3.Givethepupilstimetofindthepagebythemselves.•HoldupyourABandpointtoActivity3.Tellthemtoworkindividuallytomatchthespeechbubblestothecorrectpicture.

•Checktheanswerstogether,askingdifferentpupilstoanswer.•Nowexplainthattheyhavetounjumblethelettersandwritethemissingwordsinthespeechbubbles.•Answers:c1Lookatallthecomputers./a2Letmesee./b3V-I-R-U-S/d4Ican’trememberthecode.

page 3 Read. True ✓ or false ✗?

Correct the false sentences.•HoldupyourABandpointtoActivity4.•Askthepupilstoreadthesentencesandtoputatickoracross.•Whenthepupilshavefinished,checktheanswerstogetherasaclass.•Answers:1✗(Theclassroomisnew.)/2✓ /3✗(Thecodeis3-1-1-2)/4✓/5✗


33


•Turnthemtowardsyouinsequence.SayLet’s play What’s the season?Putaflashcardatthebackofthepileandslowlymoveitupwards,revealingapartofthecardlittlebylittle.Inviteapupiltoguesstheseason.SayYes, (Spring).•Repeattheprocesswiththeotherthreeflashcards,stickingthemtotheboardinthecorrectsequenceofseasons.•Pointtotheflashcardsandencouragethepupilstochantthewords.•Repeatthisprocedure,withthepupilschantinguntiltheyareconfidentofsayingthenamesoftheseasons.

Main activities Listen to the Months of the year rap.•SayLet’s listen and say the Months of the year word rap.PlayCD1Track10andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD1

10 Months of the year rap January, February.It’s cold in winter.March, April, May.Then spring is here.June, July and August.It’s hot in summer.September, October, November.Autumn leaves disappear.Winter comes again in December.Christmas and the end of the year.

page 4

Listen and say the rap.•SayOpen your Pupil’s Books and find page 4.Givethepupilstimetofindthepagebythemselves.•PlayCD1Track10andencouragethepupilstoreadtherapintheirPBwhilelistening.•SaytothepupilsLet’s say the Months of the year rap.Playtherapagain,andencouragethemtoreadandsaytherap.•Playthetrackagain.KeeppausingtheCDbeforedifferentmonths.AskthepupilsWhat month is next?

Lesson 3

Learning objectives •Reviewwordsformonthsandseasons•ListentoandsingtheMonths of the yearrap•MakeMonthscut-outcardsLanguage focus•Months: January, February, March, April,

May, June, July, August, September, October, November, December

•Seasons: spring, summer, autumn, winter•What’s the month?•When is (August)?Materials•Scissorsforeachpupil•Flashcardsyouhavepreparedfortheunit:

spring, summer, autumn, winter•Pupil’sBookpage4•ActivityBookpage4•Photocopiable:Monthcards(TNpage287)•ClassaudioCD


Opening activities•SayHello •Vocabulary game What’s the season?

Main activities•Vocabulary activities Months of the year rap(CD1Track10)ListentotheMonths of the yearrap.Listenandsaytherap. (PBpage4)

•Listening and writing practiceWritethemonths.Listenandcheck.Sing.(CD1Track10)(ABpage4)

•Cut-out activityMakeyourmonthcards. Playagame.(PBpage4).

•Writing practiceAnswerthequestions. (ABpage4)


Opening activities •GreetthepupilsbywavingyourhandandsayingHello.EncouragethemtowavetheirhandsandsayHellotoyou.

Play What’s the season?•Showthepupilsthepileofseasonflashcardsyouhaveprepared.

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page 4 Write the months. Listen and

check. Sing.•SayOpen your Activity Books and find page 4.Givethepupilstimetofindthepagebythemselves.•HoldupyourABandpointtoActivity5.Thepupilsworkindividuallytocompletethewordsoftherap.•Whentheyhavefinished,sayLet’s listen and check.PlayCD1Track10andencouragethemtosaythewords.•Answers:February,April,June,November

page 4

Make your month cards.

Stage 1•Giveoutthephotocopiablemonthspagestothepupils(TNpages287-292),onesetforeachpupil.Inviteavolunteertogiveoutscissorstotheclass.•Whenthepupilsareready,tellthemtolookandfollowyourinstructions.•SayCut along this line.Holdupyourpaperandsignalthattheyshouldcutalongthedottedlinesaroundeachcard.•Encouragethepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPut your cards face down on your desk. Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.


Stage 2•Demonstratethegametothepupilsbeforetheyplayit.SayLet’s play. •Inviteapupiltocometothefronttoplayagainstyou.•PickuptheAugustflashcard,askyourvolunteerWhat’s this?ThenaskWhen is August? Yes. In summer. Encouragethepupiltosaythecorrectseason.Ifthepupilsaysthecorrectseason,theywinthemonthcard.•Invitedifferentpupilstoplayagainstyou.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroom,andchecktheyaretakingturns.

page 4 Answer the questions.

•HoldupyourABandpointtoActivity6.Thepupilsworkindividuallyansweringthequestions.•Whentheyhavefinishedinvitedifferentpupilstosaytheanswersaloud.•Answers:1Pupils’ownanswer/2summer/ 3December/4winter


35

•SayLet’s say the Months of the year rap. Askthepupilsholdingaflashcardtostandup.Whentheyheartheirseason,theylifttheflashcardabovetheirheads.Encouragetheremainderofthepupilstosaytherapandpointtothecorrectcard.•PlayCD1Track10.Alternatively,youmaywanttodothiswithouttheCD.

Option:Youmaywanttosaytherapagain.Inviteavolunteertogivetheflashcardstoadifferentgroupofpupils.PlaytheCDandencouragethepupilstosaytherap.

Main activities ‘Favourites’ questions.•Ontheboarddrawthreecolumnsandlabelthem–Animals,ClothesandFood.Pointtothefirstcolumnandencouragethepupilstonamedifferentanimals.Writethepupils’answersunderthecorrectheading.RepeatthesamewithClothesandFood.•AskthepupilsWhat’s your favourite (animal)?Encourageapupiltoanswer.Repeatwiththeitemsintheothertwocolumns.•Repeatthequestionsaloudandencouragethepupilstosaythemwithyou.Whenthepupilsareconfident,askindividualstudentsthequestionsandpraisetheiranswers.Invitedifferentpupilstothefronttoasktheclass.

page 4 Ask your friends. Write their

answers.•SayOpen your Activity Books and find page 4.Givethepupilstimetofindthepagebythemselves.•HoldupyourABandpointtoActivity7.SayAsk your friend.Thepupilsasktheirpartnerthequestionsandwritetheiranswersinthetable.Encouragethepupilstomovearoundtheroomandasktwootherpupilsthequestions.•Movearoundtheroom,checkingtheirspeakingandsayingVery good!

page 4

Make your Quest membership hand.•GiveeachpupilacopyoftheQuest membershiphandphotocopiablefromTNpage293.•Thepupilsworkindividuallywritingtheinformationontheirhandandpersonalizingitbydrawingapictureofthemselvesintheframe.


Lesson 4

Learning objectives •ListentoandsingtheMonths of the yearrap•Reviewwordsfromdifferentlexicalsets•Reviewquestionsandanswers•MakeaQuestmembershiphandLanguage focus•Months: January, February, March, April,

May, June, July, August, September, October, November, December

•What’s your favourite (thing)?Materials•Crayons•Flashcardsyouhaveprepared:spring,

summer, autumn, winter•Photocopiable:Quest membership hand. (TNpage293)

•Pupil’sBookpage4•ActivityBookpage4•ClassaudioCD


Opening activities•SayHello •Vocabulary activity Months of the yearrap(CD1Track10)

Main activities•Vocabulary activities‘Favourites’questions.Askyourfriends.Writetheiranswers.(ABpage4)

•Cut-out activityMakeyourQuest membershiphand.(TNpage293).


Opening activities •SayHello!andencouragethepupilstoreply.•AskthepupilsthetwoquestionsfromLesson1andencouragethemtoaskeachothertoo.

Say the Months of the year rap.•AskthepupilsDo you remember the months?Showtheseasonsflashcardsandencouragethepupilstosaywhichmonthsareineachseason.•Giveouttheflashcardstofourdifferentpupilsaroundtheroom,andencouragethemtoholdthemwithoutshowinganybodyelse.



•Movearoundtheroom,checkingtheirwork,sayingVery good!

Option:Youcandisplaythehandsonthe classroomwall.


36

37


Unit objectives• Identifyingandnamingschoolsubjects

•Listeningto,understandingandreproducingasong,chantandrap

•Listeningto,reading,understandingandexplainingastory

•Practisingthesound/f/withtwodifferentrepresentations–fandph

•Listeningto,readingandperformingashortdialogue

• Identifyingpartsofthelanguagestructureandmakingsentencesandquestions

•Makingacut-outandusingitinacommunicativegame

• Identifyingandusingclocktimes •Usingclocktimeswithschoolsubjects

•Listeningto,readingandunderstandingacomicstrip

•Listeningto,readingandunderstandingtextsabouttheschoolyearandschooldayindifferentcountries

•Writingashorttextaboutschool

•Doingasurveyofinternationalschoolyears

•Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit

•Readingandunderstandingashortdiaryentry

•Writingashortpersonalizeddiaryentryaboutschoolsubjectsandtalkingaboutit


•English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•o’clock, quarter past, quarter to, half past•CLILVocabulary: term, school holidays, half-

term holiday, public holidayStructures

• I’ve got (Music) on (Tuesday) at (ten o’clock).• I haven’t got (P.E.).•Have you got (History)?•Yes, I have. / No, I haven’t.•When have you got (Music)?

Recycled language•Months•Days of the week

Receptive language •Let’s sit/look/listen/say/rap/play/sing/read/

investigate…•Do you remember…?•Open your (Pupil’s) Book. Find page (2).•Cut along this line/these lines.

Socio-cultural aspects •Understandingthedifferencesbetweenschoolsindifferentcountries


Summary Inthisunityouwillintroduceandpractisevocabularyforschoolsubjectsinatimetableandclocktimes.Studentswillexploreinformationabouttheschoolyearindifferentcountries.Theywilllearnhowtodescribeaschooltimetableandwriteashortdescriptionoftheirschool.

Competences key

Competenceinlinguisticcommunication Mathematicalcompetence Competenceinknowledgeofandinteractionwiththephysicalworld

CompetenceinprocessinginformationanduseofI.C.T.

Competenceinsocialskillsandcitizenship Artisticandculturalcompetence Learningtolearn Autonomyandpersonalinitiative

Unit Web Quest

38

Unit 1 Lesson 1Unit 1 Lesson 1

Lesson 1

Learning objectives •Learnachantfortheopeningroutine• Identify,listentoandsaywordsfordifferentschoolsubjects

•Listento,readandsingtheSchool subjects song

•Showunderstandingbymatchingpicturestowordsandbywriting

•LearnachantfortheclosingroutineLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish •What have you got today?• I’ve/We’ve got (Maths) on (Monday).• I/We haven’t got (Maths) on (Monday).Materials•Flashcardsandwordcardsyouhavepreparedfortheunit:English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•Explainthattheyaregoingtolearnanewchantwhichthewholeclasswillsingatthebeginningofeachlesson.•SaytothepupilsLet’s listen to the Let’s sing an English tune chant.PlayCD1Track2.Singthechantandhavethepupilssingwithyou.

CD1

2 Let’s sing an English tune chantGood morning, Good afternoon.Let’s all sing an English tune.Let’s speak English – Yes!Let’s listen to English – Yes!Let’s read in English – Yes!Let’s write some English – Yes!

Main activities Play What’s this?•Holdupthepileofschoolsubjectflashcardssothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (Science). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?Listentotheiranswersandsay,Yes, school subjects.


Opening activities•Chant Let’s sing an English tune(CD1Track2)

Main activities•Vocabulary game What’s this? •Vocabulary activities School subjectwordrap(CD1Track11)Listen,pointandsaythewords.

•Vocabulary game I can match •Song School subjects(CD1Track12)Listentothesong.Answerthequestions.Listenandread.Singthesong(PBpage5).

•Vocabulary game Guess the sentence

•Word Quest(CD1Track14)Listenandplay.(PBpage5).

•Vocabulary and writing activitiesLookandwrite.Makesentences.Lookandcomplete.(ABpage5).

Closing activities•Chant Time to stop(CD1Track5)


39

Listen, point and say the words.•SayLet’s listen and say the School subject word rap.PlayCD1Track11andpointtothedifferentflashcardsyouhavepreparedontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD1

11 School subject word rap Let’s rap, let’s rap,Let’s say the school subject word rap…EnglishMathsScienceGeographyHistoryP.E.ArtMusicI.C.T.Spanish

Tip:EncouragethepupilstolistentothewordsandfollowtheintonationandrhythmtheyhearontheCD.

Play I can match.•ShowtheschoolsubjectswordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the School subject song.Encouragethepupilstostandup.•PlayCD1Track12andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.StoptheCDaftereachanswerisheard.Has he/she got (Art / Geography / Science / P.E. / Maths / Music / History / Spanish / I.C.T. / English)? (Yes/No)What day is it? (Tuesday/Thursday).

40

Unit 1 Lesson 1

•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD1Track14andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinished,askthepupilsOlga’squestions.What subject is number (four)? EncouragethepupilstolookattheWord Questandanswer. It’s (Geography). Do you like Geography?(Yes,Ido./No,Idon’t.)•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD1

14 Olga:Whatsubjectisnumber4?Anna:It’sGeography!Olga:Yes!DoyoulikeGeography?Anna:Yes,Ido!

Options:Tomaketheactivitymorecompetitive,awardthepupilsapointforeachpicturethey identifycorrectlywithinfiveseconds.

Togiveextrawritingpractice,askthepupilstowritedownthewordsforthepicturestheyidentifywithinfiveseconds.

Tomaketheactivityareadinggame,askthepupilstocoverthepicturestofocusonreadingthewordsinstead.Theycouldalsopointtoorairtracethecorrespondingactionstodemonstrate understandingofthewords.


•SayOpen your Activity Books and find page 5.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallymatchingthewordstothedifferentpicturesandcompletingthesentences.•Whenthepupilshavefinished,correctthesentencestogether.Nominatedifferentpupilstoanswer,forexampleJuan. What’s number 1? •Praisethepupils’work,sayingWell done!andaskthemtolistenandtickthesentencestheygotcorrectintheirActivityBooks.•Answers:1I’vegotEnglishandI.C.T.onMonday./2I’vegotMusicandArtonTuesday./3I’vegotScienceandP.E.onWednesday./4I’vegotHistoryandGeographyonThursday./5I’vegotSpanishandMathsonFriday.

CD1

12 School subject songIt’s time to go to school.What have you got today?I’ve got Art and Geography.I haven’t got Science or P.E.Hey! It’s Tuesday!We’ve got Maths. Hurray!

It’s time to go to school.What have you got today?I’ve got Music and History.I haven’t got Spanish or I.C.T.Hey! It’s Thursday!We’ve got English. Hurray!

page 5

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 5.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatthepictureandidentifythedifferentYour Questcharacters.ThenaskWhere are the children? (intheQuest classroom).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD1Track12andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the School subjects song. Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsI’ve got (bleep) and (bleep).Insteadofsayingthesubjectword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordsasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardsfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 5

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (OlgaandAnna).

Unit 1 Lesson 1

Unit 1 Lesson 1

page 5 Make sentences. Look and

complete.•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1Monday,English,Geography,Science,Spanish/2yougotonWednesday?gotMathsandMusic.gotI.C.T.orHistory.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•Tellthepupilsthattheyaregoingtolearnachanttosingattheendofeachlesson.•SayLet’s sing the Time to stop chant.PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

CD1

5 Time to stop chantTick tock, Tick tock.Come on everyone. It’s time to stop.Close your books. Put your things away.It’s the end of English for today.

41

Unit 1 Lesson 1


42

Lesson 2

Learning objectives •ListentoandsingtheSchool subjectsong•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandcirclingcorrectanswers

•Practisethesound\f\inachantLanguage focus •English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish • I’ve got (Maths).• I haven’t got (Spanish).Materials •Flashcardsandwordcardsyouhaveprepared:

English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•Pupil’sBookpages6–7•ActivityBookpage6•ClassaudioCD


Opening activities•Chant Let’s sing an English tune(CD1 Track2)

•Vocabulary game Mime and match the flashcard

Main activities•Song School subject(CD1Track12)(karaokeCD1Track13)Listenandsing.

•Story The Quest begins again(CD1Track15)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages6–7)Rememberthestory:The Quest begins again.Lookandmatch.Number.Writethewords.Readandcirclethecorrectwords.WritetheQuestletter.(ABpage6)

•PronunciationSaythewords.Listenandsay.(CD1Track16)Listenandsaythechant.(CD1Track17)(PBpage7).Circle,sortandwrite.Listenandcheck.(CD1Track18)(ABpage6).


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’ssingtheLet’s sing an English tunechant(forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingalongwithyou.

Play Mime and match the flashcard.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayMime and match the flashcard,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.

Main activities Listen and sing.•AskthepupilsDo you remember the School subject song?Encouragethemtosaysentencesfromthesong,I’vegot(Art).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the School subject song (forlyricsseeTNpage40).PlayCD1Track12andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.•Oryoucanplaythekaraokeversion,CD1Track13.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Holdupyourbookandshowthestorytothepupils.Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (inthenewQuest classroom).•YoucaneithertellthestorybyreadingthetextorbyplayingCD1Track15.•Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•Finallyaskthepupils,What is the problem? (computershaveavirus).

Note: You will hear a tone on the CD to signal when you should point to the next picture.


43

CD1

15 Frame 1 Charlie:Wow!Lookatthenewclassroom.Mr Fraser:Comeinandsitdown,please!Anna:Let’ssithere.Frame 2Mr Fraser:Today’slessonisasubjectWebQuest.Here’saGeographyquestion.What’sthecapitalofAustralia?Anna:Comeon,let’slookfortheanswer.Charlie:Hereitis.Olga:We’vegottheanswer.It’sCanberra.Frame 3Mr Fraser:Here’sthenextquestion.Anna:Ohno!Thescreenisn’tworking.Olga:Maybeit’sthecable!Frame 4Mr Fraser:Here’sanEnglishquestion.Charlie:Let’slookinanonlinedictionary.Anna:Goodidea!…TheanswerisMountain.Frame 5Olga:It’saMathsquestion.Let’scalculatethetotal.Charlie:Look!It’s750.Anna:You’rereallyfast,Charlie!Frame 6Anna:Ohno!Thecomputerisn’tworkingagain.Mr Fraser:Andtheinteractivewhiteboardisn’tworking.

Olga:Thecableisconnected!Frame 7Charlie:What’shappening?Victor Virus:I’mVictorVirus.Iwanttocontrolallthecomputersintheworldandyoucan’tstopme!Frame 8Olga:Ohno!Who’sVictorVirus?Mr Fraser:ThisisVictorVirusinTokyo!Charlie:He’sevil!Frame 9Charlie:What’sthatnoise?Itisn’tthecomputer!Olga:Idon’tknow!Anna:Hey,look!It’stheQuesttable.Lookatthecup!Frame 10Charlie:It’sanewquesttofindVictorVirus.Anna:You’vegotyourcamera.I’vegotmylaptop.Olga:I’vegotmybag!Putyourhandsonthesymbol.Mr Fraser:Goodbyeandgoodluck!


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44

Frame 1 Wherearethechildren?(inthenewclassroom)Frame 2 Whataretheydoing?(asubjectWebQuest)What’sthesubject?(Geography)What’stheanswer?(Canberra)Frame 3 What’stheproblem?(thescreenisn’tworking)Frame 4 What’sthesubject?(English)Wheredotheylookfortheanswer?(inanonlinedictionary)What’stheanswer?(mountain)Frame 5 What’sthesubject?(Maths)What’stheanswer?(750)WhoisgoodatMaths?(Charlie)Frame 6 Isthecomputerworking?(no)Istheinteractivewhiteboardworking?(no)Isthecableconnected?(yes)Frame 7 Whatcantheyseeonthescreen?(VictorVirus’message)WhatdoesVictorViruswanttodo?(controlallthecomputersintheworld)Frame 8 WhereisVictorVirus?(inTokyo)IsVictorVirusagoodperson?(no,he’sevil)

Frame 9 Isthenoisecomingfromthecomputer?(no)What’sthenoise?(theQuesttable)Frame 10 Whatthenewquest?(tofindVictorVirus) WhathasAnnagot?(herlaptop)WhathasOlgagot?(herbag)What’sthesymbol?(theStatueofLiberty)

page 6

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 6.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD1Track15.•SayWhat subjects can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.•Drawthepupils’attentiontothesymbolsonthedais(Frame10)andexplainthatthesearecluestowherethecharacterswillgoontheirquest.•Saytothepupils Go back to pages 2 and 3 of your Pupil’s Books.Askthemtofindthingsinthepicturethatlooklikethesymbolsonthedais.•AsthepupilsfindpicturesofthesymbolsonthedaisintheirPBspages2and3(laptop,StatueofLiberty,canoe,helmet,castle,mobilephone.Note:twosymbolsarenottobefound-tentandportrait.),askthemwhattheythinkeachcluemeansandwheretheythinkthecharacterswillgoonthatquest.Forexample,whenapupilfindstheStatueofLiberty,askthemWhere is the Statue of Liberty? (America/NewYork)Where will the characters go on that quest? (NewYork) ThepupilsmayanswerinL1tosuggestpossibleplacesforeachsymbol.•AskpupilsWhich two symbols are not there?(tentandportrait).

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•ExplainthattheywillfindaletterinthestoryofeachunittomakeasecretwordinUnit8.•SayWhat’s the Quest letter? (R,inframe10).


Quest begins again. Look and match. Number. Write the words.•SayOpen your Activity Books and find page 6.Givethepupilsamomenttofindthepagebythemselves.

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45

page 7

Listen and say.•SayOpen your Pupil’s Books and find page 7.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandshowthepupilsActivity4.•SayLet’s listen and point to the words. PlayCD1Track16andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.

Note:ThispartofthePhonicslessonisadrill.Itisimportantthatthepupilsareconfidentsayingthewords,beforetheysaythechant.Youmaywishtomakethismorefunbypointingtotheflashcardsandencouragingthepupilstorepeatwithyouslowly,thenquickly,inaloudvoiceandtheninaquietvoice.

CD1

16 FridayafternoonfishhalfdolphinGeographyphoto

page 7 Listen and say the chant.

•ShowthepupilsthewordstothechantintheirPB.Explainhowthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD1Track17.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \f\ sound in Frame 2? (Geography)Can you see words with the \f\ sound in Frame 5?(Fast).•Encouragethemtolookintheframesandlistentotheiranswers,writingthecorrectonesontheboard.

•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetounjumblethelettersandwritethemissingwordsinthespeechbubbles.•Answers:c1Here’saGeographyquestion./a2Look!It’s750./d3Iwanttocontrolallthecomputers./b4It’sanewquesttofindVictorVirus.

page 6 Read and circle the correct

words.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetoreadthesentencesandcirclethecorrectanswers.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltoreadthefirstsentencealoudandanothertosayifthecircledansweriscorrect.Writetheanswersontheboard.•Answers:1three/2Geography/3dictionary/4fast/5computers/6laptop

page 6 Write the Quest letter.

•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:R

Say the words.•Stickthe‘Geography’flashcardontheboard.Drawasimpleoutlineoffishontheboardandwrite‘fish’underneaththepicture.Goroundtheclassandaskeachofthepupilstosaythewords.•Explainthatbothwordscontainthesamesoundbutwithadifferentspelling.Writethewordsontheboard.•Say\f\ GeograPHyandencouragethepupilstorepeatwithyou.RepeatthesamewithFish.

46

Unit 1 Lesson 2

Closing activities•SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

•Ifthepupilsseemunsureaboutthesounds.Repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD1

17 OnFridayafternoonathalfpastthreewelookatphotosofdolphinsandfishinGeography.

page 6 Circle, sort and write. Listen

and check.•SayOpen your Activity Books and find page 6.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtowritethewordsinthecorrectcolumn.Completeanexamplewiththem.

Fast finishers:AskthepupilstoaddanyotherwordstheyknowinEnglishwiththatsoundorspellingtoeachcolumn.

•Whenthepupilshavefinished,invitedifferentpupilstosaythewordsaloud.•Finally,playCD1Track18andcheckthepupils’answers.

CD1

18 \f\fishafternoonFridayhalf\f\Geographydolphinphoto

•Answers:fish,afternoon,Friday,half/Geography,dolphin,photo

Unit 1 Lesson 3

Geographyf shdolphinafternoonphotoFridayhalf

•PlayCD1Track12.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD1Track13).

page 8

Listen and read.•SayOpen your Pupil’s Books at page 8. •Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (twochildren) What are they looking at? (schooltimetable) What are they doing? (askingeachotheraboutthetimetable).•PlayCD1Track19andencouragethepupilstoreadthedialoguewhilelistening.

Lesson 3

Learning objectives •SingtheSchool subjectsong•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentences,matchingandlistening,andbywritingsentences

Language focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish • I’ve got (Maths) on (Monday) at (ten o’clock).• I haven’t got (History).•Have you got (Maths)? Yes, I have. / No, I

haven’t.•When have you got (Spanish)?Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:English,

Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish


Opening activities •SayHello! How are you?andhavethepupilsreturnthegreeting.•SaySing the Let’s sing an English tune chant (forlyricsseeTNpage38).•PlayCD1Track2.Havethepupilssinganddotheactionswithyou.

Play Story sentence review.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayStory sentence revieworchooseanothergamefromtheBank,torecyclethevocabulary.

Main activities Listen, sing and point.•AskthepupilsDo you remember the School subjects song?•Giveouttheschoolsubjectsflashcardstodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.•SayLet’s sing the song(forlyricsseeTNpage40).

Unit 1 Lesson 2

47

Unit 1 Lesson 3



•Vocabulary game Story sentence review

Main activities•Song School subjects(CD1Track12)(karaokeCD1Track13)Listen,singandpoint.

•DialogueListenandread(CD1Track19)(PBpage8)

•Language activityLet’sinvestigategrammar(PBpage8).

•Vocabulary game Guess the subject

•Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Drawthelines.(CD1Track20).LookatActivity8.CompletethesentencesaboutCharlieandOlga.(ABpage7).

Closing activities•Chant Time to stop(CD1Track5).


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•Askthepupilsaboutthedialoguetochecktheirunderstanding.•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialoguefortheboychorallyandtheothergrouptoreadoutthelinesofthedialogueforthegirlchorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option:Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempractisesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD1

19 Boy:It’sMondaytoday.I’vegotMathsandEnglish.Girl:I’vegotEnglishtoo.ButIhaven’tgotMaths.HaveyougotHistory?Boy:No,Ihaven’t.Whataboutyou?Girl:Yes,Ihave.WhenhaveyougotMusic?Boy:I’vegotMusiconTuesdayatteno’clock.Girl:WhataboutScience?Boy:I’vegotScienceandArtonFriday.Girl:Metoo.Ohno!We’relate!Let’sgotoclass!

page 8

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•Highlightthenegativecontractionsinbold,andthetwoRememberboxes.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘I’ve got Maths’ (theboy) Is the sentence affirmative? (Yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,askthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence Praisethepupils’speaking.

Play Guess the subject.•Inviteapupiltocometothefront.•Invitetheclasstoaskhim/herquestionstoguesswhichsubjecthe/shehaschosen.EncouragedifferentpupilstoaskquestionsandhelpthembypromptingwithHave you got… iftheyhavedifficulties.PraisetheirspeakingbysayingVery good!andWell done!


49

•Invitedifferentpupilstothefronttocarryoutthetask.

Option:Youmaywishtoputthepupilsintopairs,andaskthemtoplaythegametogether.Encouragethemtousethegrammarboxasaguide.

page 7 Write the words in order.

Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 7.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,redfornegativeandblueforquestions).•Answers:1HaveyougotSpanish?(blue)/2WhenhaveyougotHistory?(blue)/3I’vegotMathsatnineo’clock.(green)/4Ihaven’tgotScience.(red)

Fast finishers:Askthepupilstowriteonemorequestion,affirmativesentenceornegativesentenceusingthelanguagestructure.

page 7 Listen. Draw the lines.

•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.Theyshoulddrawlinestomatcheachpersonwiththeschoolsubjectstheyhavegotthatday.•PlayCD1Track20andpausetheCDaftereachsentence.EncouragethepupilstodrawlinesintheirAB.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

CD1

20 Anna:Charlie,haveyougotMathstoday?Charlie:Yes,Ihave.Anna:HaveyougotScience?Charlie:No,Ihaven’t.Anna:HaveyougotMusic?Charlie:Yes,Ihave.Anna:HaveyougotEnglish?Charlie:Yes,Ihave.Anna:HaveyougotI.C.T.?

Charlie:No,Ihaven’t.Anna:Olga,haveyougotSpanishtoday?Olga:Yes,Ihave.Anna:HaveyougotGeography?Olga:Yes,Ihave.Anna:HaveyougotArt?Olga:No,Ihaven’t.Anna:HaveyougotP.E.?Olga:No,Ihaven’t.Anna:HaveyougotHistory?Olga:Yes,Ihave.

•Answers:Charlie-Maths,Music,English/Olga-Spanish,Geography,History

page 7 Look at Activity 8. Complete

the sentences about Charlie and Olga.•AskthepupilstolookatActivity9.Checkthatthepupilsunderstand,andaskthemtoworkindividuallycompletingthesentencesaboutCharlieandOlga.EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1Maths/2gotScience/3gotMusic/4gotEnglish/5haven’tgot/6gotSpanish/7I’vegotGeography/8Ihaven’tgot/9Ihaven’tgot/10I’vegotHistory

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

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Unit 1 Lesson 4

•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play Five sentences.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayFive sentences,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.

Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the subject words?andshowthepupilstheschoolsubjectflashcardsyouhaveprepared.Ontheboarddrawthreesymbolsinlargeclearletters: + ,- and ? .Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play.•ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardsubjectandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.

page 8 Match to make sentences.

•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences,•Movearoundtheroomandcheckthepupils’work.•Answers:1I’vegotHistoryandI.C.T./2WhataboutArt?/3HaveyougotGeographytoday?/4Yes,Ihave.

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsabouttimetables

•Showunderstandingbylisteningandwritingsentences

•Talkaboutatimetableusingacut-outLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish • I’ve got (Music) on (Tuesday) at (ten) o’clock. • I haven’t got (Maths).•Have you got (Spanish) on…?

Yes, I have. / No, I haven’t.•When have you got (History)? Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:English,

Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•ActivityBookpage8•Cut-outsforUnit1(ABpage73)•ClassaudioCD

At-a-glance lesson plan(AB page 8 and page 73)


•Vocabulary game Five sentences Main activities•Vocabulary game Affirmative, negative or

question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD1Track21)Drawandwriteaboutyourschooltimetable.(ABpage8)

•Cut-out activityMakeyourcut-outcards.Playagame.(ABpage73).


Opening activities •Greetthepupils.SayHello. How are you? andhavethepupilsreturnyourgreeting.•TellthepupilsthattheyaregoingtosingtheLet’s sing an English tunechant.

Unit 1 Lesson 4

page 8 Draw and write about your

school timetable.•Askthepupilstolookatthefinaltaskonpage8oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.•Encouragethemtocompletethetimetablebywritinginthedaysoftheweek,andbydrawingsmalliconsoftheirownchoosingtorepresentthedifferentschoolsubjects,andthenaskthemtowritesentences.Goroundtheclassroomandcheckeachpupil’swork.•Answers:Pupils’ownanswers

page 73

Make your cut-out cards. (Activity Book page 73). Play a game.

Stage 1•SaytothepupilsOpen your Activity Books and find page 73.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthesubjectsandtimetable.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.

page 8 Look at Activity 10. Write the

sentences in the dialogue. Listen and check.•HoldupyourActivityBookbookandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD1Track21forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1I’vegotHistoryandI.C.T./2HaveyougotGeographytoday?/3Yes,Ihave./4WhataboutArt?

CD1

21 Anna:Oh,Wednesday!I’vegotHistoryandI.C.T.Olga:Metoo!HaveyougotGeographytoday?Anna:No,Ihaven’t.It’sonFriday.HaveyougotMusic?Olga:Yes,Ihave.Anna:WhataboutArt?Olga:No,Ihaven’tgotArt.

Unit 1 Lesson 4

51

Unit 1 Lesson 4


52

•SayPut your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play Guess the subject.Inviteapupiltocometothefronttoplayagainstyou.Inthiswayyoucandemonstratethegametothewholeclass.•Placeabookuprightonthedeskbetweenyouandyourvolunteersothatyoucan’tseeeachother’stimetables.Askthepupiltochooseandplacefivesubjectsonhis/hertimetablebutwithoutyouseeing.•Askthepupilquestionsabouthis/hertimetableHave you got (English) on (Monday)? Ifthepupilsays Yes!placethesubjectcardonMondayonyourtimetable.•Thegamecontinuesuntilyouhavecompletedthepupil’stimetable.Revealitandcheckthatitisthesameasthepupil’s.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroomandcheckthattheyaretakingturns.



53

Lesson 5

Learning objectives • Identifyandsaytimes•Listento,readandsaytheTimerap•Showunderstandingbylistening,matchingandwriting

•Listento,readandunderstandacomicstripLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish •o’clock, quarter past, quarter to, half past• I’ve got (Maths) at (eleven o’clock).• I haven’t got (History).•When have you got (Spanish)?•Have you got (I.C.T.)? Yes, I have. / No, I

haven’t.Materials •Crayonsforeachpupil•Usetheflashcardsandwordcardsyouhaveprepared:English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•Pupil’sBookpage9•ActivityBookpage9•WritingDiarypage12•ClassaudioCD



•Vocabulary game Banana sentences

Main activities•Vocabulary activitiesListen.Saythewords.(CD1Track22)(PBpage9).

•Listening practice Timerap(CD1Track23)Listenandread.Saytherap.(PBpage9).

•Listening and writing practiceListenandnumber.(CD1Track24)Lookandcomplete.Writeanddraw.(ABpage9).

•Comic strip A Dog’s Day.(CD1Track25)Listenandread.(PBpage9).


Opening activities •Greetthepupils.SayHello. How are you? andencouragethemtoreply.•TellthepupilsthattheyaregoingtosingtheLet’s sing an English tunechant.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.

Play Banana sentences.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayBanana sentences,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.


Listen. Say the words.•SayOpen your Pupil’s Books and find page 9.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtotheleftcolumn.PlayCD1Track22andpausebetweeneachphrase.Encouragethepupilstorepeatthephrases.

CD1

22 teno’clockquarterpastninequartertotwohalfpasteightquarterpasttwelvequartertotwelve

page 9

Listen and read. Say the rap.•SaytothepupilsLet’s look at the pictures andpointtothepicturesonpage9.Askthepupilsquestionsaboutthem.Where are they in the first picture?(atschool/goingto school) Where are they in the second picture? (intheclassroom) What are they doing? (their lessons).•PlayCD1Track23andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the Time rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.


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•WhenyouhavefinishedaskthepupilsWhat time do they go to school? (halfpasteight)What time do they get to school? (quartertonine) What time do they open their books? (nineo’clock) What time do they have English class? (quarterpastnine).

CD1

23 The time rapTick tock, tick tock. What time is it?It’s half past eight.It’s time to go to school.

Tick tock, tick tock. What time is it?It’s quarter to nine.We’ve got to get to school on time!

Tick tock, tick tock. What time is it?It’s nine o’clock.It’s time to open our books.

Tick tock, tick tock. What time is it?It’s quarter past nine.It’s English class with Mr Vine.

page 9 Listen and number.

•SayOpen your Activity Books and find page 9.Givethepupilsamomenttofindthepagebythemselves.

•HoldupyourABandpointtoActivity13.ExplainthattheymustnumbertheclocktimesintheorderthattheyhearthemontheCD.PlayCD1Track24andpausebetweeneachshortexchangesothatthepupilscanwritethenumber.•Checktheanswerstogether.•Answers:1quarterpastnine/2halfpastten/3quartertotwelve/4twoo’clock

CD1

24 1It’squarterpastnine.2It’shalfpastten.3It’squartertotwelve.4It’stwoo’clock.

page 9 Look and complete.

•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentencesusingthepicturesasaguide.•Checktheanswerstogether.•Answers:1time,quarterpastnine,English/2halfpastten,How,Music/3it,quartertotwelve,Maths


55

CD1

25 Frame 1Scotty:It’snineo’clock.Yorkie: Howdoyouknow?Scotty: SophiaisinherGeographyclass.Frame 2Scotty: It’shalfpastten.Yorkie: Howdoyouknow?Scotty: Sophia’sinherP.E.class.Frame 3Scotty: It’seleveno’clock.Yorkie: Howdoyouknow?Scotty: Sophia’sinherMusicclass.Frame 4Jack: It’slunchtime!Scotty:Howdoyouknow?Frame 5Jack:Icansmellthefood!Yorkie: Youcantellthetimetoo!

Closing activities •SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.SayGoodbye.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

page 9 Write and draw.

•PointtothetwopictureframesinActivity15.Explainthattheyshoulddrawthemselves,aschoolsubjectandatime.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!•Thenaskthemtocompletethesentencesaboutthemselvesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.•Pupils’ownanswers

page 9

Listen and read.•SayOpen your Pupil’s Books and find page 9.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andaskDo you remember these dogs? How many dogs can you see? (three) What are their names? (Scotty,YorkieandJack) Are they friends? (yes).•SayLet’s listen to the comic strip.PlayCD1Track25.•SayLet’s read and listen to the comic strip again.PlayCD1Track25again.EncouragethepupilstolookatandreadthecomicstripintheirPBastheylisten.•Whenthepupilshavefinishedreadingaskquestionsaboutthestory,forexample,What time has Sophia got Geography? (nineo’clock).•AskthepupilsDo you like the story?Invitethemtorespondandcommentonthestory.

Option:Pupilsloveacting.Asthisisashortstory,youmaywishtoinvitedifferentpupilstothefronttoactoutthecomicstrip.


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Lesson 6

Learning objectives •Talkaboutschoolyears•Listento,readandlearnaboutschoolyearsinSpainandtheUK

•Listento,readandlearnaboutschoolsinChina

•Showunderstandingbylisteningandwriting•DoasurveyofinternationalschoolyearsLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish •o’clock, quarter past, quarter to, half past• term, school holidays, half-term holiday,

public holidayMaterials •Crayonsandscissorsforeachpupil•Photoofeachpupilbroughtfromhome•CLILPhotocopiable:International school

years(TNpage302)•Pupil’sBookpage10•ActivityBookpage10•ClassaudioCD

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•TellthepupilsthattheyaregoingtosingtheLet’s sing an English tune chant.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play Mime. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayMime,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the pictures and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(SocialScience:The school year).•Explaintothepupilsthattimespentatschoolisdifferentaroundtheworld.Thenaskwhattheyknowaboutschoolindifferentcountries.ThepupilsmayanswerinL1.•Askthepupilsquestions.

Listen and look at the book.•ExplaintothepupilsthatCharliehasdoneapresentationaboutthetopiconthepage.SaytothemLet’s look at the book and listen to Charlie’s presentation about the school year.


Opening activities•Chant Let’s sing an English tune(CD1Track2).

•Vocabulary game Mime Main activities•Character’s presentationListenandread.(CD1Track26)Readandsay‘True’or‘False’.Listenandcheck.(CD1Track27)(PBpage10).

•Character’s presentationListenandlearnaboutaschoolinChina.(CD1Track28)(PBpage10).

•Listening and writing practiceLookatpage10inthePupil’sBookandcircle.Listenandcheck.(CD1Track29)Read.Writeaboutyourschoolandstickaphoto.(ABpage10).



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•PlayCD1Track26andguidethepupils’understandingbypointingtothepicturesastheyaretalkedaboutontheCD.•Askthepupilsquestionstochecktheirunderstanding.When does the school year start/finish in the UK/Spain? (September) How many types of holiday are there in the UK/Spain? (UK-four,Spain-three)

CD1

26 The school year by Charlie TheUK–SchoolholidaysChristmas–twoweeksEaster–twoweeksSummer–sixweeksHalf-term–oneweekinthemiddleofeachterm

IntheUK,theschoolyearstartsinSeptemberandfinishesinJuly.ThereareChristmas,Easter,summerandthreehalf-termholidays.Childrenstartschoolatnineandgohomeatthreeo’clock.Whattimedoyougotoschool?

Spain–SchoolholidaysChristmas–twoweeksEaster–oneweekSummer–twelveweeks

InSpain,theschoolyearstartsinSeptemberandfinishesinJune.ThereareChristmas,Easterandsummerholidays.ChildreninSpain

haven’tgothalf-termholidays.Theystartschoolatnineandusuallygohomeatfouro’clock.Somechildrenfinishatfive.Whattimedoyoufinishschool?

Onpublicholidays,childrendon’tgotoschool.HerearesomeUKandSpanishpublicholidays.Canyouthinkofanyothers?

page 10

Listen and read.•SayOpen your Pupil’s Books and find page 10.Givethepupilsamomenttofindthepagebythemselves.•AskWhere are the children? (atschool) Who wrote this presentation? (Charlie).•PointtoActivity11andsayListen and look at Charlie’s presentation again.EncouragethepupilstofollowwhatCharliesaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD1Track26again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:In the UK the school year starts in August. Children start school at 8.30. Children go home at two o’clock.

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•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

page 10

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.ExplainthattheyaregoingtoheartheYour QuestchildrenmakingstatementsabouttheschoolyearinEnglandandSpain.Someofthestatementswillbetrueandsomewillbefalse.•PlayCD1Track27.Youwillfirsthearastatement.PausetheCDafterthefirststatement.AskthepupilswhetherthestatementtheyheardisTrueorFalse.Askonepupiltogivehis/hersuggestedanswer.Ifthepupilthinksthatthestatementisfalse,askhim/hertogiveyouthecorrectanswer.ThenplaythenextpartoftheCD.Checktheanswerthatwasgivenearlier.Continuewithallthestatementsandanswers(therearefive)inthesameway.•Askdifferentpupilstoanswereachtime.Praisethem,saying,Very good!•Answers:1False(TheschoolyearintheUKfinishesinJuly.)/2True/3True/4False(Ahalf-termholidayintheUKistwoweeks.)/5True

CD1

27 1 Olga:TheschoolyearintheUKfinishesinJune.That’sfalse.TheschoolyearintheUKfinishesinJuly.2 Anna:Childrengohomeatthreeo’clockintheUK.That’strue.3 Charlie:Therearenohalf-termholidaysinSpain.That’strue.4 Olga:Ahalf-termholidayintheUKistwoweeks.That’sfalse.Ahalf-termholidayintheUKisoneweek.5 Anna:InSpaintherearefifteenweeksofholidays.That’strue.

Option: Askthepupilstoformpairs.EncouragethemtoaskeachotherTrue/Falsequestionsaboutthetopicusingtheinformationinthetextsonpage10.

Look at the picture at page 10 and answer questions.•Drawthepupils’attentiontothetwoorangeflashesonthepicture.Askifthesefactsaretrueintheirschool.•PointtothesmallphotosandextravocabularyatthebottomofthepictureandaskWhere are the children? (atschoolinSpainandintheUK)Do you wear a school uniform? (pupils’ownanswers)What’s your favourite special event? (Pupils’ownanswers).•ThepupilsmayanswerinL1.

Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpairhalfofthephotocopiablefromTNpage302(i.e.oneparagraph)andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesnexttothecorrectphotoontheboardintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD1Track26.PausetheCDandaskasecondpairtoorderthesentencesforthenextparagraph. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 10

Listen and learn about a school in China.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutaschoolinChina.•SayLet’s read about a school in China.PlayCD1Track28.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD1

28 ThesechildrenareatschoolinChina.Theystartschoolathalfpastseveninthesummerandathalfpasteightinthewinter.Everymorningbeforeclass,thereismusicintheplaygroundandchildrendoexercise.Somechildrensleepintheschoolafterlunch!by Anna


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page 10 Look at page 10 in the Pupil’s

Book and circle. Listen and check.•SayOpen your Activity Books and find page 10.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocirclecorrectinformation.Encouragethemtolookatpage10forhelp.•Whenthepupilshavefinished,sayLet’s listen and check our answersandplayCD1Track29.•Checktheanswerswiththeclass.AskdifferentpupilsWhat’s number (1)?•Answers:1September/2July/3three/4starts/5are/6five

CD1

29 1IntheUKtheschoolyearstartsinSeptember.2ItfinishesinJuly.3Therearethreehalf-termholidays,onein eachterm.

4InSpaintheschoolyearstartsinSeptember.5Therearesummerholidays.6Somechildrenfinishatfiveo’clock.

page 10 Read. Write about your

school and stick a photo.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.ThenshowthepupilstheemptyframetotherightandsayNow write about your school.Thepupilsworkindividuallywritingtheirparagraph.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Explainthatpupilsshouldstickaphotoofthemselvesintheemptyframe.Ifpupilsdonothaveaphotothenencouragethemtodrawapictureinstead.•Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirparagraph.•Answers:Pupils’ownanswers

CLIL project: International school years.•SaytothepupilsLet’s do a project about international school years.DividetheclassintofourgroupsandgiveeachgrouponeofthefactfilesfromtheTNphotocopiablepage302.Therearefourdifferentcountries.Makeseveralcopiesofthepageandcuteachpageintofour.Giveeachgrouponefactfile.Alternatively,youcanmakeseveralcopiesofthephotocopiableandhavestudentsworkinpairs,withseveralpairsworkingonthesamecountry.•Tellthepupilstolookatthedifferentheadingsfortheircountry.Explainthateachgroupshouldfindoutinformationinordertocompletetheirfactfile.•Thegroupsworktogethertofindtheirinformationandcompletetheirfactfile.Whentheyhavefoundtheinformation,askthegrouptodrawapictureofchildrenatschoolinthatcountry.Oraskthemtofindaphotoinamagazinetoillustratetheircountry.•Movearoundtheclassroomtochecktheirworkandofferhelpwhenrequired.•Whentheyhavefinished,askeachgrouptocometothefrontandsticktheirfactfileandpictureonalargepieceofcard.Askeachgrouptopresenttheircountrytotherestoftheclass.EncouragethepupilstosayIn (country) school starts at….

Closing activities•SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant(forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.



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Lesson 7

Learning objectives •Reviewvocabularyandstructure•Createarecordofvocabularylearntintheformofamindmap

•Listenandshowunderstandingbynumbering,answeringTrueorFalseandwriting

•Writesentencesaboutsubjects,daysandtimes

•EvaluatelearningLanguage focus•English, Maths, Science, Geography, History,

P.E., Art, Music, I.C.T., Spanish •o’clock, quarter past, quarter to, half past• I/We have got (Music) on… Materials •Usetheflashcardsandwordcardsyouhaveprepared:English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•ActivityBookpages11and69•ClassaudioCD

At-a-glance lesson plan(AB pages 11 and 69)


•Vocabulary game Poster Main activities•Mind Map:Unit1(ABpage69) •Listening practiceListenandnumber.(CD1Track30)(ABpage11).

•Reading and writing practiceRead.True✓orfalse✗?Writesentencesaboutyourschooltimetable.(ABpage11).

•Evaluation Closing activities• Chant Time to stop(CD1Track5)

Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•TellthepupilsthattheyaregoingtosingtheLet’s sing an English tunechant.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play Poster.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayPoster,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.


Mind Map: Unit 1.•SayOpen your Activity Books and find page 69.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the school subjects? •HoldupyourABandpointtothemindmapatthetopofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Puttheschoolsubjectsflashcardsandwordcardsyouhavepreparedfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.


•SayOpen your Activity Books and find page 11.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisetheclocktimes.ExplainthattheymustlistentotheCDandnumbertheclocktimesintheordertheyhearthemontheCD.•PlayCD1Track30andpausebetweeneachsentence.Askthepupilstowritethecorrectnumbers.PlaytheCDagainsothepupilscanchecktheiranswers.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to4ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.•Answers:1a/2c/3b/4d


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page 11 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questpupilsatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit1.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our Web Quest.

Closing activities•SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant(forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

CD1

30 1It’shalfpasttwelve.2It’soneo’clock.3It’squartertoten.4It’squarterpastthree.


•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturescarefullyandtofindtheclocktimesordaysoftheweekanddecidewhichsubjectisillustrated.•Askthemtoreadthesentencesandtoputatickoracrossaccordingtotheinformationinthepictures.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1✓/2✗/3✗/4✗/5✓/6✗

page 11 Write sentences about your

school timetable.•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldwritetheirownsentencesabouttheirschooltimetable,includingtheirsubjectsandthedaysandtimesoftheirlessons.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Pupils’ownanswers

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Lesson 8

Learning objectives •ReviewtheunitusingQuest 1: Web quest•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutschoolsubjectsandtalkaboutit


P.E., Art, Music, I.C.T., Spanish •o’clock, quarter past, quarter to, half past• I’ve got (Maths) on (Tuesday) at (ten) o’clock• I haven’t got Science•When have you got (Music)?•Have you got (P.E.) on…? Materials •Crayonsforeachpupil•Photocopiable:Quest 1: Web Quest(TN page310)

•WritingDiary•ClassaudioCD

At-a-glance lesson plan(Writing Diary)


•Vocabulary game Story quiz Main activities•Photocopiable activityCompleteQuest 1:

Web Quest •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ActivityBookpage12).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourtimetable(ActivityBookpage12).Closing activities

•Chant Time to stop(CD1Track5)

Opening activities•Greetthepupils.SayHello. How are you? andhavethepupilsanswer.•TellthepupilsthattheyaregoingtosingtheLet’s sing an English tunechant.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play Story quiz.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayStory quiz,orchooseanothergamefromtheActivityBanktorecyclethevocabulary.

Main activities Complete Quest 1: Web Quest.•AskthepupilswhattheyrememberaboutUnit1:Web Quest.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit1toeachstudent.Explainthatitistheirquestaboutsubjects,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1Art,Music,Maths,History,Geography,Science,P.E.,EnglishandI.C.T(PBpage5)/2What’sthecapitalofAustralia?(PBpage6)/3quarterpastnine(PBpage9)/4halfpastten(PBpage9)/5Christmas,Easter,summer,half-term(PBpage10)

page 12

Read the diary entry.•SayOpen your Activity Book at page 12. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary).•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Charlie) What is it about? (hisschooltimetable) What is the date? (12thOctober).•Listentothepupils’answersandpraisethemsayingVery good!

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Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexample,What has he got on Monday? (English) When has he got Maths? (OnTuesday) Has he got Art on Wednesday? (No,hehasn’t.)Has he got I.C.T. on Friday? (Yes,hehas.).•Listentothepupils’answersandpraisethem,sayingVery good!•Finallyaskstudentstotickorcrossthestatementatthebottomofthediaryentry.•Answer:✓

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 12.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.•SayTell me about your timetableEncouragethepupilstorespondsayingI’ve got (History) on (Monday).ListenandpraisetheirspeakingsayingVery good!

•Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoCharlie’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw yourself.Thenpupilsdothisindividually.Alternativelythepupilscanstickaphotointheframe.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatCharlie’sdiaryentry.

Complete the Diary Notes•AskthepupilstousetheirdiaryentrytoanswerthequestionsintheDiaryNotessection.Whentheyhavefinished,invitedifferentpupilstoreadouttheiranswers.

Talk about your timetable.•SaytothepupilsLet’s talk about your school timetable.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTell your partner about your school timetable.Thepupilsdescribetheirtimetable.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


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Unit 1 lesson 1

DVD

CLIL – The school yearTilly: HeyFlorence,areyoubackfrom

yourholiday?Florence:Yes,whatagreatholiday!Iwonder

ifchildreninothercountrieshavethesameschooldaysandthesameholidaysasus?

Tom: Westartschoolatnineo’clockandfinishatthreeo’clockintheUK.

Tilly: IsthatChina?WhattimedotheystartschoolinChina?

Tom: Yes,look.Theyaregoingtoschool.InChina,schoolstartsathalfpastseveninthewinter…

Florence:…andathalfpasteightinthesummer.Look,that’stheChineseNewYear.IntheUK,NewYearisthe1stofJanuary,butChineseNewYearisinFebruary.Childrengetaweek’sholidayforthat.

Florence:WegetholidaysatChristmas.Tilly: Look,theyarehavingtheir

Christmasdinner.Tom: WegetholidaysatEastertoo.Florence:Thosechildrenareenjoyingan

Easteregghunt.Tom: Look,thisschoolisinFrance.Florence:Dotheyhaveasummerholidayin

France?Tilly: Yes,theyhaveeightweeks.Weonly

havesixweeksinthesummer!Tom: ThisisaHindufestivalcalledDiwali.

It’safestivaloflights.Childrengetaholiday.

Florence:It’sreallybeautiful!Tilly: Lotsofdifferentholidaysatdifferent

timesoftheyear.

For The Quest begins again animated story script see TN page 43.

DVD

First day of schoolTilly: HiTom!HiFlorence!Tom and Florence:HiTilly!Tilly: Look!Thenewschool

timetable.Tom: Ohgreat!Florence: Look!We’vegotArtonFriday,

athalfpasttwo.Tilly: WhendoyoustudySpanish,

Tom?Tom: IstudySpanishonWednesday.Florence: Wehaven’tgotSpanishon

Wednesday.We’vegotSpanishonThursday.

Tom: When’sScience?Florence: We’vegotScienceonMonday,

atquartertotenandyou’vegotScienceonFriday,atoneo’clock.

Tilly: Hello,MissHoward!Miss Howard:Hello,Tilly!Florence: AreyouOK?Miss Howard:No,I’mnot.Idon’tknowwhere

togo!Tom: It’seasy,MissHoward.Look,

areyoublueorgreen?Miss Howard:Blue.Florence: You’vegotEnglishnowand

Musicatquarterpasteleven.Tilly: Andyou’vegotP.E.tomorrow

atoneo’clock.Tom: Andyou’vegotI.C.T.onFriday,

atquartertoten.Miss Howard: OK.Thankseveryone!Tom: MissHoward!It’sthatway!

Learning objectives• Identifyingandnamingshopsandplaces



•Practisinganddiscriminatingbetweenthe\œ\ and\eI\sounds




• Identifyingandusingdirections •Usingdirectionswithplaces •Listeningto,readingandunderstandingacomicstrip

•Listeningto,readingandunderstandingtextsaboutcities

•Writingashorttextaboutacity •DoingaquizaboutLondon •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortpersonalizeddiaryentryaboutatownandtalkingaboutit


•bank, cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square

• turn left, turn right, go straight on, walk around•CLILvocabulary: capital, city, art gallery,

cathedral, river, the Houses of Parliament, famous, government

Structures

• I’m going to the (greengrocer’s).• I’m not going to the (library).•Where are you going?•Are you going to the (square)?•Yes, I am. / No, I’m not.

Recycled language•Let’s go (to the cinema).• It’s…•This is…

Receptive language •Can I come too?•You can (come).•Let’slookat/listen/say/rap/play/sing/read/investigate…

•Cutalongtheselines.

Socio-cultural aspects •Understandingcities•Showinginterestindifferencesbetweencities

Summary Inthisunityouwillintroduceandpractisevocabularyfornamingplacesandexpressingintention.Pupilswilllearnhowtogivedirections.Theywilllearnhowtodescribeplacesinacityandtowriteashortdescriptionofacity.


Unit New York, New York!

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66


Lesson 1

Learning objectives • Identify,listentoandsaywordsfordifferentplaces

•Listento,readandsingtheWhere are you going?song

•Showunderstandingbycirclingwordsand bywriting

Language focus•bank, cinema, butcher’s, greengrocer’s,

baker’s, library, station, town hall, bridge, square

•Where are you going?•Where is he/she going?• I’m going to the (bank).•Let’s go to the (baker’s).•Can I come too?•You can come to the (cinema) with me.Materials•Flashcardsandwordcardsyouhaveprepared:

bank, cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaySing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Singthesongandhavethepupilssingwithyou.

Main activities Play What’s this?•Holdupthepileofplacesflashcardsyouhavepreparedfortheunitsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (cinema). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.

•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, places/shops.

Listen, point and say the words.•SayLet’s listen and say the Places word rap.PlayCD1Track31andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.



Main activities•Vocabulary game What’s this? •Vocabulary activities Placeswordrap(CD1Track31)Listen,pointandsaythewords.

•Vocabulary game I can match •Song Where are you going?(CD1Track32)Listentothesong.Answerthequestions.Listenandread.Singthesong.(PBpage11)


•Word Quest(CD1Track34)Listenandplay(PBpage11).

•Vocabulary and writing activitiesLookandcirclethecorrectwords.Lookatthepictureandwritesentences.(ABpage13).


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CD1

31 Places word rap Let’s rap, let’s rap,Let’s say the places word rap…

bankcinemabutcher’sgreengrocer’sbaker’slibrarystationtown hallbridgesquare


Play I can match.•ShowtheplaceswordcardstotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.

•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the Where are you going? song.Encouragethepupilstostandup.•PlayCD1Track32andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.StoptheCDaftereachanswerisheard.Where is she going? (bank,library,townhall,square,shops,butcher’s,baker’s,greengrocer’s,cinema).Is she going to the (library)?(Yes,sheis./No,sheisn’t.)

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•PlayCD1Track34andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsAnna’squestions.What’s this place? EncouragethepupilstolookattheWord Quest andanswer. It’s (a butcher’s).•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD1

34 Anna:What’sthisplace?Charlie:It’sabutcher’s.Anna:Yes!Whatnumberisit?Charlie:Three.




page 13 Look and circle the correct

words.•SayOpen your Activity Books and find page 13.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallycirclingthecorrectwords.•Whenthepupilshavefinished,correctthesentencestogether.Nominatedifferentpupilstoanswer,forexampleMaria. What’s number 1? •Praisethepupils’work,sayingWell done!andaskthemtolistenandtickthesentencestheygotcorrectintheirActivityBooks.•Answers:1bank/2library/3station/ 4greengrocer’s/5square/6baker’s/7bridge/8townhall/9cinema/10butcher’s

Unit 2 Lesson 1

CD1

32 Where are you going? songWhere are you going? Can I come too?I’m going to town. I’ve got lots to do.

I’m going to the bank and the library.You can come to the town hall with me.Come and have a look around.There’s a square and shops in the town.The butcher’s, the baker’s, the greengrocer’s too.Lots of things to see and do.

Where are you going? Can I come too?Let’s go to the cinema, me and you.

page 11

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 11.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatthepictureandaskWhat are the children doing? (lookingatatownmap).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhattheycansee.•PlayCD1Track32andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the Where are you going? song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsI’m going to the (bleep) and the (bleep).Insteadofsayingtheplaceorshop,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordsasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 11

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (CharlieandAnna).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.

Unit 2 Lesson 1

Unit 2 Lesson 1

page 13 Look at the picture and write

sentences.•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1thebaker’s/2thelibrary/3thebutcher’s/4thegreengrocer’s/5thebank/6thesquare


69

Unit 2 Lesson 1

70


Lesson 2

Learning objectives •ListentoandsingtheWhere are you going? song

•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandcompletingsentences

•Practisethesounds\œ\and\eI\anddiscriminatebetweenthem

Language focus •bank, cinema, butcher’s, greengrocer’s,


• I’m going to the (bank).Materials •Flashcardsandwordcardsyouhaveprepared:bank, cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square




•Vocabulary gamePlayanygame. Main activities•Song Where are you going?(CD1Track32)(karaokeCD1Track33)Listenandsing.

•Story A New York story(CD1Track35)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages12–13)Rememberthestory:A New York story.Lookandmatch.Number.Writethewords.Readandcompletethesentences.WritetheQuest letter.(ABpage14)



Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play any game.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).ChooseagamefromtheActivityBanktorecyclethevocabulary.

Main activities Listen and sing.•AskthepupilsDo you remember the Where are you going? song?Encouragethemtosaysentencesfromthesong,I’m going to the (bank).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Where are you going? song (forlyricsseeTNpage68).PlayCD1Track32andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.•Oryoucanplaythekaraokeversion,CD1Track33.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •ExplainthattheYour Questcharactersaregoingontheirsecondquest.AskthepupilswhattheyrememberaboutthepreviousQuest.•Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (inNewYork).•YoucaneithertellthestorybyreadingthetextbyplayingCD1Track35.•MakesurethatyoushowtheappropriateframeasyoulistentothestoryontheCD.Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•Finally,askthepupilsCan you see Victor Virus? (frames7and8).

Note:YouwillhearatoneontheCDtosignalwhenyoushouldpointtothenextpicture.

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Frame 7Charlie:Look,it’sthefamouscomputergamesdesigner,JimJones.Anna:Cool!Olga:Butwho’sthatupthere?Anna:Ithinkit’sVictorVirus.Frame 8Charlie:Stophim!It’sVictorVirus.Security guards:Wecanstophim.Jim Jones:Ohno!IsthecomputergameOK?Frame 9Security guard:Wedon’tknowwhereVictorVirusis.Jim Jones:Butthecomputergameissafe.Children:Hooray!Frame 10Jim Jones:Thankyouforyourhelp,children.Herearecopiesofthenewcomputergame.Charlie:Thankyou!Anna:Here’stheQuestsymbol.Timetogo.


CD1

35 Frame 1 Anna:Wow!We’reinNewYork!Thisisamazing.Olga:Lookattheskyscrapers.Charlie:DoyouthinkVictorVirusishere?Frame 2Anna:Oh,look.VictorVirusisinNewYork.Olga:Iwonderwhereheis.Frame 3Charlie:Lookoverthere,attheposter.It’sthelaunchofthenewQuestcomputergametoday.Anna:IbetVictorVirusisthere.Olga:Let’stakethebus.Frame 4Olga:IloveNewYork.Lookatallthebuildings.Anna:IthinkthatbuildingistheTownHall.Charlie:Look!That’sGrandCentralStationoverthere.Frame 5Olga:CanyoutelluswheretheQuest computershopis?Passer-by:It’soverthere,betweenthebankandthecinema.Anna:Thanks.Frame 6Olga:Hereweare.It’stwoo’clock.Anna:We’rejustintimeforthelaunch.

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Frame 1 Wherearethechildren?(inNewYork)WhatcanOlgasee?(skyscrapers)Frame 2 IsVictorVirusinNewYork?(yes)Frame 3 What’shappeningtoday?(thelaunchofthenewQuestcomputergame)Howdothechildrentravel?(bybus)Frame 4 WholovesNewYork?(Olga)WhichbuildingcanAnnasee?(theTownHall)WhichbuildingcanCharliesee?(GrandCentralStation)Frame 5 Whoasksthemanfordirections?(Olga)WhereistheQuestcomputershop?(betweenthebankandthecinema)Frame 6 Whattimeisit?(twoo’clock)Arethechildrenintimeforthelaunch?(yes)Frame 7 What’sthenameofthefamouscomputergamesdesigner?(JimJones)Whocanthechildrenseeonthebalcony?(VictorVirus)Frame 8 WhatdoesVictorVirusdo?(herunsaway)Whotriestostophim?(thesecurityguards)

Frame 9 DothesecurityguardsknowwhereVictorVirusis?(no)Isthecomputergamesafe?(yes)Frame 10 WhatdoesJimJonesgivethechildren?(thenewcomputergame)WhatistheQuestsymbol?(acanoe)

page 12

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 12.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD1Track35.•SayWhat places can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter? (D,inframe3)

page 14 Remember the story: A

New York story. Look and match. Number. Write the words.•SayOpen your Activity Books and find page 14.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetounjumblethelettersandwritethemissingwordsinthespeechbubbles.•Answers:b1VictorVirusisinNewYork./c2That’sGrandCentralStationoverthere./a3Ithinkit’sVictorVirus./d4Herearecopiesofthenewcomputergame.

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page 14 Read and complete the

sentences.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetoreadandcompletethesentenceswiththewordsfromthebox.RemindthemthattheycanlookinthePBstochecktheiranswersiftheyarenotsure.•Inviteapupiltoreadthefirstsentencealoudandanothertosayifthatansweriscorrect.Writetheanswersontheboard.•Answers:1NewYork/2bus/3cinema/ 4twoo’clock/5computer/6game


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:D

Say the words.•Stickthebaker’sandbankflashcardsontheboard.Goroundtheclassandaskeachofthepupilstosaythewords.•Explainthatthewordscontaindifferentsoundsandtodaytheyaregoingtopractisethosesounds.•Say\eI\ bAker’s andencouragethepupilstorepeatwithyou.Repeatthesamewith\œ\ bAnk.

page 13



CD1

36 atapplessandwichescakelakebaker

page 13

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainhowthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD1Track37.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.Askthem,Can you see words with the \eI\ in Frame 1?(amazing,skyscrapers)Can you see words with the \eI\ in Frame 3?(game,take)Can you see words with the \œ\ in Frame 4? (at,that,grand)Can you see words with the \œ\ in Frame 5?(can,bank,thanks).•Encouragethemtolookintheframesandlistentotheiranswers,writingthecorrectonesontheboard.•Ifthepupilsseemunsureaboutthesounds.Repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD1

37 Atthegreengrocer’sandthebaker’sbythelakewe’vegotsandwiches,applesandenormouscakes.

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Unit 2 Lesson 2


and check.•SayOpen your Activity Books and find page 14.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtowritethewordsinthecorrectplace.Completeanexamplewiththem.

Fast finishers:AskthepupilstoaddanyotherwordstheyknowinEnglishwiththatsoundtoeachcolumn.


CD1

38 Phonics\eI\bakercakelake

\œ\applesatsandwiches

•Answers:baker,cake,lake/apples,at,sandwiches


Unit 2 Lesson 3

bakera

pplesc

akeatsandwiches lake

isontheirflashcardtheyliftthecardabovetheirheads.PlayCD1Track32.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD1Track33).

Option:Youmaywanttosingthesongagain.Inviteavolunteertogivetheflashcardstoadifferentgroupofpupils.PlaytheCD,andencouragethepupilstosingalong.

page 14

Listen and read.•SayOpen your Pupil’s Books and find page 14. •Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (twogirls) Where are they? (intown) What are they doing? (askingeachotheraboutplaces).•PlayCD1Track39andencouragethepupilstoreadthedialoguewhilelistening.

Unit 2 Lesson 2

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Unit 2 Lesson 3

Lesson 3

Learning objectives •SingtheWhere are you going?song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingand writingsentences,listeningandmatching,andbywritingsentences



•Where are you going?•Are you going to the (baker’s)? Yes, I am. /

No, I’m not.• I’m going to the (bank).• I’m not going to the (cinema).Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:bank, cinema,

butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square


Opening activities •SayHello! How are you?andhavethepupilsreturnthegreeting.•SaySing the Let’s sing an English tune chant(forlyricsseeTNpage38).ChooseanygamefromtheBank,torecyclethevocabulary.

Play any game.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayanygamefromtheBank,torecyclethevocabulary.

Main activities Listen, sing and point.•AskthepupilsDo you remember the Where are you going? song?•Giveouttheflashcardsyouhavepreparedtodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.•SayLet’s sing the song (forlyricsseeTNpage68).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthewordwhich



•Vocabulary gameAnygame. Main activities•Song Where are you going?(CD1Track32)(karaokeCD1Track33)Listen,singandpoint.



•Vocabulary game Where am I going?

•Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓or✗cross.(CD1Track40).LookatActivity8.WritesentencesaboutAnna.(ABpage15).


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page 14

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthenegativesinboldandthecontractionsintheRememberbox.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘I’m going to the library’ (Harriet–girlontheleft) Is the sentence affirmative? (Yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence.Praisethepupils’speaking.

Play Where am I going?•Inviteapupiltocometothefronttochooseaflashcard.Tellhim/hernottoshowanybodytheirflashcard.

•Askthepupilsaboutthedialoguetochecktheirunderstanding.•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialogueforthefirstgirlchorallyandtheothergrouptoreadoutthelinesofthedialogueforthesecondgirlchorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option: Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempracticesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD1

39 Girl 1:HiHarriet!Whereareyougoing?Girl 2:Oh,hi!I’mgoingtothegreengrocer’s.Whereareyougoing?Girl 1:I’mgoingtothelibrarytoreturnthisbook.Girl 2:Oh!Areyougoingtothesquarethen? Girl 1:Yes,Iam.Doyouwanttocomewithme?Girl 2:I’mnotgoingtothelibrary,butthegreengrocer’sisinthesquare!Girl 1:Let’sgotogether.

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Unit 2 Lesson 3

CD1

40 Olga:HiAnna!Areyougoingtothecinema?Anna:Yes,Iam.Olga:Areyougoingtothebank?Anna:No,I’mnot.Olga:Areyougoingtothelibrary?Anna:Yes,Iam.Olga:Areyougoingtothestation?Anna:No,I’mnot.Olga:Areyougoingtothebaker’s?Anna:Yes,Iam.Olga:Areyougoingtothegreengrocers?Anna:Yes,Iam.Olga:Areyougoingtothebutcher’s?Anna:No,I’mnot.

•Answers:cinema✓baker’s✓greengrocer’s✓ bank✗ butcher’s✗ station✗library✓

page 15 Look at Activity 8. Write

sentences about Anna.•AskthepupilstolookatActivity9.Checkthatthepupilsunderstand,andaskthemtoworkindividuallycompletingthesentencesaboutAnna.EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:I’mgoingtothecinema.I’mgoingtothelibrary.I’mgoingtothebaker’s.I’mgoingtothegreengrocer’s.I’mnotgoingtothebank,thestationorthebutcher’s.


•Invitetheclasstoaskhim/herquestionstoguesswhichcardhe/shehaschosen.EncouragedifferentpupilstoaskquestionsandhelpthembypromptingwithAre you going to the (library)?iftheyhavedifficulties.PraisetheirspeakingbysayingVery good!andWell done! •Invitedifferentpupilstothefronttocarryoutthetask.



Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 15.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,redfornegative,blueforquestions).•Answers:1Areyougoingtothelibrary?(blue)/2I’mgoingtothecinema.(green)/3I’mnotgoingtothestation.(red)/4Whereareyougoing?(blue)


page 15 Listen. Tick ✓ or cross ✗.

•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD1Track40andpausetheCDaftereachsentence.EncouragethepupilstotickorcrossintheirAB.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

Unit 2 Lesson 3

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Unit 2 Lesson 4

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutshopsandplaces


•Talkaboutshopsandshoppingitemsusingcut-outs



•Where are you going?•Are you going to the (library)? Yes, I am. / No,

I’m not.• I’m going to the (station).• I’m not going to the (bank).Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:bank, cinema,

butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square




•Vocabulary gameAnygame. Main activities•Vocabulary game Affirmative, negative or

question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD1Track41)Lookandwritethesentences.(ABpage16)



Opening activities Sing the Let’s sing an English tune chant.•Greetthepupils.SayHello. How are you? andhavethepupilsreturnyourgreeting.•SaySing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).ChooseanygamefromtheActivityBanktorecyclethevocabulary.

Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the words for shops?andshowthepupilstheflashcards.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? .Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play.•ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.

Unit 2 Lesson 4

79

Unit 2 Lesson 4


•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.•Answers:1Whereareyougoing?/2I’mgoingtothebaker’s./3No,I’mnot./4Areyougoingtothebutcher’s?


sentences in the dialogue. Listen and check.•HoldupyourbookandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusethesentencesfromActivity10.•PlayCD1Track41forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1Whereareyougoing?/2No,I’mnot./3Areyougoingtothebutcher’s?/4I’mgoingtothebaker’s.

CD1

41 Charlie:HiOlga!Whereareyougoing?Olga:I’mgoingtothebank.Areyougoingtothegreengrocer’s?Charlie:No,I’mnot.Olga:You’vegotashoppinglist.Areyougoingtothebutcher’s?Charlie:Yes,Iam.AndI’mgoingtothebaker’s.

page 16 Look and write the

sentences.•Askthepupilstolookatthefinaltaskonpage16oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.Encouragethemtowritetheirsentences.Goroundtheclassroomandcheckeachpupil’swork.•Answers:1I’mgoingtothebaker’s./2I’mgoingtothebutcher’s./3I’mgoingtothebank./4I’mgoingtothegreengrocer’s.

Unit 2 Lesson 4

page 75


Stage 1•SaytothepupilsOpen your Activity Books and find page 75.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthepicturesofthedifferentshopsandshoppingitems.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayI need a cakeandholdupthecakeflashcard.Encouragethepupilstoholdupthecardwhichshowstheshopwhereyoucanbuyacake(baker’s)andsayI’m going to the baker’s.Continuewithalltheshoppingitemcardsuntilthepupilsareconfident.•SayLet’s play Place pelmanism.Inviteapupiltocometothefronttoplayagainstyou.•Putallyourcardsfacedownonyourdesk,placesontheleftandthingsontheright.•Turnoveronecardfromeachsetandsaythesentences.I need a(n) (cake). I’m going to the (baker’s). •Ifthecardsareapair(placeplusappropriateitem),youwinthecards.Iftheyarenotapair,turnthemfacedownagain.Nowitisthepupil’sturn.•Thewinneristheplayerwiththemostpairsofcards.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroomandcheckthattheyaretakingturnsandsayingthesentencescorrectly.


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Unit 2 Lesson 4 Unit 2 Lesson 5

81

Lesson 5

Learning objectives • Identifyandsaydirections•Listento,readandsaytheDirectionsrap•Showunderstandingbymatchingandwriting•Listento,readandunderstandacomicstripLanguage focus•bank, cinema, butcher’s, greengrocer’s,



• I’m going to the (square).• I’m not going to the (bank).•Where is he/she going?•Where are you going?•Are you going to the (butcher’s)? Yes, I am. /

No, I’m not.Materials •Wordcardsyouhaveprepared:bank,

cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square

•Pupil’sBookpage15•ActivityBookpage17•WritingDiary,ActivityBookpage20•ClassaudioCD



•Vocabulary gameAnygame


•Listening practice Directionsrap(CD1Track43)Listenandread.Saytherap.(PBpage15).

•Vocabulary and writing practiceLookandmatch.Lookandcomplete.LookatthepictureinActivity14.Completethesentences.(ABpage17).



Opening activities •Greetthepupils.SayHello. How are you? andencouragethemtoreply.•SaySing Let’s sing an English tune chant (forlyricsseeTNpage38).•SaytothepupilsLet’s sing.PlayCD1Track2.

Play any game.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).ChooseanygamefromtheActivityBanktorecyclethevocabulary.



CD1

42 turnleftturnrightgostraightonwalkaround

page 15

Listen and read. Say the rap.•SaytothepupilsLet’s look at the picture andpointtothepictureonpage15.Askthepupilsquestionsaboutit.What’s in the picture? (atown) What places can you see in the picture? (library/bridge/square). •PlayCD1Track43andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the Directions rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.•WhenyouhavefinishedaskthepupilsWhere is she going? (tothelibrary) How is she going there? (turnleft,turnright,gooverthebridge,gostraighton,walkaroundthesquare).


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page 17 Look at the picture in Activity

14. Complete the sentences.•ExplainthattheyshouldlookatthemapinActivity14andcompletethedirectionsforCharlie.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirwork,sayingWell done!•Answers:1canIgettothe/2turnright/3Turnleftatthebutcher’s/4thecinema

page 15

Listen and read.•SayOpen your Pupil’s Books and find page 15.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andaskWhere are the three friends? (inthegarden).•SayLet’s listen to the comic strip.PlayCD1Track44.•SayLet’s read and listen to the comic strip again.PlayCD1Track44again.EncouragethepupilstolookatandreadthecomicstripintheirPBsastheylisten.•Whenthepupilshavefinishedreadingandlistening,askquestionsaboutthestory,forexample,Which child is in the comic strip? (Freddy).•AskthepupilsDo you like the story?Invitethemtorespondandcommentonthestory.

CD1

43 Directions rapHow can I get to the library?Ah! I know! Listen to me.Turn left, turn right,and go over the bridge.Go straight on,and walk around the square.That’s how you get to the library.See you there!See you there!

page 17 Look and match.

•SayOpen your Activity Books and find page 17.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.Explainthattheymustmatchthesignpoststothephrases.•Checktheanswerstogether.•Answers:1a/2d/3b/4c


•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentencesusingthepictureasaguide.•Checktheanswerstogether.•Answers:1turnleft/2Walkaround/3Turnright/4baker’s


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CD1

44 Frame 1Yorkie:Scotty?Who’sthat?Scotty:Hey!It’sFreddy!Let’sgoandsay‘Hello’!Followme,Yorkie!Frame 2Scotty:First,turnleftatthebush!Frame 3Yorkie:Wherenext?Scotty:Walkaroundthetree.QuicklyYorkie!Frame 4Yorkie:Arewethereyet?Scotty:No!Nowwegostraightontothegate!Run!Frame 5Scotty:We’rehere!HiFreddy!Yorkie:Phew!Aren’tyoutiredJack?Jack:No!Yougothelongway.Ijustwalkupthepath!

Closing activities •SaytothepupilsIt’s time to stop.Encouragethemtoclosetheirbooksandtidyuptheirthings.SayGoodbye.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.


Lesson 6

Learning objectives •Talkaboutacity•Listento,readandlearnaboutLondonandTokyo

•Showunderstandingbyreadingandwritingaboutcities

•DoaquizaboutLondonLanguage focus•bank, cinema, butcher’s, greengrocer’s,



•capital, city, art gallery, cathedral, river, the Houses of Parliament, famous, government

Materials •Scissorsforeachpupil•CLILPhotocopiable:London quiz(TNpage303)


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Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaySing Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).ChooseanygamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(Geography:London).•AskthepupilswhattheyknowaboutLondon.ThepupilsmayanswerinL1.•Askthepupilsquestions.

Listen and look at the picture.•ExplaintothepupilsthatOlgahasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Olga’s presentation about London.•PlayCD1Track45andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.Where is London? (inEngland) Where does the name come from? (theRomannameLondinium) Is London big? (yes) What river is in London? (theThames)How many bridges are there? (32) What sights can you see in London? (MillenniumnBridge/TateModernartgallery/StPaul’sCathedral/TowerBridge/theHousesofParliament/BigBen).

CD1

45 London by OlgaLondonisthecapitalofEngland.ThenamecomesfromLondinium,thecity’sRomanname.TodayLondonisaverybig,moderncityandpeoplefromallovertheworldlivethere.

TheriverThamesflowsthroughLondon.Thereare32bridgesacrosstheThames.AfamousbridgeistheMillenniumBridge.ItconnectstheTateModernartgallerytoStPaul’sCathedral.Canyouseethecathedralinthephoto?



•Vocabulary gameAnygame Main activities•Picture activities LondonLookatthepictureandpredict.Listenandlookatthepicture.(CD1Track45)

•Character’s presentationListenandread.(CD1Track45)Answerthequestions.Listenandcheck.(CD1Track46)(PBpage16).

•Picture activityLookatthepictureandanswerquestions.

•Character’s presentationListenandlearnaboutacityinJapan.(CD1Track47)(PBpage16).

•Reading and writing practiceRead.True✓orfalse✗?Read.Writeaboutacity.(ABpage18).

•CLIL project: London quiz Closing activities•Chant Time to stop(CD1Track5)

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TowerBridgeisaveryoldroadbridge.Shipscangounderthisbridge.Iftheshipisverybig,thenthebridgegoesup!

Londonhasgotalotofplacestovisit.TheHousesofParliamentareveryfamous.TheUKGovernmentmeetshere.Canyouseethebigclocktower?ThisisthefamousBigBen.DoyouwanttovisitLondon?

page 16

Listen and read.•SayOpen your Pupil’s Books and find page 16.Givethepupilsamomenttofindthepagebythemselves.•AskWho wrote this presentation? (Olga).•PointtoActivity11andsayListen and look at Olga’s presentation again.EncouragethepupilstofollowwhatOlgasaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD1Track45again.•PlaytheCDagain,andthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:London is the capital of Scotland. London is a small city. There are 20 bridges across the Thames. The Houses of Parliament aren’t very famous.


page 16

Answer the questions. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen.PlayCD1Track46.PausetheCDaftereachanswerisheard.AskthepupilsiftheiranswerswerethesameastheCD.•Answers:1London/232/3YoucangetfromtheTateModerntoStPaul’sCathedralacrosstheMillenniumBridge./4BigshipscangounderTowerBridgewhenthebridgegoesup. /5BigBenisabigclocktower.

CD1

46 1 Charlie:ThecapitalofEnglandisLondon.2 Anna:Thereare32bridgesacrosstheThames.3 Olga:YoucangetfromtheTateModerntoStPaul’sCathedralacrosstheMillenniumBridge.4 Charlie:BigshipscangounderTowerBridgewhenthebridgegoesup.5 Anna:BigBenisabigclocktower.


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Look at the picture and answer questions.•Askthepupilsquestions.• Do you like cities? Do you want to visit London? Do you like museums/shops? (Pupils’ownanswers).

Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpaironeparagraphfromthephotocopiablefromTNpage303andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesintheordertheyhearthem.(Thefirstpairshouldsticktheirsentencesatthetopoftheboard.)Therestoftheclassorderstheirsentencesintheirpairs.PlayCD1Track45.PausetheCDandaskdifferentpairstoorderthesentencesfortheotherparagraphs. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 16

Listen and learn about a city in Japan.•SayLet’s listen and read about a city in Japan.PlayCD1Track47.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.CD1

47 ThisisTokyoinJapan.‘Tokyo’means‘Easterncapital’inJapanese.ItisontheislandofHonshuwhichisthemainislandinJapan.Tokyoisabigmetropolisthatincludescities,townsandvillages!YoucantravelfromTokyotomanybigcitiesonveryfasttrainscalled‘shinkansen’.by Charlie


•SayOpen your Activity Books and find page 18.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytoreadthesentencesandputticksorcrosses.•Answers:1✓/2✗/3✓/4✗/5✓/6✓

page 18 Read. Write about a city.

•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesandthephotoontheleft.ThenshowthepupilsthephotototherightandsayNow write a paragraph about Toronto.Thepupilsworkindividuallywritingtheirparagraph.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirparagraph.•Answer:ThisisTorontoinCanada.Itisaverybigcity.IthasgotalakecalledLakeOntario.YoucanseetheCNTower,cinemas,bridgesandlibraries.

CLIL project: London quiz.•SaytothepupilsLet’s do a quiz about London.Dividetheclassintogroupsofthreeorfour,andgiveeachgroupaphotocopiablefromTNpage303.•Explainthattheyneedtoanswertheeightquestionsbycarryingoutaninternetsearch.•Movearoundtheclassroomandofferhelpwhenrequired.•Askthepupilstowritetheirnamesonthebackoftheirquizcardsandtogiveyoutheircards.Checkthequizcardstoseewhichgroupgotthemostcorrectanswers.•Answers:1theLondonundergroundtrain/2QueenElizabethII/3PoundsSterling/4agiantferriswheel/5theThamesriver/6TheHousesofParliament/7Harrods/8(Anyofthesearecorrect)fishandchips,creamtea,roastdinner


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Lesson 7


•Listenandshowunderstandingbydrawing,matchingandwriting

•Writesentencesaboutshopsandintentions•EvaluatelearningLanguage focus•bank, cinema, butcher’s, greengrocer’s,



Materials •Flashcardsandwordcardsyouhaveprepared:bank, cinema, butcher’s, greengrocer’s, baker’s, library, station, town hall, bridge, square




•Vocabulary gameAnygame Main Activities•Mind Map: Unit2(ABpage69) •Listening practiceListenanddraw.(CD1Track48)(ABpage19).

•Reading and writing practiceReadandmatch.Lookandwrite.(ABpage19).

•Evaluation Closing activities•Chant Time to stop(CD1Track5)

Opening activities •Greetthepupils.Say Hello. How are you? andencouragethepupilstoreply.•SaySing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.



Mind Map: Unit 2.•SayOpen your Activity Books and find page 69.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the shops and places? •HoldupyourABandpointtothemindmapatthebottomofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Puttheshopsflashcardsandwordcardsyouhavepreparedfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 19 Listen and draw.

•SayOpen your Activity Books and find page 19.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethedirections.ExplainthattheymustlistentotheCDanddrawthedirectionsymbolforwhattheyhearontheCD.•PlayCD1Track48andpausebetweeneachphrase.Askthepupilstodraw.PlaytheCDagainsothepupilscanchecktheiranswers.•SaytothepupilsLet’s check our answers.AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersanddrawtheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookatthepicturesontheboardandcomparethemwiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.•Answers:1gostraightondrawing/2walkarounddrawing/3gostraightondrawing/4turnleftdrawing

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Unit 2 Lesson 7

CD1

48 1Turnright.2Walkaround.3Gostraighton.4Turnleft.


•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturescarefullyandtomatchthemwiththesentences.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1d/2c/3e/4b/5f/6a


•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldlookatthepicturesoftheshoppingitemsanddecidewhichshoptheyneedtogotoinordertobuythem.Thentheyshouldwritetheirsentences.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Answers:1I’mgoingtothegreengrocer’s./ 2I’mgoingtothebutcher’s./3I’mgoingtothebaker’s./4I’mgoingtothebank./5I’mgoingtothelibrary.

page 19 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit2.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our New York, New York! Quest.


Unit 2 Lesson 8

Unit 2 Lesson 7

Lesson 8

Learning objectives •ReviewtheunitusingQuest 2: New York,

New York!•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutatownandtalkaboutit



• I’m going to the (library).• I’m not going to the (library).•Where are you going?•Where is he/she going?• Is he/she going to the (greengrocer’s)?•Are you going to the (square)? Yes, I am. /

No, I’m not.• Is there a (bank)?Materials •Crayonsforeachpupil•Photocopiable:Quest 2: New York, New

York! (TNpage311)•WritingDiary,ActivityBookpage20•ClassaudioCD

At-a-glance lesson plan(Writing Diary, Activity Book

page 20)Opening activities•Chant Let’s sing an English tune(CD1Track2)

•Vocabulary gameAnygame Main activities•Photocopiable activityCompleteQuest 2:

New York, New York! •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage20).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourtown(ABpage20).

Closing activities •Chant Time to stop(CD1Track5)

Opening activities•Greetthepupils.SayHello. How are you? andhavethepupilsanswer.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.


Main activities Complete Quest 2: New York, New York!•Askthepupilswhattheyrememberabout Unit2:New York, New York!•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit2toeachstudent(TNpage311).Explainthatitistheirquestaboutcities,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1butcher’s,greengrocer’s,baker’s(PBpage11)/2theTownHall,GrandCentralStation,theQuestcomputershop(PBpage12)/3nearthesquare(PBpage15)/4Jack(PBpage15)/5theriverThames,theMillenniumBridge,theTateModernartgallery,StPaul’sCathedral,TowerBridge,theHousesofParliament,BigBen(PBpage16)

page 20

Read the diary entry.•SayOpen your Activity Book and find page 20.Givethepupilsamomenttofind thepagebythemselves.•AskthepupilsWhat’s this?(Questdiary).

Unit 2 Lesson 8

89

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Unit 2 DVD ScriptsUnit 2 Lesson 8

•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Anna) What is it about? (hertown) What is the date? (19thApril).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudandaskthepupilstofollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexample,Is there a bank? (yes) Where is she going? (tothebaker’s) Is she going to the butcher’s? (No,sheisn’t.) Is she going to the bank? (No,sheisn’t.) Is she going to the baker’s? (Yes,sheis.)•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,asktocirclethecorrectoptionatthebottomofthediaryentry.•Answer:baker’s

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 20.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.•SayTell me about your town.EncouragethepupilstorespondsayingThere’s a (bank).ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoAnna’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a map of your town. Thenpupilsdothisindividually.

Tip: Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatAnna’sdiaryentry.


Talk about your town.•SaytothepupilsLet’s talk about your town. Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTell your partner about your town.Thepupilsdescribetheirtown.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


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DVD

CLIL – A cityTom: HiFlorence,whatareyoudoing?Florence:I’mresearchingatriptoLondon.Tilly: Let’slook!Florence:That’sBigBen.Tom: Iknow.Florence:What’sthatthen?Tilly: It’stheLondonEye.Tom: IlovetheLondonEye.Tilly: Metoo.Florence:It’sveryhigh!Tom: Yes,itis!Youcanseethewholeof

Londonfromupthere.Tilly: It’sreallyamazingatnight.Florence:It’srightnexttotheRiverThames.Tom: Look,thosepeopleareonaboat

goingdowntheriver!Florence:What’sthebridgedoing?Tom: It’scalledTowerBridge.Itgoesup

anddowntoletbigshipsthrough.Florence:Isthatatrain?Tilly: Yes,it’sanundergroundtrain.You

cantravelaroundLondononit.Tom: OrtakearedLondonbuslikethis

one.Florence:That’sabighouse.Tilly: That’stheQueen’shouse!It’scalled

BuckinghamPalace.Florence:Itlooksverybeautiful!Tom: LondonisthecapitaloftheUnited

Kingdom.Florence:Ican’twaittogoandvisit!

For A New York story animated story script see TN page 71.

DVD

LostMiss Howard:AreyouOKchildren?Tom: Well...Miss Howard:Whereareyougoing?Tilly: I’mgoingtothelibrary.Florence: Metoo.Tom: Iwanttogotothelibraryand

thecafé.All: Oh!Tilly: Thankyou.Yes.Miss Howard:Gostraighton,pastthebank,

andthemuseum.LookfortheTownHallandturnleft.Thelibraryisnexttothefirestation.

Tom: Pastthebank,pastthetownhallandleftatthemuseum.

Florence: No.Straighton,pastthebank,pastthemuseum.LookfortheTownHallandturnleft.

Tom: Andwhere’sthecafé?Miss Howard:Nearthelibrary.Andthelibrary

isjustherenexttothefirestation!

Florence: Brilliant!Thanks.Miss Howard:Goodbyeandgoodluck.All children: Thanks.Goodbye!Tilly: Hereweare!Tom: Ithinkit’sclosed.Tilly and Florence:Ohno!Tom: Buthere’sthecafé.Let’sgetan

ice-cream.Tilly and Florence:Goodidea!

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Learning objectives• Identifyingandnamingactivitiesatanactivitycamp



•Practisinganddiscriminatingbetweenthe\k\ and\s\sounds




• Identifyingandusingwordsfordifferenttypesofweather

•Usingweatherwordswithactivities


•Listeningto,readingandunderstandinginformativetextsaboutadventuresports

•Writingashorttextaboutanadventuresport

•Doingasportssurvey •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortpersonalizeddiaryentryaboutanactivitycampandtalkingaboutit


•canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing

•cloudy, raining, snowing, sunny, foggy, windy•CLILvocabulary: zip-line, gravity, pulley,

trainers, gloves, helmet, harness, kite, board, stunt, straps, balance

Structures

•He’s/She’s (cycling).•He/She isn’t (canoeing).


•What’s he/she doing?

Recycled language•Colours• I’ve got (my boots).

Receptive language •What’s everyone doing?•We/You can (go cycling).•Let’s do/talk/look at/listen/say/rap/play/sing/

read/investigate…•Where are…?•Cut along these lines.

Socio-cultural aspects •Understandingadventuresports•Showinginterestinadventuresportsandhowyoudothem

Summary Inthisunityouwillintroduceandpractisevocabularyfornamingactivitiesanddescribingtheweather.Pupilswilllearnhowtodescribedifferentactivitiesandwriteashortdescriptionofanadventuresport.


Unit Activity Camp

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Lesson 1

Learning objectives • Identify,listentoandsaywordsfordifferentactivities

•Listento,readandsingtheActivitiessong•Showunderstandingbymatchingpicturestosentencesandbywriting

Language focus•canoeing, climbing, rafting, swimming,

hiking, camping, cycling, horse-riding, windsurfing, water-skiing

•What’s everyone doing?•He’s/She’s (rafting).•We’re/They’re (hiking).•We can (go horse-riding/do rafting).Materials•Flashcardsandwordcardsyouhavepreparedfortheunit:canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing




Main activities•Vocabulary game What’s this? •Vocabulary activities Activitywordrap(CD1Track49)Listen,pointandsaythewords.

•Vocabulary game I can match •Song Activities(CD1Track50)Listentothesong.Answerthequestions.Listenandread.Singthesong.(PBpage17).


•Word Quest(CD1Track52)Listenandplay(PBpage17).

•Vocabulary and writing activitiesReadandmatch.Lookandwrite.(ABpage21).


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Singthechantandhavethepupilssingwithyou.

Main activities Play What’s this?•Holdupthepileofactivitiesflashcardsyouhavepreparedfortheunitsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (hiking). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•Finally,askthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, activities.

Listen, point and say the words.•SayLet’s listen and say the Activity word rap.PlayCD1Track49andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD1

49 Activity word rap Let’s rap, let’s rap,Let’s say the activity word rap …

canoeingclimbingraftingswimming

95


hikingcampingcyclinghorse-ridingwindsurfingwater-skiing


Play I can match.•ShowtheactivitieswordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the Activities song.Encouragethepupilstostandup.•PlayCD1Track50andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.StoptheCDaftereachanswerisheard.What activities are they doing in the country? (camping,hiking,climbing,cycling,horse-riding). What activities are they doing on the lake? (water-skiing,swimming,canoeing,windsurfing,rafting).

CD1

50 Activities songIn the country,what’s everyone doing?Camping, hiking and climbing too.We can go cycling everyoneand let’s go horse-riding. It’s great fun!

On the lake,what’s everyone doing?Water-skiing, swimming and canoeing.Windsurfing is really greatand you can do rafting on the lake.

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Unit 3 Lesson 1

page 17

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 17. Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatthepictureandidentifythedifferentYour Questcharacters.ThenaskWhere are the children? (attheactivitycamp).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD1Track50andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the Activities song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsWhat’s everybody doing? They’re (bleep) and (bleep). Insteadofsayingtheactivityword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordsasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 17

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (CharlieandOlga).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD1Track52andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsCharlie’squestions.Do you like (rafting)? (yes/no).What number is it? (Three).EncouragethepupilstolookattheWord Questandanswer.It’s (rafting).•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD1

52 Charlie:Doyoulikerafting?Olga:Yes,Ido.Charlie:Whatnumberisit?Olga:Three.





•SayOpen your Activity Books and find page 21.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallymatchingthesentencestothedifferentactivitiesinthepicture.•Whenthepupilshavefinished,correctthesentencestogether.Nominatedifferentpupilstoanswer,forexample,Chris. What’s number 1? •Praisethepupils’work,sayingWell done!andaskthemtotickthesentencestheygotcorrectintheirActivityBooks.•Answers:1d/2e/3g/4h/5b/6j/7a/ 8f/9i/10c


•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytowritethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1horse-riding/2canoeing/3camping/4She’swater-skiing./5He’sswimming./6She’shiking./7She’scycling./8He’srafting./9She’swindsurfing.

Closing activities •SaytothepupilsIt’s time to stop.Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

Unit 3 Lesson 2

Unit 3 Lesson 1

Lesson 2

Learning objectives •ListentoandsingtheActivities song•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandchoosingtrueorfalse

•Practisethesounds\k\and\s\(hardandsoftc)anddiscriminatebetweenthem

Language focus •canoeing, climbing, rafting, swimming, hiking,

camping, cycling, horse-riding, windsurfing, water-skiing

•He’s/She’s (swimming).• I can/can’t (activity).•He’s/She’s/They’re cheating.Materials •Flashcardsandwordcardsyouhavepreparedfortheunit:canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingalongwithyou.

Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayanygamefromtheActivityBanktoreclyclethevocabulary.

Main activities Listen and sing.•AskthepupilsDo you remember the Activities song?Encouragethemtosaysentencesfromthesong, They’re (hiking).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Activities song (forlyricsseeTNpage95).PlayCD1Track50andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.•Oryoucanplaythekaraokeversion,CD1Track51.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture. Where are the children? (attheactivitycamp).•YoucaneithertellthestorybyreadingthetextorbyplayingCD1Track53.

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Unit 3 Lesson 2



•Vocabulary game Playgames Main activities•Song Activities(CD1Track50)(karaokeCD1Track51)Listenandsing.

•Story The Competition(CD1Track53)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages18–19)Rememberthestory:The Competition.Lookandmatch.Number.Writethemissingwords.Read.True✓orfalse✗.Correctthefalsesentences.WritetheQuestletter.(ABpage22)



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•MakesurethatyoushowtheappropriateframeasyoulistentothestoryontheCD.Pointtodifferentthingstohelpthepupilsunderstandduringthestory.•FinallyaskthepupilsWhich team is the winner? (theblueteam).


CD1

53 Frame 1 Charlie:Look!I’mwearingaredT-shirt.Olga:Metoo.Whatarewedoing?Anna:We’reatanactivitycampandthere’sacompetition.We’retheredteam.Frame 2Olga:GogglesforyouCharlie.You’regoodatswimming.Charlie:Thanks.Anna:Andtrainersforme.Icanrunfast.Olga:I’vegotmybootsforhiking.Goodluckeveryone!Frame 3Olga:Comeon,Charlie!Anna:Go,go,go!Frame 4Anna:Look!Sheisn’tswimming.She’scanoeing!Olga:That’scheating!

Frame 5Olga:Look!Anna’sinfrontoftheothers.Charlie:Great!Where’smyT-shirt,Olga?It’scloudyandI’mcold.Olga:Hereitis.Charlie:Thanks.Frame 6Blue team girl:Look!He’scycling!Anna:Thatisn’tfair!He’scheating!Frame 7Blue team boy:Thisisaveryhighmountain.Olga:Ohno!They’recheatingagain!The yellowteamisterrible!Frame 8Horse-rider:Help!Ican’tswim!Charlie:Icanhelpyou!Frame 9Anna:One,two,three,pull!Olga:You’reOKnow.Horse-rider:Thankyou!Frame 10Camp leader:Thewinningteamistheblueteam.Congratulations!Blue team captain:Hooray!Blue team boy:Wait!Wewanttosharethetrophywiththeredteam.They’rekind.Children:Hooray!Olga:Anna!Charlie!Ithinkthisisanothersymbol!

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Unit 3 Lesson 2


Frame 1 WhatisCharliewearing?(aredT-shirt)Wherearethechildren?(atanactivitycamp)WhatteamaretheQuestchildren?(red)Frame 2 Whoisgoodatswimming?(Charlie)WhathasAnnagot?(trainers)WhatisOlga’sactivity?(hiking)Frame 3 What’sCharliedoing?(swimming)CanCharlieswimwell?(yes)Frame 4 Istheyellowteamswimming?(no)Whatisthegirldoing?(canoeing)Frame 5 CanAnnarunfast?(yes)WhohasgotCharlie’sT-shirt?(Olga)What’stheweatherlike?(cloudyandcold)Frame 6 Whatistheyellowteamdoing?(cycling)What’stheproblemwiththeyellowteam?(they’recheating)

Frame 7 WhatisOlgadoing?(hiking)Whatactivityistheyellowteamdoing?(horse-riding)What’stheproblemwiththeyellowteam?(they’recheatingagain)Frame 8 Cantheboyswim?(no)Whohelpshim?(Charlie)Frame 9 DoAnnaandOlgahelptheboy?(yes)Whatdoestheboysay?(‘Thankyou’)Frame 10 Whichteamisthewinner?(theblueteam)Whogetstheprize?(theblueteamandtheredteam)Whatisthesymbol?(afortuneteller’stent)

page 18

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 18.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD1Track53.•SayWhat activities can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter? (O,inframe7)

page 22 Remember the story:

The Competition. Look and match. Number. Write the missing words.•SayOpen your Activity Books and find page 22. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.•Answers:a1You’regoodatswimming./c2That’scheating!/d3Thisisaveryhighmountain./b4You’reoknow.

Unit 3 Lesson 2


100


Correct the false sentences.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetoreadandtickorcrossthesentences.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltosaywhetherthefirstsentenceistrueorfalse.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1✓/2✗Agirliscanoeing./3✓/4✗Theyellowteamischeating./5✗Thehorse-ridercan’tswim.


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:O

Say the words.•Stickthe‘climbing’and‘cycling’flashcardsontheboard.Goroundtheclassandaskeachofthepupilstosaythewords.•Explainthatbothwordscontainthesameletterbutwithadifferentsound.Writethewordsontheboard.•Say\k\ Climbingandencouragethepupilstorepeatwithyou.Repeatthesamewith\s\ Cycling.

page 19



CD1

54 ColinclimbinggymnasticsfantasticCeliacycling

page 19 Listen and say the chant.

•ShowthepupilsthewordstothechantintheirPB.Explainhowthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD1Track55.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \k\ sound in Frame 1? (activity,camp,competition). Can you see words with the \k\ sound in Frame 2? (can) Can you see words with the \s\ sound in Frame 6? (cinema–onposter,cycling). •Encouragethemtolookattheframesandlistentotheiranswers,writingthecorrectonesontheboard.•Ifthepupilsseemunsureaboutthesounds,repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD1

55 ColinandCeliathinksportsarefantastic.Theygoclimbingandcyclinganddounderwatergymnastics.

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and check.•SayOpen your Activity Books and find page 22.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtowritethewordsinthecorrectcolumn.Completeanexamplewiththem.



CD1

56 \k\Colinclimbinggymnasticsfantastic

\s\Celiacycling

•Answers:Colin,climbing,gymnastics,fantastic/Celia,cycling



C O R B X H C E L I A

L C C O S P O O T M H

I Y E D C L N O L I L

M C F A N T A S T I C

B L D G C A N L M A N

I I U S L C K S F L T

N N I N I S A U R I G

G G Y M N A S T I C S

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Unit 3 Lesson 3

Lesson 3

Learning objectives •SingtheActivities song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentencesandbylisteningandwritingsentences

Language focus•canoeing, climbing, rafting, swimming, hiking,


•What’s he/she doing?• Is she/he (rafting)? Yes, she/he is. /

No, she/he isn’t.•He’s/She’s (cycling).•He/She isn’t (hiking).Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:canoeing,

climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing


Opening activities •SayHello! How are you?andhavethepupilsreturnthegreeting.•SayLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.

Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayanygamefromtheActivityBank,toreclyclethevocabulary.

Main activities Listen, sing and point.•AskthepupilsDo you remember the Activities song?•Giveouttheflashcardstodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.•SayLet’s sing the song (forlyricsseeTNpage95).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthewordwhichisontheirflashcardtheyliftthecardabovetheir

heads.PlayCD1Track50.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD1Track51).


page 20

Listen and read.•SayOpen your Pupil’s Books and find page 20. •Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (aboyandagirl) Where are they? (athome) What are they doing? (talkingaboutphotosfromanactivitycamp).•PlayCD1Track57andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.

Unit 3 Lesson 3



•Vocabulary gamePlaygames Main activities•Song Activities(CD1Track50)(karaokeCD1Track51)Listen,singandpoint.



•Vocabulary game Activity mime

•Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓or✗cross.(CD1Track58).LookatActivity8.WritesentencesaboutCharlieandOlga.(ABpage23).


Unit 3 Lesson 3

•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialoguefortheboychorallyandtheothergrouptoreadoutthelinesofthedialogueforthegirlchorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option:Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempractisesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD1

57 Girl:LookatmyphotosfromtheActivityCamp!Boy:Fantastic!Here’sJohn.What’shedoing?Oh,He’scycling.Girl:Yes,andinthisphotohe’srafting.Heisn’tcanoeing.Boy:Cool!Here’sClare.What’sshedoinginthisphoto?Isshehorse-riding?Girl:Yes,sheis.Boy:Andinthisphoto?Isshecanoeing?Girl:No,sheisn’t…she’sswimming!Boy:Ohyes.Shelooksveryhappy.

page 20

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar. •Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthenegativecontractionsinboldandtheRememberbox.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘He’s cycling’? (theboy) Is the sentence affirmative? (yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence.Praisethepupils’speaking.

Play Activity mime.•Sticktheflashcardsontheboard.Inviteapupiltocometothefront.•Tellhim/herthathe/shemustmimeoneoftheactivitiesfromtheflashcards.•AsktheclassWhat is he/she doing?andencouragethepupilstoanswer,He’s/She’s (swimming).

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Unit 3 Lesson 3

104

•Invitedifferentpupilstothefronttocarryoutthetask.PraisethespeakingbysayingWell done!



Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 23.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,redfornegative,blueforquestions).•Answers:1Ishewindsurfing?(blue)/2He’sswimming.(green)/3What’shedoing?(blue)/4Heisn’tcanoeing.(red)



•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD1Track58andpausetheCDaftereachsentence.EncouragethepupilstotickorcrossintheirAB.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

CD1

58 Anna:LookatthesephotosofCharlieattheCamp!Olga:Isheswimming?Anna:Yes,heis.Olga:Isherafting?Anna:No,heisn’t.Olga:Ishewater-skiing?Anna:No,heisn’t.Olga:Ishehiking?Anna:Yes,heis.Andinthisphotohe’scycling.

Anna:LookatthesephotosofOlgaatthecamp!Charlie:Issheswimming?Anna:No,sheisn’t.Inthisphotoshe’srafting.Charlie:Isshewater-skiing?Anna:Yes,sheis.Charlie:Isshehiking?Anna:Yes,sheis.Charlie:Isshecycling?Anna:No,sheisn’t.

•Answers:Charlie:swimming,hiking,cycling/Olga:rafting,water-skiing,hiking


sentences about Charlie and Olga.•AskthepupilstolookatActivity9.Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingsentencesaboutCharlieandOlga.EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1He’sswimming./2Heisn’trafting./3Heisn’twater-skiing./4He’shiking./5He’scycling./6Sheisn’tswimming./7She’srafting./8She’swater-skiing./9She’shiking./10Sheisn’tcycling.



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Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutactivities


•Talkaboutactivitiesusingcut-outsLanguage focus•canoeing, climbing, rafting, swimming, hiking,


•What’s he/she doing?• Is she/he (hiking)? Yes, she/he is. / No, she/he

isn’t.•He’s/She’s (swimming).•We’re/They’re (canoeing).•He/She isn’t (climbing).Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:canoeing,





•Vocabulary gamePlaygames Main activities•Vocabulary game Affirmative, negative or

question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD1Track59)Drawyourfriendsandwritesentences.(ABpage24)

•Cut-out activityMakeyourcut-outcards.Playagame(ABpage77).


Opening activities •Greetthepupils.SayHello. How are you? andhavethepupilsreturnyourgreeting.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38). PlayCD1Track2.Havethepupilssingwithyou.


Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the word for activities?andshowthepupilstheactivityflashcards.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? .Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.

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•SayOpen your Activity Books and find page 24. Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.•Answers:1What’sAnnadoing?/2She’sclimbing./3Isshehiking?/4No,sheisn’t.


sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD1Track59forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1What’sAnnadoing?/2Isshehiking?/3She’sclimbing./4No,sheisn’t.

CD1

59 Olga:LookatthephotosfromtheActivityCamp!Charlie:Oh.They’regreat!What’sAnnadoing?Olga:She’swindsurfing.Here’sanotherphoto.Charlie:Oh!Idon’tknow.Isshehiking?Olga:No,sheisn’t.She’sclimbing.Here’sanotherphoto.Charlie:Issherafting?Olga:No,sheisn’t.She’scanoeing.

page 24 Draw your friends and write

sentences.•Askthepupilstolookatthefinaltaskonpage24oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.Encouragethemtodrawtheirpicturesandthenaskthemtowritesentences.Goroundtheclassroomandcheckeachpupil’swork.•Answers:Pupils’ownanswers

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page 77


Stage 1•Saytothepupils Open your Activity Books and find page 77.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthetwopicturecards.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desks.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play Spot the difference.Inviteapupiltocometothefronttoplayagainstyou.Inthiswayyoucandemonstratethegametothewholeclass.•Youmusthavethefirstofthetwopicturesinfrontofyou.Thepupilhasthesecondversionofthepicture.•Lookatyourpictureandsayasentence,forexampleOlga is canoeing.EncourageyourvolunteertolookatthepictureandsayYes, Olga is canoeing.OralternativelyCharlie is horse-riding. Iftheanswerisno,circleCharlieandencourageyourvolunteertosayNo, Charlie isn’t horse-riding.Nowthepupilmakesasentence.Thereare10differencestofind.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroomandcheckthattheyaretakingturns.


Lesson 5

Learning objectives • Identifyandsaytypesofweather•Listento,readandsaytheWeatherrap•Showunderstandingbymatching,writing anddrawing

•Listento,readandunderstandacomicstripLanguage focus•canoeing, climbing, rafting, swimming, hiking,


•cloudy, raining, snowing, sunny, foggy, windy•What’s he/she doing?• Is she/he (horse-riding)? Yes, she/he is. / No,

she/he isn’t.•He’s/She’s (climbing).•He/She isn’t (rafting).Materials •Crayonsforeachpupil•Wordcardsyouhaveprepared:canoeing,



Opening activities •Greetthepupils.SayHello. How are you? andencouragethemtoreply.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.


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CD1

60 It’scloudy.It’sraining.It’ssnowing.It’ssunny.It’sfoggy.It’swindy.

page 21

Listen and read. Say the rap.•SaytothepupilsLet’s look at the pictures andpointtothepicturesonpage21.Askthepupilsquestionsaboutthem.What’s the weather like in the first picture? (It’swindyandit’ssunny)What’s the weather like in the second picture? (It’srainingandit’scloudy.)What’s the weather like in the third picture? (It’ssnowing.).



•Vocabulary gamePlaygames


•Listening practice Weather rap(CD1Track61)Listenandread.Saytherap.(PBpage21).

•Listening and writing practiceListenandnumber.(CD1Track62)Lookandcomplete.Drawyourselfandwrite.(ABpage25).



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•SayOpen your Activity Books and find page 25. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.ExplainthattheymustnumbertheweatherpicturesintheorderthattheyhearthemontheCD.PlayCD1Track62andpauseaftereachphrasesothatthepupilscanwritethenumber.•Checktheanswerstogether.•Answers:1b/2e/3a/4f/5c/6d

CD1

62 1It’sraining2It’ssunny3It’sfoggy4It’swindy5It’ssnowing6It’scloudy


•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentenceswiththewordsfromthebox,usingthepicturesasaguide.•Checktheanswerstogether.•Answers:raining,windy,canoeing,/foggy,can’t,hiking,/sunny,can,swimming

•PlayCD1Track61andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the Weather rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.•WhenyouhavefinishedaskthepupilsWhat can the children do? (Theycangooutside/goinsideandplay).

CD1

61 Weather rapWhat’s the weather like today?It’s sunny and windy.We can go outside today.

But look, there’s a cloud.It’s big and grey.Now it’s cloudy and raining.Time to go inside and play.

Look out the window.It’s snowing and white.It’s getting very foggy.It looks like night.


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page 25 Draw yourself and write.

•PointtothetwopictureframesinActivity15.Explainthattheyshoulddrawthemselvesdoingtwodifferentactivitiesintwodifferentkindsofweather.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!•Thenaskthemtocompletethesentencesaboutthemselvesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.•Pupils’ownanswers

page 21

Listen and read.•SayOpen your Pupil’s Books and find page 21.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andaskWhat’s the weather like in Frame 1? (It’ssunny.).•SayLet’s listen to the comic strip.PlayCD1Track63.•SayLet’s read and listen to the comic strip again.PlayCD1Track63again.EncouragethepupilstolookatandreadthecomicstripintheirPBastheylisten.•Whenthepupilshavefinishedreadingaskquestionsaboutthestory,forexample,What are the animals doing in Frame 2? (They’reswimming.) What’s the weather like in Frame 3? (It’swindyandraining.).•AskthepupilsDo you like the story?Invitethemtorespondandcommentonthestory.


CD1

63 Frame 1Scotty:Look!It’ssunny.Let’sdosomesports.Yorkie:Whatsportsdodogslike?Jack: Lots!Frame 2Scotty:Dogslikeswimming.Yorkie:Yes,butnowit’scloudyandfoggy.Frame 3Scotty:Dogslikeclimbingtoo!Yorkie:Ooooh!Butnowit’swindyandraining.Frame 4Scotty:Campingisgreatfun!Yorkie:Ohno,itisn’t.Hmmm.What’sJackdoing?Frame 5Jack:I’mhiking!


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Lesson 6

Learning objectives •Talkaboutadventuresports•Listento,readandlearnaboutadventuresports

•Showunderstandingbycompletingsentencesandwritingaboutanadventuresport

•DoasportssurveyLanguage focus•canoeing, climbing, rafting, swimming,


•cloudy, raining, snowing, sunny, foggy, windy•zip-line, gravity, pulley, trainers, gloves,

helmet, harness, kite, board, stunt, straps, balance

Materials •Scissorsforeachpupil•CLILPhotocopiable:Sports survey(TNpage304)



Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayanygamefromtheActivityBanktoreclyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(P.E.:Adventure sports).•Askwhattheyknowaboutdifferentadventuresports.ThepupilsmayanswerinL1.•Askthepupilsquestions.

Listen and look at the picture.•ExplaintothepupilsthatAnnahasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Anna’s presentation about adventure sports.•PlayCD1Track64andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.Where can you zip-line? (inforests,adventurecampsandrivergorges)What do you need to zip-line? (trainers,gloves,ahelmet,aharness) What is kitesurfing? (awatersport)What do you need? (akite,aboard,lotsofwind)Can you travel fast? (yes) Where can you snowboard? (inthewinter/snow) What do you need? (specialboots,straps).



•Vocabulary gamePlaygames Main activities•Picture activities Adventure sportsLookatthepictureandpredict.Listenandlookatthepicture.(CD1Track64)

•Character’s presentationListenandread.(CD1Track64)Readandsay‘True’or‘False’.Listenandcheck.(CD1Track65)(PBpage22).


•Character’s presentationListenandlearnaboutafunadventuresport.(CD1Track66)(PBpage22).

•Reading and writing practiceLookatpage22inthePupil’sBookandcomplete.Read.Writeaboutafunadventuresport.(ABpage26).

• CLIL project: Do a sports survey


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Unit 3 Lesson 6

CD1

64 Adventure sports by AnnaZip-liningYoucanzip-lineinforests,adventurecampsandrivergorges.Youusegravity,apulleyandalinetotravelfromthetoptothebottom.Youweartrainers,gloves,ahelmetandaharness.KitesurfingKitesurfingisawatersport.Youusethewindtomoveacrossthewater.Youneedakite, aboardandlotsofwind!Youcantravel atabout90kilometresperhouranddodifferentstunts.SnowboardingSnowboardingisafunwintersport.Itislikesurfingbutonsnow.Thesnowboardhasgotspecialbootsandstraps.Snowboardingisgreatexercise.Youuseyourfeetforsteeringandkeepingyourbalance.

page 22

Listen and read.•SayOpen your Pupil’s Books and find page 22.Givethepupilsamomenttofindthepagebythemselves.•AskWhat is the presentation about? (adventuresports) Who wrote this presentation? (Anna).•PointtoActivity11andsayListen and look at Anna’s presentation again.EncouragethepupilstofollowwhatAnnasaysbypointingto

thepicturesandanyimportantwordsastheyhearthem.PlayCD1Track64again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:You can zip-line across water. For zip-lining you wear special boots. Kitesurfing is a winter sport. For kitesurfing you need trainers.•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

page 22

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.Explainthatthepupilsaregoingtohearstatementsaboutadventuresports.Someofthestatementswillbetrueandsomewillbefalse.•PlayCD1Track65.Youwillfirsthearastatement.PausetheCDafterthefirststatement.AskthepupilswhetherthestatementtheyheardisTrueorFalse.Askonepupiltogivehis/hersuggestedanswer.Ifthepupilthinksthatthestatementisfalse,askhim/hertogive youthecorrectanswer.ThenplaythenextpartoftheCD.Checktheanswerthatwasgiven

Unit 3 Lesson 6

Unit 3 Lesson 6

earlier.Continuewithallthestatementsandanswersinthesameway.•Askdifferentpupilstoanswereachtime.Praisethem,saying,Very good!•Answers:1True/2False(Zip-liningisn’tawatersport.)/3True/4False(Youcantravelatabout90kilometresperhour.)/5False(Snowboardingisawintersport.)/6True

CD1

65 1 Anna:Youcanzip-lineinforests.That’strue.2 Charlie:Zip-liningisawatersport.That’sfalse.Zip-liningisn’tawatersport.3 Olga:Youneedakite,aboardandlotsofwindtokitesurf.That’strue.4 Anna:Whenyoukitesurf,youcantravel atabout50kilometresperhour.That’sfalse.Whenyoukitesurf,youcantravel atabout90kilometresperhour.5 Charlie:Snowboardingisasummersport.That’sfalse.Snowboardingisawintersport.6 Olga:Snowboardingisgoodexercise.That’strue.

Option:Askthepupilstoformpairs.EncouragethemtoaskeachotherTrue/Falsequestionsaboutthetopicusingtheinformationinthetextsonpage22.

Look at the picture and answer questions.•Pointtothemainframesonthepictureandaskthepupilsquestionstoreinforcetheirunderstanding.•AskDo you know any other Olympic sports?Praisetheiranswers,sayingWell done!•AskWhat is this sport?(skydiving,sledging,scubadiving,mountainbiking,go-karting,surfing)What sports can you do? Do you like (water/winter/adventure) sports? Do you want to go (zip-lining)?(Pupils’ownanswers).ThepupilsmayanswerinL1.

Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpaironeparagraphfromthephotocopiablefromTNpage304andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesnexttothecorrectphotoontheboardintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD1Track64.PausetheCDandaskdifferentpairstoorderthesentencesfortheotherparagraphs. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 22

Listen and learn about a fun adventure sport.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutawintersport.•SayLet’s read about a fun adventure sport. PlayCD1Track66.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD1

66 Sledgingisawinteroutdooractivity.Childrenslidedownhillsinthesnow.Youuseasledge.It’sreallyfun!ButattheManabi-no-MoriparkinJapan,thechildrensledgeonthegrass!by Olga


Book and complete.•SayOpen your Activity Books and find page 26.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocompletethesentences.•Checktheanswerswiththeclass.Askdifferentpupils What’s number (1)?•Answers:1adventurecamps/2apulley/ 3thewind/4stunts/5boots/6feet

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Unit 3 Lesson 6

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page 26 Read. Write about a fun

adventure sport.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthenthesentencesaloudwiththepupils.•Explainthatthepupilsmustlookatthenotesontherightandwritetheirownsentences.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:Snorkellingisawateractivity.Youneedamask,asnorkelandfins.Youswimunderwater.Youseefish.

CLIL project: Sports survey.•SaytothepupilsLet’s do a sports survey.GiveeachpupilaphotocopiablefromTNpage304.Tellthepupilstowritetheirownnameinthefirstcolumnofthechartandtocompletetheinformationaboutthemselves.•Nowtellthepupilstofindapartnerandwritehis/hernameinthesecondcolumnofthechartandtocompletetheinformationabouthim/her.•Whentheyhavefinished,askthepupilstomovequietlyaroundtheclassroomandtochooseanotherpartnerandtocompletethenextcolumn.Pupilscontinueuntiltheyhavecompletedallthecolumnsoftheirsurvey.•Movearoundtheclassroomtochecktheirworkandofferhelpifrequired.•Whenthepupilshavecompletedtheirsurveys,invitedifferentpupilstotalkabouttheirresults,forexample,Jenny plays tennis. She wears a T-shirt and shorts. She plays two times every week. She plays in summer. She plays outside. She plays with friends.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant(forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

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Lesson 7


•Listenandshowunderstandingbycompletingsentencesandmatching

•Writesentencesaboutdoingactivities•EvaluatelearningLanguage focus•canoeing, climbing, rafting, swimming,


•cloudy, raining, snowing, sunny, foggy, windy• It’s (sunny).•He’s/She’s (hiking).•He/She isn’t (cycling).Materials •Flashcardsandwordcardsyouhaveprepared:canoeing, climbing, rafting, swimming, hiking, camping, cycling, horse-riding, windsurfing, water-skiing




•Vocabulary gamePlaygames Main activities•Mind Map:Unit3(ABpage70) •Writing and listening practiceWritethewords.Listenandcheck.(CD1Track67)(ABpage27).

•Reading and writing practiceLookandread.True✓orfalse✗?Lookandwriteaffirmativeornegativesentences.(ABpage27).

•Evaluation Closing activities•Chant Time to stop(CD1Track5)




Mind Map: Unit 3.•SayOpen your Activity Books and find page 70.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the activities? •HoldupyourABandpointtothemindmapatthetopofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Puttheactivitiesflashcardsandwordcardsyouhavepreparedforthisunitfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 27 Write the words. Listen and

check.•SayOpen your Activity Books and find page 27.Givethepupilsamomenttofindthepagebythemselves.•Explainthattheyaregoingtorevisetheweatherwords.Explainthattheymustunjumbletheletterstofindthemissingwords.•SayNow listen and check your answers. PlayCD1Track67andpausebetweeneachsentence.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to6ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.•Answers:1foggy/2snowing/3cloudy/4raining/5sunny/6windy

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Unit 3 Lesson 7

CD1

67 1It’sfoggy.2It’ssnowing.3It’scloudy.4It’sraining.5It’ssunny.6It’swindy.

page 27 Look and read. True ✓ or

false ✗?•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturescarefully.•Askthemtoreadthesentencesandtoputatickoracrossaccordingtotheinformationinthepictures.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1✓/2✓/3✗/4✓/5✗/6✗

page 27 Look and write affirmative or

negative sentences.•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldwritetheirownsentencesaccordingtowhattheycanseeinthepictures.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good!

•Answers:1She’scamping./2Heisn’tsailing./3He’scanoeing./4Sheisn’thorse-riding./ 5Heisn’tswimming.6He’scycling.

page 27 Evaluation

•Praisethepupils’workovertheunit.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit3.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our Activity Camp Quest.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

Unit 3 Lesson 8

Unit 3 Lesson 7

Lesson 8

Learning objectives •ReviewtheunitusingQuest 3: Activity Camp•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutanactivitycampandtalkaboutit

Language focus•canoeing, climbing, rafting, swimming, hiking,


•cloudy, raining, snowing, sunny, foggy, windy•What’s he/she doing?• Is she/he (swimming)? Yes, she/he is. / No,

she/he isn’t.•He’s/She’s (water-skiing).•He/She isn’t (cycling).Materials •Crayonsforeachpupil•Photocopiable:Quest 3: Activity Camp(TNpage312)

•WritingDiary,ActivityBookpage28.•ClassaudioCD


page 28)Opening activities•Chant Let’s sing an English tune(CD1Track2)

•Vocabulary gamePlaygames Main activities•Photocopiable activityCompleteQuest 3:

Activity Camp •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage28).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyouractivitycamp(ABpage28).


Opening activities•Greetthepupils.SayHello. How are you? andhavethepupilsanswer.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Havethepupilssingwithyou.


Main activities Complete Quest 3: Activity Camp.•AskthepupilswhattheyrememberaboutUnit1:Activity Camp.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit3toeachstudent(TNpage312).Explainthatitistheirquestaboutactivitiesandweather,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1canoeing,climbing,rafting,swimming,hiking,camping,cycling,horse-riding,windsurfing,water-skiing(PBpage17)/2swimming,hiking,canoeing,cycling,horse-riding(PBpages18–19)/3climbing,cycling,underwatergymnastics(PBpage19)/4Notgood.It’sraining.(PBpage21)/5zip-lining(PBpage22)

page 28

Read the diary entry.•SayOpen your Activity Book and find page 28.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilsWhat’s this? (Questdiary).

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Unit 3 Lesson 8

Unit 3 Lesson 8

118

•Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Olga) What is it about? (activitycamp) What is the date? (7thMay).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexample,What’s Anna doing? (horse-riding) What’s the weather like? (sunny) What’s Charlie doing? (water-skiing) Is Charlie swimming? (No,heisn’t.)•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askpupilstoanswerthequestion.•Answer:Yes,heis.

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 28.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.•SayTell me about your perfect activity camp.EncouragethepupilstorespondsayingI’m (hiking). It’s (sunny). He’s/She’s (swimming).ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoOlga’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture of an activity camp.Thenpupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatOlga’sdiaryentry.


Talk about your activity camp.•SaytothepupilsLet’s talk about your activity camp.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTell your partner about your activity camp.Thepupilsdescribetheiractivitycamp.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Time to stop chant (forlyricsseeTNpage41).PlayCD1Track5.Singalong,encouragingthepupilstosingwithyou.

Unit 3 DVD Scripts

Unit 3 Lesson 8

119

Unit 3 DVD Scripts

For The Competition animated story script see TN page 98.

DVD

Camp AdventureFlorence: CampAdventure!Wow!Tom: Thatlookslikegreatfun!Tilly: Look!Youcandoeverything!

Swimming,hiking,running...Florence: Youcanevengowindsurfing!Tom: Andsailing!Wow!Everyone: Brilliant!Tom: Ilovesailing!Tilly and Florence: Welovewindsurfing!Tom: Look!It’sMissHoward!Tilly: What’sshedoing?Florence: Ithinkshe’srunning!Wow!

She’sgood!Tilly: Sheisn’trunninginthisphoto.Tom: It’sahotday.She’sswimming

inthepool.Florence: It’ssunnyinthisphototoo.

Look!She’ssailing!Tilly: Sheisn’tsailinginthisphoto.

She’swindsurfing!Tom: Wow!IsthisreallyMiss

Howard?She’sgoodatsport!Miss Howard: Hello,everyone.Everyone: Hello,MissHoward.Miss Howard: AreyouallcomingtoCamp

Adventure?Everyone: Oh,yes!Tilly: IsitsunnyatCampAdventure?Miss Howard: Oh!It’salwayssunnyatCamp

Adventure!Canyouwindsurf?Ican!Ilovewindsurfing!It’sgreatfun!

Miss Howard: Yes,well!I’llseeyouallatCampAdventure.

Everyone: Yes,MissHoward!

DVD

CLIL – Adventure sportsTilly: They’redoingadventuresports.

Great!Florence: Look,they’reinthesnowand

they’regoingveryfast!That’samazing!

Tilly: That’scalledsnowboarding.It’sabitlikeskiing.

Florence: She’sflyingakite.Cool!Ilovekites.Tom: She’snotjustflyingakite,she’skite

skiing.Florence: Kiteskiing?Tom: Yes,look!Youneedabigkiteand

skiis.Tilly: Wow!Itlooksgreatfun!Florence: Whyissheinthattree?Tom: She’sclimbing.Youcangoto

forestsandclimbupropesintothetreetops.

Florence: Youhavetowearahelmetandaharnesslikeher.

Tilly: Look,she’sswingingonthatrope!Tom: That’scalledzip-lining.It’sgreat

fun!Tilly: Thatriverlooksverybig.Florence: He’scanoeingdownthatwaterfall.

Scary!Tilly: Hemustbeverystrong.Tom: Andverybrave.Tilly: I’dlovetotrysomeadventure

sports.

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Learning objectives• Identifyingandnamingschoolsubjects,clocktimes,shopsandplaces,directions,activities,andtypesofweather

•ReviewingwhathasbeenstudiedinUnits1,2and3

•ListeningtoandshowingunderstandingofashorttextonUKculture

•Writingashorttextabouttraditionsinyourcountry


•English, Maths, Science, Geography, History, P.E., Art, Music, I.C.T., Spanish

•o’clock, quarter past, quarter to, half past•bank, cinema, butcher’s, greengrocer’s,


• turn left, turn right, go straight on, walk around•canoeing, climbing, rafting, swimming, hiking,


•cloudy, raining, snowing, sunny, foggy, windyStructures

•Can you find…?

Receptive language •celebrate, decorate, maypole, bonfire, firework

display, toffee apple•Let’s sing/ask/find/listen/check/read/…•Open your (Pupil’s) Book and find page (23).•What’s (the secret word)?•What can you see?

Summary InthisunityouwillreviewmaterialfromUnits1,2and3inthecontextofapicturepuzzle.ThereisafocusonUKcultureusingtheunits’vocabularyandstructures.Thepupilswillalsowriteashorttext.


UnitsYour Quest Revision and Traditions in the UK

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Units 1, 2, 3 Your Quest Revision and Traditions in the UKUnits 1, 2, 3 Your Quest Revision and Traditions in the UK

Learning objectives • Identifyandnameschoolsubjects,clocktimes,shops,directions,activitiesandtypesofweather

•Askandanswerquestionsaboutapicturepuzzle

•Findahiddenwordinthepicturepuzzle•Listento,readandshowunderstandingofatextaboutUKculture

•Writeashorttextabouttraditionsinyourcountry


P.E., Art, Music, I.C.T., Spanish•o’clock, quarter past, quarter to, half past•bank, cinema, butcher’s, greengrocer’s,


• turn left, turn right, go straight on, walk around•canoeing, climbing, rafting, swimming,


•cloudy, raining, snowing, sunny, foggy, windy•What can you see?•What is it?•Where is it?•Can you find…?Materials•CrayonsandapieceofA4paperforeachpupil

•Flashcardsandwordcardsyouhaveprepared:Units1,2and3

•Pupil’sBookpages23and24•ClassaudioCD

Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SaytothepupilsLet’s sing the Let’s sing an English tune chant (forlyricsseeTNpage38).PlayCD1Track2.Singthesongandhavethepupilssingwithyou.

Main activities Play Against the clock.•Dividetheclassintothreeteamsandinvitethefirstteamtocometothefront.GivehalfoftheteammembersflashcardsfromUnit1frombothvocabularysets.Theyholdthemupandstandatdifferentplacesaroundtheclassroom.Givetheotherhalfoftheteamtheequivalentwordcardsandaskthemtostandatthefrontoftheclass.

•Say3, 2, 1. Go!Thepupilswiththewordcardsmovearoundtheroomasquicklyastheycan.Theygivethecorrectwordcardtothepupilholdingtheflashcardandbothpupilsstandtogetherdisplayingtheirtwocards.•Invitetheotherteamstocountthenumberofsecondsittakestheteamtomatchthecards.Writeitontheboard.•ContinuethegamewiththeflashcardsforUnits2and3withtheothertwoteams.Thewinningteamistheonewiththeleastnumberofseconds.

Note:Ensurethatthepupilsunderstandthattheymustwalk,notrun.

page 23

Read, ask and answer in pairs. Listen and check.•SayOpen your Pupil’s Book and find page 23.Givethepupilstimetofindthepagebythemselves.•AskthepupilstolookatthepicturepuzzleinActivity1.AskWhat can you see?andpraisetheiranswers.Iftheyseemunsure,pointtoandaskaboutspecificthings,forexample,What’s the boy doing in A2? (water-skiing). •SayLet’s ask and find.InvitetwopupilstoreadAnnaandOlga’sdialoguealoud,for

At-a-glance lesson plan(PB pages 23 and 24)


Main activities•Vocabulary game Against the clock

•ReviewRead,askandanswerinpairs.Listenandcheck.(CD1Track68)Lookatthepictureandfindelevenletters.What’sthesecretword?(PBpage23)

•UK cultureListenandread.Answerthequestions.(CD1Track69)(PBpage24)

•Spanish cultureYourInvestigation.ReadCharlie’sreportandwriteabouttraditionsinyourcountry.(PBpage24)


example,Can you find a school subject with five letters? Yes. Music. It’s in B1.Encouragetheotherpupilstofindthebutcher’sinB2andpointtoit.Writetheanswerontheboard(butcher’s)anditslocation(B2).•Repeattheprocedurewiththeotherquestions,invitingdifferentpupilstoaskandanswerthequestioneachtimeuntilalltheanswersareontheboard.•SaytothepupilsLet’s listen and check. PlayCD1track68.Ticktheanswersthepupilshavegotcorrect,andpraisethemwhentheCDfinishes.

Tip:Encouragethepupilstoanswer,sayingwhatitisandwhereitis,forexampleMusic.It’s in B1. / I can see it in B1.Iftheyseemunsure,promptthemwithquestions,forexample,What is it? Where is it?

CD1

68 1 Olga: Canyoufindaschoolsubjectwithfiveletters?Anna: Yes.Music.It’sinB1.2 Anna: Canyoufindasportyoudoinwater?Olga: Yes.Water-skiing.It’sinA2.3 Olga:Canyoufindaplacetobuymeat?Anna:Yes.Abutcher’s.It’sinB2.4 Anna:Canyoufindthetime?Olga:Yes.It’squartertoeleven.It’sinC3.5 Olga:Canyoufindaplacetowatchfilms?Anna:Yes.Acinema.It’sinA3.

6 Anna:Canyoufindaschoolsubjectwithsevenletters?Olga:Yes.Science.It’sinC1.7 Olga:Canyoufindasportyoudointhemountains?Anna:Yes.Hiking.It’sinA1.8 Anna:Canyoufindaplacetobuyvegetables?Olga:Yes.Agreengrocer’s.It’sinB2.9 Olga:Canyoufindatypeofweather?Anna: Yes.It’scloudyandwindy.It’sinA1.

•Answer:1B1/2A2/3B2/4C3/5A3/6C1/7A1/8B2/9A1

page 23

Look at the picture and find eleven letters. What’s the secret word?•FinallypointatActivity2andsaytothepupilsLet’s find the secret word. •Invitethepupilstosaytheletterstheycanseeinthepicture.Writethemontheboardbutnotinorder.Whenyouhavetheelevenletters,askthepupils What’s the secret word? •Givethemtimetolookatthelettersandsortthemintothecorrectorder.PraisethecorrectanswersayingWell done!Invitethepupilstospellthewordletterbylettertorevisethealphabet.

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Units 1, 2, 3 Your Quest Revision and Traditions in the UKUnits 1, 2, 3 Your Quest Revision and Traditions in the UK

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Tip:Ifthepupilsseemunsure,writeagappedwordontheboard__withacoupleofletterstohelpthem.

•Answer:WINDSURFING

page 24

Listen and read. Answer the questions.•SayOpen your Pupil’s Books and find page 24.Givethepupilsamomenttofindthepagebythemselves.•Pointtothedifferentpicturesandtextsonpage24.ExplaintothepupilsthatCharliehasbeeninvestigatingtraditionsintheUK.SayLet’s listen.Encouragethepupilstolistentotheinformation,pointingtothepicturesandkeywordsastheyhearthem.PlayCD1Track69.•SayLet’s listen and read andplaythetrackagain.Thistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetexts.Praisetheiranswersandencouragethemtoanswerusingfullsentences.Forexample,When is Bonfire Night? (5thNovember).When do people dance?(onMayDay).•ThenaskthepupilstoanswerthequestionsinthePBindividually.Whentheyhavefinished,checktheanswerswiththeclass.•Answers:11stMay/2watchfireworkdisplaysandeattoffeeapples/3No.PancakeDayisalwaysonaTuesday.

CD1

69 May DayInsomevillagesintheUKpeoplecelebratethestartofsummeronMayDay.MayDayis1stMay.Itisatraditiontodecorateamaypoleindifferentcoloursanddancearoundit!

Bonfire NightThisisaspecialnighton5thNovember.Peoplemakeverybigbonfires,watchfireworkdisplaysandeattoffeeapples.

Pancake DayPancakeDayisalwaysonaTuesdayabout40daysbeforeEaster.Itisadaywhenpeoplemakepancakesandeatthemwithchocolateorlemonandsugar.Yummy!

page 24

Your Investigation. Read Charlie’s report and write about traditions in your country.•HoldupyourPBandpointtoActivity2.ExplainthatCharlie’snotesforhisinvestigationsontraditionsareontheleftandhisfinishedprojectisontheright.Explainthatthepupilsaregoingtocreateasimilarproject.•Askthepupilstolookatthenotesandtext.SayLet’s make sentences.Sayawordfromthenotes,forexample,carnival.Encouragethepupilstofindthewordinthetextontherightandinviteapupiltoreadthatsentencealoud.•SaytothepupilsLet’s investigate traditions in your country.Writetheheadingsonly(notthenotesundereachheading)fromCharlie’swritingplanontheboard.Thepupilscopythemintotheirnotebooks.•SaytothepupilsChoose a tradition in your country andaskthemtowritenotesundereachheadingintheirnotebook.Givethemtimetodecidewhichfestivaltowriteaboutandoffersuggestionsifnecessary.Movearoundtheclassandhelpwhennecessary.•Whenthepupilshavefinished,saytothemLet’s talk about traditions.Encouragethepupilstotalktosomebodynearthem,makingsentencesusingtheirnotes.Movearoundtheclassandencouragethepupils’sspeaking.•Finally,havethepupilsworkindividuallytowritetheirsentencesintheirnotebooks.Checktheirwriting.•ThenaskavolunteertogiveapieceofA4papertoeachpupil.Askthepupilstocopyouttheirsentencesneatlyontothepieceofpaperanddraworstickapicturetoillustrateit.

Option:Collectinthefinishedtextsanddisplaythemontheclassroomwall.

Option:IfyouhaveaccesstotheInternet,encouragethepupilstoinvestigatetraditionsinothercountriesusingthewritingplannotesasaguide.



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Learning objectives• Identifyingandnamingfooditems •Listeningto,understandingandreproducingasong,chantandrap


•Practisinganddiscriminatingbetweenthe\e\ and\i…\ sounds




• IdentifyingandusingUKprices

•UsingUKpriceswithfooditems


•Listeningto,readingandunderstandinginformativetextsaboutmoney,currenciesandfamousshopsindifferentcountries

•Writingashorttextaboutafamousshop

•Creatinganewbanknoteandacoin

•Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortdialogueinashopintheirdiaryandrole-playingit


•Cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries

•Five pence, Ten pence, Fifty pence, Five pounds fifty, Eight pounds ninety-nine

•CLILvocabulary: currency, Euro, Pound, Dollar, country, design, note, coin, metallic thread, cotton, linen

Structures

•Can I have some (bread), please? •Can I have a (biscuit), please?

•Here you are.• I’m sorry. I haven’t got (biscuits).•Do you want anything else?•Yes, please. / No, thank you.•How much is it?•That’s (five) (pounds), please.

Recycled language•Have you got (lots of money)?• I’ve/We’ve got (lots of food).• I/We haven’t got any (money).

Receptive language •A (pineapple) is better for you.•Let’s listen/read/investigate/talk about/sing/

say/rap/play/look at…•Cut along these lines.

Socio-cultural aspects •Understandingfoodandshopping•Showinginterestindifferentcurrencies

Summary Inthisunityouwillintroduceandpractisevocabularyforfooditemsandprices.Pupilswilllearnhowtodescribedifferentcurrenciesandtowriteashortdescriptionofashop.


Unit Town Fair

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Lesson 1

Learning objectives •Learnanewsongfortheopeningroutine• Identify,listentoandsaywordsfordifferentfoods

•Listento,readandsingtheFairsong•Showunderstandingbymatchingpicturestosentencesandbywriting

•LearnanewsongfortheclosingroutineLanguage focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Can I have (a pie/some cheese)?•A (fruit) is better for you.Materials•Flashcardsandwordcardsyouhaveprepared:cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•Explaintothepupilsthattheyaregoingtolearnanewsongfortheopeningroutine.•SayLet’s sing the International English song.PlayCD1Track3.Singthesongandhavethepupilssingwithyou.

CD1

3 International English songIt’s time for English.International English.People speak English all over the world.England, Ireland, Scotland, Wales.The U.S.A. and Canada.New Zealand and Australia.In other countries too.They speak English. Can you?

Main activities Play What’s this?•Holdupthepileoffoodflashcardsyouhavepreparedfortheunitsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (bread). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, food and drink.


Opening activities•Song International English(CD1Track3)

Main activities•Vocabulary game What’s this? •Vocabulary activities Foodwordrap(CD2Track1)Listen,pointandsaythewords.

•Vocabulary game I can match •Song The fair(CD2Track2)Listentothesong.Answerthequestion.Listenandread.Singthesong.(PBpage25)


•Word Quest (CD2Track4)Listenandplay.(PBpage25).

•Vocabulary and writing activitiesLookandwritethewords.Lookandcompletethesentences.(ABpage29).

Closing activities•Song Remember your English(CD1Track6)

Unit 4 Lesson 1

Listen, point and say the words.•SayLet’s listen and say the Food word rap. PlayCD2Track1andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD2

1 Food word rap Let’s rap, let’s rap,Let’s say the food word rap …cheesea piebreadcrispsjamsweetsbiscuitsa pineapplelemonadestrawberries


Play I can match.•ShowthefoodwordcardsyouhavepreparedfortheunittotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the question.•SaytothepupilsLet’s listen to The fair song.Encouragethepupilstostandup.•PlayCD2Track2andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestion.What’s better for you? (apineapple,strawberries).

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Unit 4 Lesson 1

128


CD2

2 The fair songCan I have some jam and bread?Or maybe some cheese instead.A pie and crisps are delicious too.But a pineapple is better for you.Yes, a pineapple is better for you.

Can I have some jam and bread?Or maybe some cheese instead.Biscuits and sweets are delicious too.But strawberries are better for you.Yes, strawberries are better for you.

page 25

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 25.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilstolookatthepictureandidentifythedifferentcharacters.ThenaskWhere are the children? (attheschoolfair).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD2Track2andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing The fair song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsCan I have (…)? Insteadofsayingthefoodword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 25

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (AnnaandOlga).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.

•PlayCD2Track4andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsOlga’squestions.What’s number 6?EncouragethepupilstolookattheWord Questandanswer.It’s (sweets).ThenaskCan you spell ‘sweets’?andencouragethepupilstospellouttheword.•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD2

4 Olga:What’snumber6?Anna:Sweets!Olga:Yes!Canyouspell‘sweets’?Anna: S-W-E-E-T-S.




page 29 Look and write the words.

•SayOpen your Activity Books and find page 29.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallycompletingthesentenceswiththewordsfromthebox.•Whenthepupilshavefinished,correctthesentencestogether.Nominatedifferentpupilstoanswer,forexample,Maria. What’s number 1? •Praisethepupils’work,sayingWell done!andaskthemtotickthesentencestheygotcorrectintheirActivityBooks.•Answers:1cheese/2crisps/3sweets/4pie/5bread/6pineapple/7lemonade/8jam/9biscuits/10strawberries

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page 29 Look and complete the

sentences.•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Movearoundtheroom,checkingthepupils’work,sayingVery good!•Answers:1cheese,bread,jam/2CanIhavesomelemonade,apieandsomesweets,please?/3CanIhavesomebiscuits,apineappleandsomestrawberries,please?

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•Tellthepupilsthattheyaregoingtolearnanewsongtosingattheendofeachlesson.•SayLet’s sing the Remember your English song.PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

CD1

6 Remember your English songFinish what you’re doing.Think about today.Remember your English.And use it everyday.

Say Hello! Say Goodbye!Say Please and Thank you.Remember your English,And use it, too.

130


Lesson 2

Learning objectives •ListentoandsingtheFair song•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandcirclingcorrectanswers

•Practisethesounds\e\and\i…\anddiscriminatebetweenthem

Language focus •cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Can I have some (cheese)?•How much is it?•That’s… pounds.•Here you are.Materials •Flashcardsandwordcardsyouhaveprepared:cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries


Opening activities •Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.

Play games.•TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage24).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Listen and sing.•AskthepupilsDo you remember the Fair song? Encouragethemtosaysentencesfromthesong,Can I have some (cheese)?•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Fair song. PlayCD2Track2andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.

•Oryoucanplaythekaraokeversion,CD2Track3.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (attheschoolfair). •YoucaneithertellthestorybyreadingthetextorbyplayingCD2Track5.•MakesurethatyoushowtheappropriatepictureasyoulistentothestoryontheCD.Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•Finally,askthepupilsWhat does the fortune teller have? (acrystalball).



Opening activities•SongInternational English(CD1Track3)

•Vocabulary gamePlaygames Main activities•Song The fair(CD2Track2)(karaokeCD2Track3)Listenandsing.

•Story The cheese race(CD2Track5)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages26–27)Rememberthestory:The cheese race.Lookandmatch.Number.Writethemissingwords.Readandcirclethecorrectwords.WritetheQuest letter.(ABpage30)

•PronunciationSaythewords.Listenandsay(CD2Track6).Listenandsaythechant(CD2Track7)(PBpage30).Circle,sortandwrite.Listenandcheck.(CD2Track8)(ABpage30).


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CD2

5 Frame 1 Anna:Thisisgreat!We’reatatownfair.Olga:Andlook!Youcanthrowthehoopsandwinaprize.Let’shaveago.Charlie:Mmm.Cheeseracing?Thislooksinteresting.Frame 2Anna:Brilliant,Olga!Apineapple.Olga:Ilovepineapples!Frame 3Charlie:CanIhavesomecheeseforthe cheeserace,please?Cheese man:Hereyouare.Charlie:Thankyou.Howmuchisit?Cheese man:Twopoundsfifty,please.Frame 4Starter:Thecheeseraceisstarting.Ready,steady,go!Charlie:Ohno!Mycheeseistoofast!Frame 5Anna:CanIhavesomesweets,please?Lady:That’seightypence.Anna:Eightypence.Hereyouare.Lady:Thankyou.Frame 6Charlie:Help!Mycheeseisjumpingthewall!Frame 7Olga:Look!Here’safortuneteller.Anna:Great!Let’sgoinside.

Frame 8Olga:Whatcanyouseeinthecrystalball?Fortune teller:Icansee…abig,round,yellowthing!Frame 9Charlie:Lookout!Anna:Ohno!It’sabigcheese!Olga:Andit’scomingthisway!Frame 10Charlie:I’mreallysorry!Fortune teller:It’sOK.Olga:Oh,lookatthecrystalball.It’saQuest symbol.


Frame 1 Wherearethechildren?(atatownfair)WhatdoesOlgawanttodo?(throwhoopsandwinaprize)WhatisCharlieinterestedin?(cheeseracing)Frame 2 WhatdoesOlgawin?(apineapple)DoesOlgalikepineapples?(yes)Frame 3 WhatdoesCharliebuy?(somecheese)

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Unit 4 Lesson 2

HowmuchisCharlie’scheese?(twopoundsfifty)Frame 4 What’shappening?(thecheeserace)IsCharlie’scheeseslow?(no,it’sfast)Frame 5 WhatdoesAnnawanttobuy?(somesweets)Howmucharethey?(80pence)Frame 6 Whatisthecheesedoing?(jumpingthewall)Frame 7 Whodothegirlsvisit?(afortuneteller)Frame 8 Whataretheylookingat?(acrystalball)Whatcansheseeinhercrystalball?(abigroundyellowthing)Frame 9 Isthecheesesmall?(no,it’sbig)Whatcrashesintothetent?(thecheese)Frame 10 Whosays‘sorry’?(Charlie)WhoseesthenextQuestsymbol?(Olga)Whatisthesymbol?(aportraitpainting)

page 26

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 26.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD2Track5.

•SayWhat food items can you see?Givethepupilstimetolookatthestoryframes,andinvitedifferentpupilstosuggestanswers.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter? (S, in frame 1)


cheese race. Look and match. Number. Write the missing words.•SayOpen your Activity Books and find page 30. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity3.ExplainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthePBstory.•Thepupilsworkindividually.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.•Answers:c1Ilovepineapples./b2Mycheeseistoofast!/a3CanIhavesomesweets,please?/d4It’sabigcheese!

page 30 Read and circle the correct

words.•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetoreadtheshorttextandcirclethecorrectanswers.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.•Inviteapupiltoreadoutthefirstsentenceofthetext.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1fair/2fast/3Olga/4cheese/5thecrystalball


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:S

Unit 4 Lesson 2

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Unit 4 Lesson 2

Say the words.•Stickthebreadandthecheeseflashcardsontheboard.Goroundtheclassandaskeachofthepupilstosaythewords.•Explainthatthewordscontaindifferentsoundsandtodaytheyaregoingtopractisethosesounds.•Say\e\ brEAdandencouragethepupilstorepeatwithyou.Repeatthesamewith\i…\ chEEse.

page 27

Listen and say.•SayOpen your Pupil’s Books and find page 27. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity4.•SayLet’s listen and point to the words.PlayCD2Track6andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.


CD2

6 friends mealbreakfast eatbread cheeseJenny Neal

page 27

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainhowthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.AskWho is Jenny?(aduck)Who is Neal?(amouse).•SayNow let’s say the chant. •PlayCD2Track7.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.

•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \e\ sound in Frame 4? (ready,steady). Can you see words with the \i…\ sound in Frame 3? (cheese,please).

CD2

7 Breakfastismyfavouritemeal.IeatbreadandcheesewithmyfriendsJennyandNeal.


and check.•SayOpen your Activity Books and find page 30. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtowritethewordsinthecorrectcolumn.Completeanexamplewiththem.



CD2

8 \e\ \i…\bread cheesebreakfast Nealfriends eatJenny meal

•Answers:bread,breakfast,friends,Jenny/cheese,Neal,eat,meal

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

Unit 4 Lesson 2

Lesson 3

Learning objectives •SingtheFair song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingand writingsentencesandbylistening,matchingandwritingsentences

Language focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Can I have (a pie/some cheese), please?•Yes, here you are.• I’m sorry, I haven’t got (biscuits).•Do you want anything else? Yes, please. / No,

thank you.•How much is it?•That’s… pounds.Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:cheese, a

pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries




Main activities Listen, sing and point.•AskthepupilsDo you remember the Fair song?•Giveouttheflashcardstodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.

•SayLet’s sing the Fair song (forlyricsseeTNpage128).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthewordwhichisontheirflashcardtheyliftthecardabovetheirheads.PlayCD2Track2.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD2Track3).


page 28

Listen and read.•SayOpen your Pupil’s Books and find page 28.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (aboyandagirl) Where are they? (ataschoolfair) What are they doing? (buyingandsellingfood).

134




•Vocabulary gamePlaygames Main activities•Song Fair(CD2Track2)(karaokeCD2Track3)Listen,singandpoint.



•Vocabulary game Shopping •Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Drawthelines.(CD2Track10).LookatActivity8.Writethesentences.(ABpage31).


135

•PlayCD2Track9andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.Askonegrouptoreadoutthelinesofthedialoguefortheboychorallyandtheothergrouptoreadoutthelinesofthedialogueforthegirlchorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option:Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempracticesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD2

9 Boy:Hello,canIhelpyou?Girl:Yes.CanIhavesomebread,please?Boy:Hereyouare!Doyouwantanythingelse?Girl:Yes,please.CanIhaveabiscuit,please?Boy:I’msorry.Ihaven’tgotbiscuits.Girl: OK.CanIhavesomestrawberryjam,please?Boy:That’sonepound,please.Girl:Hereyouare.Thankyou.Goodbye!

page 31

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlighttheinformationintheRememberbox.•Askthepupilsquestionstochecktheirunderstanding.AskWho says ‘Can I have some bread, please?’ (thegirl) Is this a question? (yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence. Praisethepupils’speaking.

Play Shopping.•Inviteapupiltocometothefront.Setouttheflashcardsonyourdeskasifitisashopdisplay.•InvitethepupiltoaskforsomethingCan I have (some biscuits)? Replysaying,Yes, here you are.•Invitedifferentpupilstothefronttocarryoutthetask.PraisethespeakingbysayingWell done!


136

page 31 Listen. Draw the lines

•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD2Track10andpausetheCDaftereachsentence.Encouragethepupilstodrawlinestojointhepictures.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

CD2

10 1 Charlie:Hello,canIhelpyou?Olga:Yes!CanIhaveapie,please?Charlie:Yes,hereyouare.That’ssevenpounds,please.Olga:Hereyouare.Thankyou.Goodbye!

2 Charlie:Hello,canIhelpyou?Anna:Yes.CanIhavesomebiscuits,please?Charlie:Yes,hereyouare.That’sfourpounds,please!Anna:Hereyouare.Thankyou.Goodbye!

3 Anna:Hello,canIhelpyou?Charlie:Yes.CanIhaveapineapple,please?Anna:Yes,hereyouare.That’seightpounds,please.Charlie:Hereyouare.Thankyou.Goodbye!

•Answers:1,c,e/2,a,f/3,b,d




Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 31.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,blueforquestions,redfornegatives).•Answers:1CanIhavesomebread,please?(blue)/2That’sfivepounds,please.(green)/3Ihaven’tgotpineapples.(red)/4Hereyouare(green).


137


sentences.•AskthepupilstolookatActivity9.Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingthesentences.EncouragethemtolookbackatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1CanIhaveapie,please?Yes,hereyouare.That’ssevenpounds,please./2CanIhavesomebiscuits,please?Yes,hereyouare.That’sfourpounds,please./3CanIhaveapineapple,please?Yes,hereyouare.That’seightpoundsplease.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.


138

Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutfooditems


•Talkaboutfooditemsusingcut-outsLanguage focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Can I have (a pie)?•Can I have (some cheese)?• I’m sorry. I haven’t got (a pie).•Do you want anything else? Yes, please. / No,

thank you.•Here you are.•That’s (one) pound, please.Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:cheese,

a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries





question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD2Track11)Lookandwritethedialogue.(ABpage32)

•Cut-out activityMakecards.Playagame.(ABpage79).




Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the food words?andshowthepupilsthefoodflashcards.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? .Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.


139


•SayOpen your Activity Books and find page 32.Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.•Answers:1CanIhavesomecheese,please?/2That’sfourpounds,please./3Ihaven’tgotpineapples./4Hereyouare.


sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD2Track11forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1CanIhavesomecheese,please?/2Ihaven’tgotpineapples./3Hereyouare./4That’sfourpounds,please.

CD2

11 Anna:Hello!CanIhelpyou?Olga:Yes!CanIhavesomecheese,please?Anna:Yes,hereyouare.Olga:CanIhaveapineapple,please?Anna:I’msorry.Ihaven’tgotpineapples.Olga: OK.CanIhavesomestrawberries,please?Anna:Yes!Hereyouare.That’sfourpounds,please!Olga:Thankyou.Goodbye!

page 32 Look and write the dialogue.

•Askthepupilstolookatthefinaltaskonpage32oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.Goroundtheclassroomandcheckeachpupil’swork.•Answers:1Ihelpyou?/2CanIhave/3youare/4CanIhave/5Ihaven’tgotpies./6Ihavesome/7youare/8That’s

page 79


Stage 1•SaytothepupilsOpen your Activity Books and find page 79.Givethepupilsamomenttofindthepagebythemselves.


•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundeachshoppingbasket.•Explaintothepupilsthattheymustnowdrawdifferentfooditemsineachbasket.Encouragethemtolookatthepricetagsandthinkaboutwhatitemsmighthavethatprice.SayNow draw your food items.•Allowthepupilstimetofinishtheirdrawings.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play Shops.Inviteapupiltocometothefronttoplayagainstyou.Inthiswayyoucandemonstratethegametothewholeclass.•Useyourpupil’scut-outbasketsinwhichhe/shehasdrawnfooditems.Setthebasketsinfrontofyouonyourdeskasifthiswereashopandstandbehindthem.•Inviteapupiltovisityourshop.Encouragethepupiltoaskfordifferentthingsandrespondwiththeprices.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroom,andcheckthattheyaretakingturns.PraisetheirspeakingsayingWell done!


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141

Lesson 5

Learning objectives • Identifyandsayprices•Listento,readandsaytheHow much is it? rap

•Showunderstandingbymatching,writinganddrawing

•Listento,readandunderstandacomicstripLanguage focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•five pence, ten pence, fifty pence, five

pounds fifty, eight pounds ninety-nine•Can I have some (strawberries)?• I’m sorry. I haven’t got (strawberries).•Here you are. That’s (two) pounds, please.•Do you want anything else? Yes, please. / No,

thank you.Materials •Crayonsforeachpupil•Wordcardsyouhaveprepared:cheese,

a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries







CD2

12 FivepenceTenpenceFiftypenceFivepoundsfiftyEightpoundsninety-nine

page 29

Listen and read. Say the rap.•SaytothepupilsLet’s look at the picture andpointtothepictureonpage29.AskthepupilsquestionsaboutitWhere is he? (ashop/anewsagent’s) What is the boy buying? (acomic).•PlayCD2Track13andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the How much is it? rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.



•Vocabulary gamePlaygames Main activities•Vocabulary activitiesListen.Saythewords.(CD2Track12)(PBpage29).

•Listening practice How much is it?rap(CD2Track13)Listenandread.Saytherap.(PBpage29).

•Vocabulary and writing practiceLookandmatch.Lookandcompletethesentences.Drawandwritehowmuchitis.(ABpage33).



142

CD2

13 How much is it? rapHow much is it?How much is it?Five pence, ten pence, one pound, two?I’ve got one pound twenty.How much is it? How much is it?It’s fifty pence for you. It’s fifty pence for you.


•SayOpen your Activity Books and find page 33.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.Explainthattheymustreadtheprices1–5andmatchthemwiththepictures.•Checktheanswerstogether.•Answers:1d/2b/3a/4e/5c

page 33 Look and complete the

sentences.•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentenceswiththewordsfromtheboxusingthepicturesasaguide.•Checktheanswerstogether.•Answers:1twopoundsfifty/2onepoundeightypence/3ninety-ninepence/fiftypence

page 33 Draw and write how much it

is.•PointtothepictureframeandtheshoppingbasketsinActivity15.Explainthattheyshoulddrawfooditemsinthebasketsandtheyshouldalsoputpricesontheitems.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!•Thenaskthemtocompletethesentencesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.•Pupils’ownanswers.

page 29

Listen and read.•SayOpen your Pupil’s Books and find page 29.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andaskWhat do the animals want to buy in Frame 3? (dogbiscuits).•SayLet’s listen to the comic strip.PlayCD2Track14.•SayLet’s read and listen to the comic strip again.PlayCD2Track14again.EncouragethepupilstolookatandreadthecomicstripintheirPBastheylisten.•Whenthepupilshavefinishedreadingaskquestionsaboutthestory,forexample,What is Scotty doing in Frame 1? (countinghismoney).


•AskthepupilsDo you like the story? Invitethemtorespondandcommentonthestory.


CD2

14 Frame 1Yorkie:Whatareyoudoing,Scotty?Scotty:I’mcountingmymoney.Yorkie:Howmuchmoneyhaveyougot?Frame 2Scotty:27,28,29,30pence!Yorkie:Wow!That’sfourpoundsthirtyintotal.Scotty:Let’sgoshopping!Frame 3Scotty:Let’sbuysomedogbiscuits.It’stwopoundsfifteenforbiscuits.Yorkie:Sowecanget…twoboxesofbiscuits.Frame 4Yorkie:Oh,yummy!Jam!Canwebuysomejam?Scotty:No!Wehaven’tgotanymoneynow!Yorkie:Look!There’sJackandhe’sgotlotsoffood!Frame 5Yorkie:Jack,haveyougotlotsofmoney?Jack:No.Ihaven’tgotanymoney.Jack:ButI’vegotlotsoffoodbecauseI’m cute!

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

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144


Lesson 6

Learning objectives •Talkaboutmoneyandcurrencies•Listento,readandlearnaboutmoneyandcurrencies

•Showunderstandingbycirclingcorrectoptionsandbywriting

•Createabanknoteandacoinandtalkaboutthem

Language focus•Five pence, Ten pence, Fifty pence, Five

pounds fifty, Eight pounds ninety-nine•currency, Euro, Pound, Dollar, country, design,

note, coin, metallic thread, cotton, linenMaterials •Crayonsandscissorsforeachpupil•CLILPhotocopiable:Design a bank note and

coin(TNpage305)•Pupil’sBookpage30•ActivityBookpage34•ClassaudioCD


Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(SocialScience:Money).•Askwhattheyknowaboutmoney.ThepupilsmayanswerinL1.

Listen and look at the picture.•ExplaintothepupilsthatCharliehasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Charlie’s presentation about money.•PlayCD2Track15andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.What currency is there in Europe? (the Euro) What currency is there is the UK? (BritishPoundSterling)What is on the coins and notes? (theQueen’shead) What currency is there in the USA? (theAmericanDollar).



•Vocabulary gamePlaygames Main activities•Picture activities MoneyLookatthepictureandpredict.Listenandlookatthepicture(CD2Track15)

•Character’s presentationListenandread.(CD2Track15)Answerthequestions.Listenandcheck.(CD2Track16)(PBpage30).


•Character’s presentationListenandlearnaboutafamousdepartmentstore.(CD2Track17)(PBpage30).

•Listening and writing practiceLookatpage30inthePupil’sBookandcircle.Listenandcheck.(CD2Track18)Read.Writeaboutafamousshop.(ABpage34).

• CLIL project: Design a bank note and a coin


145


CD2

15 Money by Charlie The EuroTheEuroisthecurrencyinlotsofcountriesinEuropesuchasFrance,ItalyandIreland.Thecoinshaveacommonsidethatisthesameinallthecountriesandanationalsidethatisadifferentdesign.AllEurobanknoteshavegotthesamedesign.The PoundTheBritishPoundSterlingisthecurrencyintheUK.YoucanseetheQueen’sheadononesideofthecoinsandnotes.Onthenoteyoucanseeadarkline.Thismeansthatthemoneyisreal.The American DollarThisisthecurrencyoftheUSA.Allthenotesarethesamesizeandalmostthesamecolour.The$1notehasgotapictureofGeorgeWashington,thefirstPresidentoftheUSA.Americandollarnotesaremadefromcotton andlinen.

page 30

Listen and read.•SayOpen your Pupil’s Books and find page 30.Givethepupilsamomenttofindthepagebythemselves.

•AskWhat is the presentation about? (money/currencies) Who wrote this presentation? (Charlie).•PointtoActivity11andsayListen and look at Charlie’s presentation again.EncouragethepupilstofollowwhatCharliesaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD2Track15again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:The Dollar is the currency in Europe. British notes and coins have George Washington on them.•Inviteapupiltomakeafalsestatementandaskanotherpupilfromtheclasstocorrectit.Goaroundtheclasswithdifferentpairsofpupils.

page 30

Answer the questions. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen. PlayCD2Track16.PausetheCDaftereach

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Unit 4 Lesson 6

answerisheard.AskthepupilsiftheiranswerswerethesameastheCD.•Answers:1No/2no/3theQueen’shead/ 4toshowthatthemoneyisreal/5yes/ 6pictureofGeorgeWashington

CD2

16 1 Charlie:No.LotsofthecountriesinEuropeusetheEuro,butnotallofthem.2 Anna:No.Thedesignononesideofthecoinsisthesameinallthecountries,butthedesignontheothersideisdifferentineverycountry.3 Olga:AllpoundcoinsandnoteshavegottheQueen’sheadononeside.4 Anna:Yes.AllAmericandollarnotesarethesamesize.5 Olga:Ononesideofthe$1noteyoucanseeapictureofGeorgeWashington,thefirstpresidentoftheUSA.

Option:Askthepupilstoformpairs.Encouragethemtoaskeachotherquestionsaboutthetopicusingtheinformationinthetextsonpage30.

Look at the picture and answer questions.•Pointtothemainphotosonthepictureandaskthepupilsquestionstoreinforcetheirunderstanding.•AskWhat is the currency in your country? (Pupils’ownanswers) What colour is a (50 Euro) note? (orange) Where do you use (pounds)? (intheUK). ThepupilsmayanswerinL1.

Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpaironeparagraphfromthephotocopiablefromTNpage305andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesnexttothecorrectphotoontheboardintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD2Track15.PausetheCDandaskdifferentpairstoorderthesentencesfortheotherparagraphs. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 30

Listen and learn about a famous department store.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutafamousdepartmentstore.•SayLet’s read about a famous department store.PlayCD2Track17.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD2

17 ThisisHarrods,aluxurydepartmentstoreinLondon.Itisover150yearsold.It’sgot330departmentsand28restaurants!Thereisabigdepartmentwithtoys.Youcanbuypedalcars,remotecontrolhelicopters,fancyrollerskatesandevenHarryPotter’smagicwands!by Anna


Book and circle. Listen and check.•SayOpen your Activity Books and find page 34.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtotheActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytocirclethecorrectanswers.•PlayCD2Track18sothatpupilscanchecktheiranswers.•Checktheanswerswiththeclass.AskdifferentpupilsWhat’s number (1)?

Unit 4 Lesson 6

Unit 4 Lesson 6

•Answers:1Europe/2thesame/3Pound/4dark/5linenandcotton/6onedollar

CD2

18 1TheEuroisthecurrencyinlotsofcountriesinEurope.2AllEurobanknoteshavegotthesamedesign.3ThepoundisthecurrencyintheUK.4Ononesideofthebanknotesyoucanseeadarkline.5AmericanDollarnotesaremadeformlinenandcotton.6TheoneDollarnotehasgotapictureofGeorgeWashington.

page 34 Read. Write about a famous

shop.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthentheparagraphbelowaloudwiththepupils.•Explainthatthepupilsmustlookatthenotesontherightandwritetheirownsentences.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:MarksandSpencerisafamousdepartmentstoreintheUK.It’sgotlotsofdepartments.Youcanbuyclothes,foodandfurniture.

CLIL project: Design a bank note and a coin.•Explaintothepupilsthattheclassisgoingtoworkonaprojecttogether.Explainthatyouaregoingtomakeabanknoteandacoin.•DividetheclassintogroupsofthreeorfourandgiveeachgroupaphotocopiablefromTNpage305.•Explainthattheyshoulddrawthedetailsoftheirownbanknoteandcoin.•Movearoundtheclasstocheckthegroupsandofferhelpwhenrequired.

•Whenthepupilshavefinisheddrawing,askthemtocompletethesentenceswithinformationabouttheirnoteandcoin.•Whenthepupilshavefinished,invitedifferentgroupstothefronttotalkabouttheirnoteandcoin.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

147

Unit 4 Lesson 6

148


Lesson 7


•Listenandshowunderstandingbylisteningandmatching

•Writesentencesaboutfooditems•EvaluatelearningLanguage focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries•Five pence, Ten pence, Fifty pence, Five

pounds fifty, Eight pounds ninety-nine• (A pie) is (two pounds).•Can I have some (cheese)?• Materials •Flashcardsandwordcardsyouhaveprepared:

cheese, a pie, bread, crisps, jam, sweets, biscuits, a pineapple, lemonade, strawberries




•Vocabulary gamePlaygames Main activities•Mind Map:Unit4(ABpage70) •Reading and listening practiceListenandnumber.(CD2Track19)Lookandmatch.(ABpage35).

•Writing practiceLookandcomplete.(ABpage35).

•Evaluation Closing activities•Song Remember your English(CD1Track6)




Mind Map: Unit 4.•SayOpen your Activity Books and find page 70.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the foods? •HoldupyourABandpointtothemindmapatthebottomofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Putthefoodflashcardsandwordcardsyouhavepreparedfortheunitfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.


•SayOpen your Activity Books and find page 35.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethefoodwords.ExplainthattheymustlistenandnumberthepicturesintheordertheyhearthemontheCD.•SayLet’s listen.PlayCD2Track19andpausebetweeneachsentence.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to4ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done! •Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.•Answers:1c/2d/3a/4b

149


CD2

19 1fifteenpence2fourteenpoundsninety-nine3fiftypence4sevenpoundstwenty-five


•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturecarefullyandnotethepricesandthekindsoffood.•Askthemtoreadthetwopartsofthesentencesanddrawlinestojointhecorrecthalves.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1c/2a/3b/4e/5d/6f


•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldwritetheirownsentencesaccordingtowhattheycanseeinthepictures.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Answers:1somelemonade,please?/2onepoundseventy-five/3CanIhavesomestrawberries,please?/4Jamistwopoundsfifty.

page 35 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit4.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our Town Fair Quest.

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.

150


Lesson 8

Learning objectives •ReviewtheunitusingQuest 4: Town Fair•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutshoppingandtalkaboutit

Language focus•cheese, a pie, bread, crisps, jam, sweets,

biscuits, a pineapple, lemonade, strawberries •Five pence, Ten pence, Fifty pence, Five

pounds fifty, Eight pounds ninety-nine•Here you are. •How much is it? That’s (two pounds), please.• I’m sorry, I haven’t got (pineapples).•Can I have some bread, please? Can I have a

pineapple, please?•Do you want anything else? Yes, please. / No,

thank you.Materials •Crayonsforeachpupil•Photocopiable:Quest 4: Town Fair(TNpage313)

•WritingDiary,ActivityBookpage36.•ClassaudioCD


page 36)Opening activities•Song International English (CD1Track3)


Town Fair •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage36).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Sayyourshoppingdialogue.(ABpage36).

Closing activities •Song Remember your English(CD1Track6)

Opening activities•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.


Main activities Complete Quest 4: Town Fair.•AskthepupilswhattheyrememberaboutUnit4:Town Fair.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit4toeachstudent(TNpage313).Explainthatitistheirquestaboutfoodandmoney,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1three(PBpage26)/2eightypence(PBpage26)/3breadandcheese(PBpage27)/4dogbiscuits(PBpage29)/5inLondon(PBpage30)

page 36

Read the diary entry.•SayOpen your Activity Book and find page 36.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary). •Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Charlie) What is it about? (shopping) What is the date? (15thJune)•Listentothepupils’answersandpraisethemsayingVery good!

151


Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexample,Does Charlie want a pie? (yes) How much is the jam? (twopoundsfifty).•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askthepupilstowritetheanswertothequestion.•Answer:No,hedoesn’t.

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 36.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.•SayTell me about your shopping dialogue. EncouragethepupilstorespondsayingIt’s in a (butcher’s).ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirdialogue.Givethepupilstimetowrite,butmove

aroundtheroomtoofferhelp.EncouragethemtorefertoCharlie’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture of your shop.Thenpupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosingwhattowrite,encouragethemtolookatCharlie’sdiaryentry.


Say your shopping dialogue.•SaytothepupilsLet’s say your shopping dialogue.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayDo your shopping dialogue with your partner.Thepupilsworktogetherreadingouttheirdialoguestogether.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


152

Unit 4 DVD Scripts

For The cheese race animated story script see TN page 131.

DVD

ShoppingTilly: HiFlorence!Florence:HiTilly!HiTom!Whatareyou

doing?Tilly: Thisisourfoodshop.Wewantto

sendfortypoundstotherainforestcharity.

Tom: Wehavethirtypounds,wejustneedtenpoundsmore.

Florence: OK.I’mthirsty.CanIhavesomelemonade,please?

Tilly: Ofcourse.Hereyouare.Florence:Thankyou.Howmuchisit?Tom: It’sfiftypence,please.Florence:Hereyouare,Tom.Tom: Thanks.Florence:Oh,canIhaveabiscuit,please?Tilly: Hereyouare.Fivepence,please.Tom: Ohwell,that’sit.It’snearlytimefor

dinner.Dad: Hello.I’monmywaytothe

supermarket.ButIthinkyou’vegoteverythingIneedhere.CanIhavesomecheese,please?

Dad: AndcanIhavesomebread,please?

Tom: Hereyouare.Dad: ...andcanIhave...somejam,

somelemonade,somesweets,apineapple,somecrisps,somebiscuits,somestrawberries...

Florence:Andapie?Dad: ...andapie,yesplease.Tilly: Hereyouare.Dad: Howmuchisit?Kids: That’s£10please!Dad: Thankyou.Tilly: NowIhaveallthemoneyforthe

SavetheRainforestcharityTom, Tilly, Florence:Hooray!

DVD

CLIL – MoneyTom: Iwanttofindoutaboutmoney.Florence:That’sgold!Tilly: Yes,it’sagoldbar!Florence:Goldisworthlotsofmoney!Tom: InBritain,weusepounds.Florence:That’sright.Wehavecoinsand

notes.Tilly: Look!He’sbuyinglotterytickets.Tom: He’susingmoney.Youcanuse

cardsforshoppingaswell.Florence:She’susingacard.Tilly: That’sacashmachine.Youcanget

moneyoutofit.Tom: That’sright!He’sputtinghiscardin

andtypinghissecretcode.Tilly: LotsofcountriesinEuropeusethe

samemoney.Tom: Look!Thedifferentnoteshave

differentpictures.Tilly: They’recalledeuros.Florence:They’reinAmerica.Whatmoneydo

theyuseinAmerica?Tom: Theyusedollarsandcentsin

America.Florence:Differentcountrieshavedifferent

money.Tilly: Lotsofmoneyinalldifferent

colours,shapesandsizes.

Learning objectives• Identifyingandnamingfacialfeatures



•Practisingthe\‰…\soundwithtwodifferentrepresentations–urandir




• Identifyingandusingdescriptiveadjectives

•Usingdescriptiveadjectiveswithfacialfeatures


•Listeningto,readingandunderstandingtextsaboutpaintings

•Writingashorttextaboutachild’spainting

•Creatingapainting •Creatingarecordofvocabularylearnt •Reviewingwhathasbeenstudiedandreflectingonit


•Writingashortpersonalizeddiaryentryaboutapaintingandtalkingaboutit


•curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache

•happy, sad, strong, weak, rude, polite•CLILvocabulary: Royal family, palace, realism,

artist, king, queen, princessStructures

•He’s/She’s got (curly hair).•He/She hasn’t got (blue eyes).•Has he/she got (dark hair)?•Yes, he/she has. / No, he/she hasn’t.

Recycled language• I’ve/You’ve got…• It’s a…•What’s this/that?•He’s…ing.•Can I/you…?

Receptive language •Let’s do/play/look at/look around/sing/say/rap/

listen to/investigate/read…• It’s your turn.• Is it...? Yes, it is. / No, it isn’t.•He/She is/isn’t (polite).•Who am I describing?•Cut along these lines.

Socio-cultural aspects •Understandingtheimportanceofart•Showinginterestindifferentpaintings

Summary Inthisunityouwillintroduceandpractisevocabularytodescribepeople’sfaces,aswellasdescriptiveadjectives.Pupilswilllearnhowtoexploretheinformationthatpaintingsprovideandtodescribeapicture.


Unit Art Gallery

153

154

Lesson 1

Learning objectives • Identify,listentoandsaywordstodescribepeople’sfaces

•Listento,readandsingtheDescriptionsong•Showunderstandingbymatchingpicturestosentencesandbywriting

Language focus•curly hair, straight hair, long hair, short hair,

fair hair, dark hair, brown eyes, glasses, a beard, a moustache

•Who am I describing?•He’s/She’s got (fair hair).•He/She hasn’t got (glasses).Materials•Flashcardsandwordcardsyouhaveprepared:curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache




Main activities•Vocabulary game What’s this? •Vocabulary activities Descriptionwordrap(CD2Track20)Listen,pointandsaythewords.

•Vocabulary game I can match •Song Description(CD2Track21)Listentothesong.Answerthequestions.Listenandread.Singthesong.(PBpage31)


•Word Quest(CD2Track23)Listenandplay.(PBpage31).

•Vocabulary and writing activitiesReadandmatch.Lookandwritesentences.(ABpage37).


Opening activities •SayHello! How are you?andhavethepupilsdothesame.•SayLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Singthesongandhavethepupilssingwithyou.

Main activities Play What’s this?•Holdupthepileofappearanceflashcardsyouhavepreparedsothattheyarefacingyouandsothatthepupilscan’tseethem.Quicklyflipoveronecardtogivethepupilsaglimpse.Encouragethemtoguesswhatitis.Whentheyguessit,sayYes! (glasses). Well done! •Encouragetheclasstospeculateaboutwhateachflashcardshows.Continueuntilyouhaveshownthemalltheflashcards.Whentheyguesscorrectly,congratulatethemsaying,Well done!•HoldthepileofflashcardsandaskthepupilsWhat’s this?Pullacardfromthebackofthepileandslowlymoveitupwards,revealingapartofthepicture.•Inviteapupiltoguesstheanswer.Sticktheflashcardontheboard.•Repeattheprocesswiththerestoftheflashcards,stickingthemontheboardasyougoalong.•FinallyaskthepupilsWhat’s the Quest topic?ListentotheiranswersandsayYes, describing people/appearances.

Listen, point and say the words.•SayLet’s listen and say the Description word rap.PlayCD2Track20andpointtothedifferentflashcardsontheboardasyouhearthewordsspokenontheCD.•Playthetrackagain.Getthepupilstosaythewordswhileyoupointtotheflashcardsontheboard.Oryoucouldpointtoeachflashcardinturn,saythewordandencouragethepupilstorepeatit.Repeatthisprocedurewithalltheflashcards.

CD2

20 Description word rap Let’s rap, let’s rap,Let’s say the description word rap…


curly hairstraight hairlong hairshort hairfair hairdark hairbrown eyesglassesa bearda moustache


Play I can match.•ShowtheappearancewordcardsyouhavepreparedtotheclassandaskCan you match the words to the pictures?Holdthewordcardsfacedowninafanandinviteapupiltothefronttopickacardandmatchittotheflashcardontheboard.Stickthewordcardnexttothecorrectflashcardontheboard.Readthewordaloudandencouragethepupilstorepeatafteryou.•Askadifferentpupiltocomeandmatchthenextcard.Continueuntilyouhavecoveredalltheflashcards/wordcards.•Finally,saythewordsforalltheflashcardsyouhaveontheboard.Moveyourhandacrossthepicturesandwordsslowly,thenspeedupasthepupilsbecomemoreconfidentsayingthewords.

Listen to the song. Answer the questions.•SaytothepupilsLet’s listen to the Description song.Encouragethepupilstostandup.•PlayCD2Track21andencouragethepupilstosingalongwiththeCD.•Playthesongagainandthenaskthepupilstoansweryourquestions.Has Olga got glasses? (no) Has Mr Fraser got dark hair? (yes).

CD2

21 Description songCome on everybody. Let’s play a game.Who am I describing? What’s the name?

She’s got long, straight, fair hair.She hasn’t got brown eyes or glasses.Is it Olga?Yes, it is!

He’s got short, curly, dark hair.He hasn’t got a beard or moustache.Is it Mr Fraser?Yes, it is!

Now it’s your turn. Let’s play again.You describe and I guess the name.

155


156


page 31

Listen and read. Sing the song. •SayOpen your Pupil’s Books and find page 31.Givethepupilsamomenttofindthepagebythemselves.•Askthepupilstolookatthepictureandidentifythedifferentcharacters.ThenaskWhere are the children? (attheirschool).Pointtothedifferentcharactersandaskthepupilsquestionsaboutwhatthecharactersaredoing.•PlayCD2Track21andencouragethepupilstoreadthewordsofthesongintheirPBwhilelisteningtotheCD.•SayLet’s sing the Description song.Playthetrackagainandencouragethepupilstostandupandsingalongwithyou.

Play Guess the sentence.•Takethewordcardsdownfromtheboardbutleavetheflashcards.•Tellthepupilsthattheyaregoingtosaylinesfromthesong.SaytothepupilsHe’s got (bleep). Insteadofsayingthedescriptionword,pointtoaflashcardontheboard.•Inviteapupiltosaythemissingwordorphraseasyourepeatthewholesentence.Iftheysaythewordscorrectly,removetheflashcardfromtheboard.•Continuebysayingdifferentlinesfromthesong,untilalltheflashcardshavebeenremoved.

page 31

Word Quest. Listen and play.•HoldupyourPBandpointtoActivity2.AskthepupilsWho is playing the game? (AnnaandCharlie).•SaytothepupilsCover the wordsandshowtheminyouropenPBhowtousetheirhandsoranotherbooktocoverthewordsonthepanelatthebottomoftheWord Questgame.•PlayCD2Track23andencouragethepupilstolookatthegameintheirPBwhilelistening.•WhentheCDhasfinishedaskthepupilsAnna’squestions.What’s this? EncouragethepupilstolookattheWord Questandanswer.It’s (curly hair).ThenaskWhat number is it? andencouragethepupilstofindandsaythenumber.•Whenthepupilsareconfident,askthemtoplaythegameinpairs.Monitorandpraisetheirspeaking,sayingVery good!

CD2

23 Anna:What’sthis?Charlie:Curlyhair!Anna:Yes!Whatnumberisit?Charlie:One.





•SayOpen your Activity Books and find page 37.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity1.Checkthatthepupilsunderstandandaskthemtoworkindividuallymatchingthesentencesinthespeechbubblestothepictures.•Whenthepupilshavefinished,lookattheiranswerstogether.Nominatedifferentpupilstoanswer,forexample,Maria. Which picture is number 1? •Praisethepupils’work,sayingWell done!andaskthemtoticktheitemstheygotcorrectintheirActivityBooks.•Answers:1d/2a/3c/4b/5d/6d/7c/8b/9d/10c

page 37 Look and write sentences.

•HoldupyourABandpointtoActivity2.Thepupilsworkindividuallytocompletethesentences.•Answers:1straight,glasses,moustache/2hasgotlong,fairhair;gotbrown./3hasgotshort,darkhair;hasn’tgotabeard.


157


Lesson 2

Learning objectives •ListentoandsingtheDescription song•Listento,readandunderstandthestory•Showunderstandingofthestorybyansweringquestions,matchingandwritingsentences

•Practisethesound\‰…\ Language focus•curly hair, straight hair, long hair, short hair,


•Has he/she got (glasses)?•He’s/She’s got (brown eyes).Materials •Flashcardsandwordcardsyouhaveprepared:curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache




Main activities Listen and sing.•AskthepupilsDo you remember the Description song? Encouragethemtosaysentencesfromthesong,He’s got (short hair).•Sticktheflashcardsontheboard.•SaytothepupilsLet’s sing the Description song (forlyricsseeTNpage155).PlayCD2Track21andencouragethepupilstosingalong.Havethepupilspointtotheflashcardsastheysing.

•Oryoucanplaythekaraokeversion,CD2Track22.Encouragethepupilstosingthewords.

Listen to the story.•SayLet’s listen to the story. •Generateinterestinthestorybyinvitingpupilstospeculateaboutthefirstpicture.Where are the children? (atanartgallery). •YoucaneithertellthestorybyreadingthetextorbyplayingCD2Track24.•MakesurethatyoushowtheappropriateframeasyoulistentothestoryontheCD.Pointtodifferentthingsonthepicturestohelpthepupilsunderstandduringthestory.•Finally,askthepupilsWhat’s the name of the stolen painting? (MonaMatilda).




•Vocabulary gamePlaygames Main activities• Song Description(CD2Track21)(karaokeCD2Track22)Listenandsing.

• Story The thief in the gallery(CD2Track24)Listentothestory.Checkcomprehension.Askquestions.Listentothestory.Read.FindtheQuestletter.(PBpages32–33)Rememberthestory:The thief in the gallery.Lookandmatch.Number.Writethemissingwords.Answerthequestions.WritetheQuestletter.(ABpage38)



CD2

24 Frame 1 Olga:Look!We’reatanartgallery.Thestatuesareoverthere.Anna:Andthepaintingsofpeopleareinhere.Charlie:Let’slookatthepaintings!Frame 2Charlie:Thisismodernart.It’sapaintingofaman.Anna:ButIcan’tseeaman.Ohyes!Here’samouth.Olga:Andhe’sgotamoustacheandthreeeyes.Strange.Frame 3Charlie:ThisistheMonaMatilda.It’safamouspainting!Olga:She’sbeautiful.She’sgotlong,straighthair!Anna:Straighthair?Letmecheckonmylaptop.Frame 4Anna:ItsaystheMonaMatildahasgotlong,CURLYhair!Olga:Look,thepaintiswet.It’snottherealpainting!Frame 5Charlie:Ithinkthethiefisinthegallerywiththerealpainting!Olga:There’ssomepaintonthefloortoo!It’sgoingthisway.

Frame 6Anna:Ohno!Allthepeopleherearepainting.Howcanwefindthethiefhere?Charlie:Lookatthepaint!Let’sgo,Max.Frame 7Anna:Excuseme.CanIlookatyourpainting?Boy:Ofcourse.Doyoulikeit?Olga:It’sverynice.Charlie:Comeon!Frame 8Charlie:It’sthisway!Olga:Let’slookaroundquietly.Frame 9Thief:Arrgghh!Charlie:It’sthethief!Olga:Andhe’sgottheMonaMatilda!Anna:Welldone,Max!Frame 10Director:ThankyouforreturningtheMonaMatilda.Anna:Look,she’sgotlong,curlyhair!Charlie:Welldone,Max!Here’saQuestsymbol.Comeon!


Unit 5 Lesson 2

158

Unit 5 Lesson 2

Unit 5 Lesson 2

159

Unit 5 Lesson 2

Frame 1 Wherearethechildren?(atanartgallery)Whatdotheywanttosee?(paintings)Frame 2 Whatisthepaintingof?(aman)Hashegotamoustache?(yes)Howmanyeyeshashegot?(three)Frame 3 Whatisthefamouspainting?(theMonaMatilda)Isshebeautiful?(yes)Whatisherhairlike?(long,straighthair)Frame 4 WhatdoesAnna’slaptopsayaboutthepainting?(she’sgotlong,curlyhair)Isittherealpainting?(no)HowdoesOlgaknow?(thepaintiswet)Frame 5 Isthethiefinthegallery?(yes)Whathasthethiefgot?(therealpainting)What’sonthefloor?(somepaint)Frame 6 What’stheproblem?(allthepeoplearepainting)WhatcanCharliesee?(paint)Frame 7 DoesAnnaliketheboy’spainting?(yes)Istheboythethief?(no)Frame 8 WhatdoesOlgawanttodo?(lookaroundquietly)

Frame 9 Isthethiefinthestatuegallery?(yes)Whocatchesthethief?(Max)Whathashegot?(theMonaMatilda)Frame 10 IsittherealMonaMatilda?(yes)Hasshegotlong,straighthair?(no,long,curlyhair)What’stheQuestsymbol?(afireman’shelmet)

page 32

Listen to the story. Read.•SayOpen your Pupil’s Books and find page 32.•AskthepupilstolistentothestoryandfollowthedialoguebyreadingitintheirPB.PlayCD2Track24.•SayWhat words for face and hair can you see?Givethepupilstimetolookatthestoryframes.

Find the Quest letter.•AskthepupilstosearchinthestoryframesoftheirPBfortheletterwhichishiddenthere.•SayWhat’s the Quest letter? (P,inframe7)


thief in the gallery. Look and match. Number. Write the missing words.•SayOpen your Activity Books and find page 38. •HoldupyourABandpointtoActivity3.Explainthatthepupilsshouldmatchthespeechbubblestothecorrectpictureswhicharefromthestory.•Checktheanswersasaclass,askingdifferentpupilstoanswereachquestion.•Nowexplainthattheyhavetowritethemissingwordsinthespeechbubbles.Iftheycan’trememberthewords,letthemrefertotheirPBs.•Answers:d1She’sgotlong,straighthair!/b2Ithinkthethiefisinthegallerywiththerealpainting!/c3CanIlookatyourpainting?/a4Andhe’sgottheMonaMatilda!

page 38 Answer the questions.

•HoldupyourABandpointtoActivity4.•Checkthatthepupilsunderstandwhattheyhavetodo.•Givethepupilstimetowritethecorrectanswers.RemindthemthattheycanlookintheirPBstochecktheiranswersiftheyarenotsure.

160


•Inviteapupiltoreadoutthefirstsentence.Askasecondpupiltoconfirmwhethertheythinkthatansweriscorrectornot.Writetheanswersontheboard.•Answers:1atanartgallery/2long,straighthair/3paint/4statuegallery/5Max/6long,curlyhair


•ThepupilswritethesecretletterwhichtheyfoundhiddeninthestoryinthePBintheboxprovided.ThisisinpreparationforfindingthesecretwordinUnit8.•Answer:P

Say the words.•Stickthe‘curly’flashcardontheboard.Drawasimplepictureofabirdontheboard.Goroundtheclassandaskeachofthepupilstosaythewords(curlyandbird).•Explainthatbothwordscontainthesamesoundbutwithadifferentspelling.Writethewordsontheboard.•Say\‰…\ cURly andencouragethepupilstorepeatwithyou.RepeatthesamewithbIrd.

page 33

Listen and say.•SayOpen your Pupil’s Books and find page 33. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandshowthepupilsActivity4.•SayLet’s listen and point to the words. PlayCD2Track25andencouragethepupilstopointatthewordsshowncomingoutoftheschoolbagintheirPBsastheylisten.•SayLet’s say the words.Playthetrackagainandencouragethepupilstosaythewords.

CD2

25 curlsThursdaywindsurfpurplegirlbirdsShirley


page 33

Listen and say the chant.•ShowthepupilsthewordstothechantintheirPB.Explainthatthewordsinthelistareallincludedinthechant.•SayLook at the picture and find the words.Pointtothepictureandaskpupilstofindthewordsfromthephonicsdrillandsaythemastheypointtotheitemsinthepicture.•SayNow let’s say the chant. •PlayCD2Track26.HavethepupilsfollowthewordsintheirPBandsaythechantatthesametime.•Youcouldplaythetrackagainandhavethepupilsrepeatuntiltheyfeelconfident.•Finally,tellthepupilstolookbackatthestory.AskthemCan you see words with the \‰…\ sound in Frames 4 and 10?(curly,returning).•Encouragethemtolookintheframesandlistentotheiranswers,writingthecorrectonesontheboard.•Ifthepupilsseemunsureaboutthesounds.Repeattheexamplesoundwordstohelpthemfindwordswiththesamesoundinthestoryframe.

CD2

26 IknowagirlcalledShirley.She’sgotlotsofcurlsandeveryThursdayshelovestowindsurfwithherpurplebirds.


and check.•SayOpen your Activity Books and find page 38. Givethepupilsamomenttofindthepagebythemselves.•HoldupyourbookandpointtoActivity6.Checkthatthepupilsunderstand,andaskthemtowritethewordsinthecorrectcolumn,accordingtowhethertheyarespelt‘ur’or‘ir’.Completeanexamplewiththem.

161




CD2

27 \‰…\

curlswindsurfpurpleThursdaygirlbirdsShirley

•Answers:curls,windsurf,Thursday/girl,birds,Shirley

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song (forlyricsseeTNpage129).PlayCD1Track6.

T H U R S D A Y O G S

H C L P Y B H S T R H

B G I R L O F M U S I

I I S T E A L A N C R

R X E H T P A L I H L

D S K I R P U R P L E

S K S A U L V A N O Y

D D F C U R L S L L B

W I N D S U R F W O T

Lesson 3

Learning objectives •SingtheDescription song•Listento,readandperformashortdialogue• Identifypartsofthelanguagestructureandmakesentencesandquestions

•Showunderstandingbyidentifyingandwritingsentences,bymatchingandlistening,andbywritingsentences



•Has he/she got (glasses)? Yes, she has. / No, she hasn’t.

•He’s/She’s got (fair hair).•He/She hasn’t got (curly hair).Materials •Crayonsforeachpupil•Flashcardsyouhaveprepared:curly hair,

straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache




•Vocabulary gamePlaygames Main activities•Song Description(CD2Track21)(karaokeCD2Track22)Listen,singandpoint.



•Vocabulary game Guess who? •Writing and listening practiceWritethewordsinorder.ColourtheboxesusingthecolourcodefromthePupil’sBook.Listen.Tick✓orcross✗.(CD2Track29).LookatActivity8.WriteaboutCharlie’sandOlga’spaintings.(ABpage39).




Main activities Listen, sing and point.•AskthepupilsDo you remember the Description song?•Giveouttheflashcardsyouhavepreparedtodifferentpupilsaroundtheclassandshowthemhowtoholdtheirflashcardsonobodyelsecanseeit.•SayLet’s sing the Description song(forlyricsseeTNpage155).Askthepupilsholdingacardtostandatthefront,andwhentheyhearthewordwhichisontheirflashcardtheyliftthecardabovetheirheads.PlayCD2Track21.Encouragetherestofthepupilstosingalongandtopointtothecorrectcard/pupilholdingcard.•Youcanalsousethekaraokeversion(CD2Track22).


page 34

Listen and read.•SayOpen your Pupil’s Books and find page 34.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtoActivity5.Askthepupilsquestionsaboutthepicture.Who can you see? (twogirls) Where are they? (athome) What are they doing? (playingadescriptionsgame).•PlayCD2Track28andencouragethepupilstoreadthedialoguewhilelistening.•Askthepupilsaboutthedialoguetochecktheirunderstanding.

Unit 5 Lesson 3

162

Unit 5 Lesson 3

163


•PlaytheCDagain,butthistimeencouragethepupilstorepeateachsentenceofthedialogueafteryou,pausingtheCDaftereachline.Helpthemwithpronunciation,ifnecessary.•Puttheclassintotwogroups.AskonegrouptoreadoutthelinesofthedialogueforGirl1chorallyandtheothergrouptoreadoutthelinesofthedialogueforGirl2chorally.Repeatthisuntilthepupilsareconfidentwithsayingthedialogue.

Option:Togivethepupilsmorepracticewiththedialogue,putthemintopairsandhavethempracticesayingthedialoguetogether.Invitesomeofthegroupstoperformthedialoguefortheclass.

CD2

28 Girl 1:Let’splay‘Guesstheperson!’Isitaboy?Girl 2:No,itisn’t.Girl 1: OK!Soit’sagirl.Hasshegotlonghair?Girl 2:No,shehasn’t.Girl 1:Hasshegotbrown,curlyhair?Girl 2:Yes,shehas.Girl 1:Hasshegotblueeyes?Girl 2:No,shehasn’t.Girl 1: OK!Shehasn’tgotblueeyes.She’sgotshort,brown,curlyhair…It’sMaria!

page 34

Let’s investigate grammar.•HoldupyourPBandpointtotheboxatthebottomofthepage.SayLet’s investigate grammar.•Pointtothecolouredquestionsandsentencesandexplaintheirmeaningtothepupils.•HighlightthenegativecontractionsinboldandtheinformationintheRememberboxes.•Askthepupilsquestionstochecktheirunderstanding.SayWhich girl asks ‘Has she got brown, curly hair?’ (Girl1) Is this a question? (yes)Repeattheprocesswiththeothersentencesintheinvestigategrammarbox.•Askthepupilstolookatthedialogueandinvitethemtofindotherexamplesofaffirmative,negativeorquestions.•Finally,sticktheflashcardsontheboardandaskthepupilstomakesentencesorquestions.SayMake an (affirmative) sentence. Praisethepupils’speaking.

Play Guess who?•Inviteapupiltocometothefronttoplaythegamewithyou.•Askhimorhertothinkofapersonintheclassroom.Askthepupilquestions.Is it a boy? Has he got long hair? Has he got brown eyes?

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Unit 5 Lesson 3

•Listentothepupil’sanswersandguesswhotheyarethinkingabout.Ifthepupilsdon’tfeelconfidentyet,swaprolesandencourageyourvolunteertoaskyouquestionsaboutapersonyouhavechosen.•Askanotherpupiltocometothefronttoplayagainstyou.PraisetheirspeakingbysayingWell done!



Colour the boxes using the colour code from the Pupil’s Book.•SayOpen your Activity Books and find page 39.Givethepupilsamomenttofindthepagebythemselves.•AskthepupilstolookatActivity7.Checkthatthepupilsunderstandwhattheyhavetodo.Pupilsworkindividuallytocompletethesentences.•Finally,askthepupilstocolourinthesentencesusingthesamecoloursasinthelanguageboxinthePB(greenforaffirmative,redfornegative,blueforquestions).•Answers:1Hasshegotcurlyhair?(blue)/2Shehasn’tgotblueeyes.(red)/3Hasshegotlonghair?(blue)/4She’sgotbrownhair.(green)



•HoldupyourABandpointtoActivity8.Checkthatthepupilsunderstandtheinstructions.•PlayCD2Track29andpausetheCDbetweeneachsentence.EncouragethepupilstotickorcrossintheirABs.•Playthetrackagainsothepupilscanchecktheiranswers.•Whentheyhavefinished,checktheanswerstogether.

CD2

29 Charlie:Mypaintingisagirl.Shehasgotlonghair.Shehasgotfairhair.Shehasn’tgotcurlyhair.Whichnumberisit?Olga:Mypaintingisaboy.Hehasgotshorthair.Hehasn’tgotfairhair.Hehasgotcurlyhair.Whichnumberisit?

•Answers:

Charlie’s painting

Olga’s painting

longhair ✓ ✗

shorthair ✗ ✓

darkhair ✗ ✓

fairhair ✗ ✗

straighthair ✓ ✗

curlyhair ✗ ✓

It’s number … 2 3


about Charlie’s and Olga’s paintings.•AskthepupilstolookatActivity8.Checkthatthepupilsunderstand,andaskthemtoworkindividuallywritingthesentences.EncouragethemtolookatActivity8tocompletethetask.•Whenthepupilshavefinished,checktheanswerstogether.•Answers:1She’sgotlonghair./2Shehasn’tgotcurlyhair./3She’sgotfairhair./4He’sgotshorthair./5He’sgotcurlyhair./6Hehasn’tgotfairhair.

Closing activities •SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

Unit 5 Lesson 4

165


Lesson 4

Learning objectives •Matchandwritesentencesandquestionsaboutappearances


•Talkaboutappearancesusingcut-outsLanguage focus•curly hair, straight hair, long hair, short hair,


•Has he/she got (fair hair)? Yes, she has. / No, she hasn’t.

•He’s/She’s got (glasses).•He/She hasn’t got (blue eyes).Materials •Crayonsandscissorsforeachpupil•Flashcardsyouhaveprepared:curly hair,






question •Listening and writing practiceMatchtomakesentences.LookatActivity10.Writethesentencesinthedialogue.Listenandcheck.(CD2Track30)LookatActivity11.Lookandwriteaboutpaintingc.(ABpage40)



Opening activities Sing the International English song.•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.


Main activities Play Affirmative, negative or question.•AskthepupilsDo you remember the description words?andshowthepupilstheappearanceflashcardsyouhaveprepared.Ontheboarddrawthreesymbolsinlargeclearletters: + , - and ? . Makesuretheyareataheightthepupilscanreach.•Dividetheclassintotwoteams,AandB.InvitetwovolunteersfromTeamAtocometothefront.Onestandsinfrontofthesymbolsontheboardandtheotherholdstheflashcards.SayLet’s play. •ThepupilwiththeflashcardsshowsoneofthemtoTeamB.Thesecondpupilpointstooneofthesymbolsontheboard.TeamBmustproduceasentencewiththeflashcardactivityandthesymboltheyhavebeenshown.The+symbolmeansthattheyshouldproduceanaffirmativesentence.The–symbolmeansthattheyshouldproduceanegativesentence.The?symbolmeansthattheyshouldproduceaquestion.•TeamBgetsapointforeachcorrectsentenceitproduces.Thegamecontinuesuntilallthecardshavebeenused.•NowplayagainbutwithtwovolunteersfromTeamBatthefront.TeamAmustnowproducesentencesinthesameway.Theteamwiththemostpointswins.


•SayOpen your Activity Books and find page 40.Allowthepupilsamomenttofindtherightpage.•HoldupyourABandpointtoActivity10.Checkthepupilsunderstandandaskthemtoworkindividuallytojointhepartsofthesentences.•Movearoundtheroomandcheckthepupils’work.•Answers:1Hashegotglasses?/2Yes,hehas./3Hehasn’tgotamoustache./4He’sgotblackhair.


sentences in the dialogue. Listen and check.•HoldupyourABandpointtoActivity11.Checkthatthepupilsunderstand.Askthemtoworkindividuallytocompletethedialogue.RemindthemtheyshouldusesentencesfromActivity10.•PlayCD2Track30forthepupilstochecktheiranswers.Movearoundtheroomandcheckthepupils’work.•Answers:1Hashegotglasses/2Yes,hehas/3he’sgotblackhair/4hehasn’tgotamoustache

CD2

30 Anna:Let’splay‘Guessthepainting’.Charlie: OK!Isitagirl?Anna:No,itisn’t.Charlie: OK!Hashegotglasses?Anna:No,hehasn’t.Charlie:Hashegotstraighthair?Anna:Yes,hehas.Andhe’sgotblackhair.Charlie:Hashegotlonghair?Anna:No,hehasn’t.Andhehasn’tgotamoustache.Charlie: OK!It’sthisone!

page 40 Look at Activity 11. Look and

write about painting c.•Askthepupilstolookatthefinaltaskonpage40oftheirActivityBooks.Checkthatthepupilsunderstandwhattheyhavetodo.Goroundtheclassroomandcheckeachpupil’swork.•Answers:1Shehasgotlonghair./2Shehasgotcurlyhair./3Shehasn’tgotglasses./4Shehasgotdarkhair./5Shehasn’tgotabeard./ 6Shehasn’tgotshorthair.

Unit 5 Lesson 4

166

Unit 5 Lesson 4

167


page 81


Stage 1•SaytothepupilsOpen your Activity Books and find page 81.Givethepupilsamomenttofindthepagebythemselves.•Whenthepupilsarereadytellthemtolookandfollowyourinstructions.Askthepupilstocolourineachsetofeyesadifferentcolour.•SayCut along these lines.HoldupyourABandsignaltheyshouldcutalongthedottedlinearoundthefacialfeatures.•Tellthepupilstowritetheirinitialsinacorneronthefaceofthecards.•SayPlace your cut-outs face down on your desk.Whenthepupilshavefinished,encouragethemtotidyuptheirdesksandputthescissorsaway.

Stage 2•SayNow let’s play Create a portrait.Inviteapupiltocometothefront.Inthiswayyoucandemonstratethegametothewholeclass.•Setabookupbetweenyousothatyourpupilcan’tseewhatyouaredoing.Tellthepupiltoputtheoutlineofthefaceinfrontofhim/herandyoudothesame.Tellthepupiltolistentoyoursentences.•SayListen and create a portrait.Sayfivesentences.He’s got blue eyes. He’s got a beard. He’s got dark hair. He’s got curly hair. He’s got long hair. Asyousaythesentences,addthesefacialfeaturestoyourownoutlineofaface.•Encouragethepupiltoaddfacialfeaturestotheiroutlineofaface.•Finally,removethebookbetweenyouandsayIs this your portrait?Andcompareyourtwoportraitstoseeiftheyarethesame.•Encouragethepupilstoplaythegameinpairs.Movearoundtheroom,andcheckthattheyaretakingturns.PraisetheirspeakingsayingWell done!

Option:Youmaywishtoalterthegameslightlyandturnitintoaquiz/puzzlegame.Onepupilcreatesaportraitandtheothermustfindoutwhattheportraitislikebyaskingquestions.Has he got (description word)?

Closing activities•SaytothepupilsIt’s time to stop. Goodbye! Encouragethemtoclosetheirbooksandtidyuptheirthings.•SayLet’s sing the Remember your English song(forlyricsseeTNpage129).PlayCD1Track6.Singalong,encouragingthepupilstosingwithyou.

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Unit 5 Lesson 5

Lesson 5

Learning objectives • Identifyandsaydescriptiveadjectives•Listento,readandsaytheMy best friendrap•Showunderstandingbymatching,writinganddrawing

•Listento,readandunderstandacomicstripLanguage focus•curly hair, straight hair, long hair, short hair,


•happy, sad, strong, weak, rude, polite•He’s/She’s got (glasses).•He/She hasn’t got (dark hair).•Has he got (fair hair)? Yes, he has. / No, he

hasn’t.Materials •Crayonsforeachpupil•Wordcardsyouhaveprepared:curly hair,





•Vocabulary gamePlaygames Main activities•Vocabulary activitiesListen.Saythewords.(CD2Track31)(PBpage35).

•Listening practice My best friendrap(CD2Track32)Listenandread.Saytherap.(PBpage35).

•Reading and writing practiceWritethewords.Lookandread.Completethesentences.Drawafriendandwrite sentences.(ABpage41).






Listen. Say the words.•SayOpen your Pupil’s Books and find page 35.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourPBandpointtotheleftcolumn.PlayCD2Track31andpausebetweeneachword.Encouragethepupilstorepeatthewords.

CD2

31 happysadstrongweakrudepolite

page 35

Listen and read. Say the rap.•SaytothepupilsLet’s look at the picture andpointtothepictureonpage35.AskthepupilsquestionsaboutitWhere are they? (inthepark) What are they doing? (playing).•PlayCD2Track32andencouragethepupilstoreadthewordsoftherapintheirPBwhilelistening.•SaytothepupilsLet’s listen and say the My best friend rap.Playthetrackagainandencouragethepupilstojoinintherap.Askthepupilstostandupandsing.

Unit 5 Lesson 5

Unit 5 Lesson 5

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Unit 5 Lesson 5

CD2

32 My best friend rapMy best friend is Suzy.Her hair is very long.She isn’t sad, she’s happy.She isn’t weak, she’s strong.

We play together after schooland have fun at the weekend.Suzy isn’t rude, she’s politeand I’m happy she’s my friend.

page 41 Write the words.

•SayOpen your Activity Books and find page 41.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtoActivity13.Explainthattheymustlookatthepicturesandwritethecorrectwords.•Checktheanswerstogether.•Answers:1happy/2strong/3rude/4sad/5weak/6polite

page 41 Look and read. Complete the

sentences.•CheckthatthepupilsunderstandthenextactivityintheirActivityBooksandaskthemtoworkindividuallytocompletethesentencesusingthepicturesasaguide.•Checktheanswerstogether.

•Answers:1Number1!He’shappy./2Number4!She’ssad./3Number3!He’sstrong./4Number2!She’spolite.

page 41 Draw a friend and write

sentences.•Pointtothepictureframe.Explainthattheyshoulddrawapictureoftheirbestfriend.•Movearoundtheroomwhilethepupilsareworkingandpraisetheirdrawings,sayingWell done!•Thenaskthemtowritesentencesaccordingtowhattheyhavedrawn.Movearoundtheroomandcheckthepupils’work.

•Pupils’ownanswers•AskthepupilstoopentheirGrammarandWritingDiaryatpage16andlookatthegrammarforUnit5.Askthemtoreadthroughthesentencestoremindthemselvesofthegrammartheyhavebeenlearning.

page 35

Listen and read. •SayOpen your Pupil’s Books and find page 35.Givethepupilsamomenttofindthepagebythemselves.•PointtoActivity10andaskWhat has Yorkie got? (glasses).

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•SayLet’s listen to the comic strip.PlayCD2Track33.•SayLet’s read and listen to the comic strip again.PlayCD2Track33again.EncouragethepupilstolookatandreadthecomicstripintheirPBastheylisten.•Whenthepupilshavefinishedreadingaskquestionsaboutthestory,forexample,Who has got a moustache and big teeth? (Jack).•AskthepupilsDo you like the story? Invitethemtorespondandcommentonthestory.


CD2

33 Frame 1Yorkie:Hello,Scotty!Oh!Youlooksad.What’sthematter?Scotty:I’mbored!Yorkie:Well,I’vegotasurpriseforyou.Frame 2Yorkie:I’vegotglasses!Scotty:Youlookfunny,Yorkie!You’rereallysmall!You’vegotlonghairandtinybrowneyes!Frame 3Yorkie:Well,youlookreally...big!Scotty:What?Letmesee!Frame 4Scotty:Ican’tseeme!Butwhat’sthat?Yorkie:Oooh!It’sanenormousbeard.Scotty:Andamoustache...andbigteeth.Frame 5Scotty:It’sscary!...RUN!Jack:Hey,youtwo!It’sme!Yorkie:Oh!It’sJack!


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Lesson 6

Learning objectives •Talkaboutartandpaintings•Listento,readandlearnaboutartandpaintings

•Showunderstandingbychoosingtrueorfalseandbywriting

•CreateapaintingLanguage focus•curly hair, straight hair, long hair, short hair,


•happy, sad, strong, weak, rude, polite•Royal family, palace, realism, artist, king,

queen, princessMaterials •Crayons,glueandscissorsforeachpupil•CLILPhotocopiable:Create a painting(TNpage306)




•Vocabulary gamePlaygames Main activities•Picture activities Styles of artLookatthepictureandpredict.Listenandlookatthepicture.(CD2Track34)

•Character’s presentationListenandread.(CD2Track34)Readandsay‘True’or‘False’.Listenandcheck.(CD2Track35)(PBpage36).


•Character’s presentationListenandlearnaboutabeautifulpainting.(CD2Track36)(PBpage36).

•Reading and writing practiceRead.True✓orfalse✗?Read.Writeaboutachild’spainting.(ABpage42).

•CLIL project: Create a painting



Play games. •TurntotheActivityBankatthefrontofyourTeacher’sNotes(TNpage25).PlayagamefromtheActivityBanktorecyclethevocabulary.

Main activities Look at the picture and predict.•Explaintothepupilsthatthepicturerepresentstoday’slessonanditscontent.(Art:Styles of art).•Askwhattheyknowaboutartandpainting.ThepupilsmayanswerinL1.

Listen and look at the picture.•ExplaintothepupilsthatOlgahasdoneapresentationaboutthetopiconthepicture.SaytothemLet’s look at the picture and listen to Olga’s presentation about art.•PlayCD2Track34andguidethepupils’understandingbypointingtofeaturesonthepictureastheyaretalkedaboutontheCD.•Askthepupilsquestionsabouttheinformationonthepicturetochecktheirunderstanding.Who painted Las Meninas? (Velázquez) Who is offering a drink to the princess? (Maria) What is the name of the princess? (PrincessMargarita).

CD2

34 Faces in paintings by OlgaLas MeninasThisisafamouspaintingbyDiegoVelázquez.ItshowspeoplefromtheSpanishRoyalFamilyinaroomintheAlcázarPalaceinMadrid.Thistypeofpaintingiscalledrealism.YoucanseethispaintinginthePradoMuseum.Thisistheartist,Velázquez.He’spaintingapictureoftheKingandQueen.He’sgotdark,curlyhairandamoustache.

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Unit 5 Lesson 6


page 36

Read and say ‘True’ or ‘False’. Listen and check.•HoldupyourPBandpointtoActivity12.•Explainthetasktothepupilsandallowsometimeforthemtocompleteit.•Whenthepupilshavefinishedexplainthattheyaregoingtoheartheanswers.SayLet’s listen.PlayCD2Track35.PausetheCDaftereachanswerisheard.AskthepupilsiftheiranswerswerethesameastheCD.•Answers:1True/2False(Hehasn’tgotabeard.He’sgotamoustache.)/3False(Shehasgotfairhair.)/4True/5False(She’sgotshort,curlyhair.)

CD2

35 1 Olga:Thepeopleinthepaintingareinthepalace.That’strue.2 Anna:DiegoVelázquezhasgotabeard.That’sfalse.Hehasn’tgotabeard.He’sgotamoustache.3 Charlie:PrincessMargaritahasn’tgotfairhair.That’sfalse.Shehasgotfairhair.

Unit 5 Lesson 6

ThisisPrincessMargarita.She’sgotstraight,fairhair.Shelookshappy,Ithink.Canyouseehereyes?Iwonderwhatsheislookingat.Thisisafriend.HernameisMaríaAgustinaSarmientodeSotomayor.She’sgotshort,curlyhair.She’sofferingadrinktothePrincess.

page 36

Listen and read.•SayOpen your Pupil’s Books and find page 36.Givethepupilsamomenttofindthepagebythemselves.•AskWhat is the presentation about? (artandfacesinpaintings) Who wrote this presentation? (Olga).•PointtoActivity11andsayListen and look at Olga’s presentation again.EncouragethepupilstofollowwhatOlgasaysbypointingtothepicturesandanyimportantwordsastheyhearthem.PlayCD2Track34again.•PlaytheCDagainandthistimeencouragethepupilstoreadthetextastheylisten.•Checkthepupils’understandingbysayingsometrue/falsesentences.Substitutewronginformationfortheactualinformationgiveninthetext.EncouragethepupilstosayTrueorFalseandcorrectyoursentences.Herearesomeideas:Princess Margarita has got curly, fair hair. Her friend is offering her a cake.

Unit 5 Lesson 6

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Unit 5 Lesson 6

4 Olga:PrincessMargaritahasgotstraighthair.That’strue.5 Anna:MaríaAgustinahasgotlong,curlyhair.That’sfalse.She’sgotshort,curlyhair.

Option:Askthepupilstoformpairs.Encouragethemtoaskeachotherquestionsaboutthetopicusingtheinformationinthetextsonpage36.

Look at the picture and answer questions.•Pointtothemainphotosonthepictureandaskthepupilsquestionstoreinforcetheirunderstanding.•AskWhat style of art is this?(portrait,stilllife,abstract,caricature,sculpture)What is your favourite style of art? Do you like painting/drawing? What do you like to paint/draw? (Pupils’ownanswers).ThepupilsmayanswerinL1.

Option:AskthepupilstoclosetheirPBs.PutthemintopairsandgiveeachpaironeparagraphfromthephotocopiablefromTNpage306andapairofscissors.Pupilscutalongthedottedlines.Askthepairstomixuptheirsentences.Nominateonepairtocometothefrontoftheclass.TheylistentotheCDandsticktheirsentencesnexttothecorrectphotoonthepictureintheordertheyhearthem.Therestoftheclassorderstheirsentencesintheirpairs.PlayCD2Track34.PausetheCDandaskdifferentpairstoorderthesentencesfortheotherparagraphs. Alternatively,youcanworkwiththewholeclass.Makeonecopyofthephotocopiable.Cutupthesentences.GiveeachsentencetoadifferentpupilintheclassandaskthemtostandatthefrontoftheclassandlineupinthecorrectorderastheyheartheirsentencesontheCD.

page 36

Listen and learn about a beautiful painting.•HoldupyourPBandexplainthatthepupilsaregoingtoreadaboutabeautifulpainting.

•SayLet’s read about a beautiful painting. PlayCD2Track36.Encouragethepupilstofollowthetextintheirbooksastheylisten.•Checkthepupils’understandingbyaskingquestionsaboutthetext.Praisetheiranswers,sayingVery good!

CD2

36 ThisistheParasolbyFranciscoGoya.Lookatthecolours.Theylooksobright.Thegirlhasgotblackhairandbeautifuleyes.Lookatthetree!Itisaverywindyday.Ilikethispaintingverymuch!by Charlie

page 42 Read. True ✓ or False ✗?

•SayOpen your Activity Books and find page 42.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourABandpointtotheActivity16.Checkthatthepupilsunderstandwhattheyhavetodo.Askpupilstoworkindividuallytotickorcrossthesentences.•Checktheanswerswiththeclass.AskdifferentpupilsWhat’s number (1)?•Answers:1✗/2✓/3✓/4✓/5✗/6✓/7✗

page 42 Read. Write about a child’s

painting.•HoldupyourABandpointtoActivity17.Checkthepupilsunderstandtheinstructions,andexplainthatfirsttheywillreadtheexample.•Pointtothenotesontheleft.Readthenotesandthenthesentencesaloudwiththepupils.•Explainthatthepupilsmustlookatthenotesontherightandwritetheirownsentences.•SayNow write your sentences.Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Checktheanswerswiththeclass.Askdifferentpupilstoreadtheirsentences.•Answers:Thisisaself-portrait.Thepainterusesdifferentshapesandcolours.Thegirlhasgotshortblackhairandglasses.

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CLIL project: Create a painting.•SaytothepupilsLet’s create a painting.GiveeachpupilonesectionofthephotocopiableTNpage306.Therearefourdifferentpicturesonthephotocopiable.Makeseveralcopiesofthepage,cutthemintotwoandgiveonesectiontoeachpupil.Makesurethateachpupilhastwoportraits,twolinedspacesandtwoframes.Keeponewholephotocopiablepageforyourself.•SayLook at your painting and write.Pupilsworkontheirindividualpainting,writingsentenceswhichmatchthepicture.Forexample,She has got long hair. She has got curly hair.•Movearoundtheclassroomandofferhelpifrequired.Ifpupilsareunsure,helpbyaskingquestionsasyoumovearoundtheclassroom.Has she got short hair? Has she got glasses? •Whenthepupilshavefinishedwriting,holdupyourphotocopiableandpointtothefirstpainting.Invitethepupilswhowroteaboutthefirstpaintingtocometothefrontoftheclassroom.Askeachpupiltoreadouttheirsentences.Dothesamewiththeotherthreepaintings.•Askpupilstocolourintheirportraitsandtocutouttheframesandgluethemaroundtheirpaintings.

Option:Youcouldstickalltheportraitsonabigpieceofcardanddisplaythemontheclassroomwall.



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Mind Map: Unit 5.•SayOpen your Activity Books and find page 71.Givethepupilsamomenttofindthepagebythemselves.•SayDo you remember the description words? •HoldupyourABandpointtothemindmapatthetopofthepage.Explainthatthepupilsshouldstickthepictureorwordstickersinthecorrectplaceonthemindmap.•Putthedescriptionflashcardsandwordcardsyouhavepreparedfortheunitfaceuponyourdesk.Whenthepupilshavefinishedtheirtask,invitedifferentpupilstothefronttomatchtheflashcardsandthewordcardsandstickthemontheboardinthesameshapeasthemindmap.•Askthepupilstolookatthematchedcardsontheboardandtochecktheirstickersontheirmindmap.

page 43 Match. Listen and check.

•SayOpen your Activity Books and find page 43.Givethepupilsamomenttofindthepagebythemselves.•Explainthatthepupilsaregoingtorevisethedescriptionwords.ExplainthattheymustmatchthepictureswiththesentencesandthattheywilllistentotheCDtochecktheiranswers.•SayLet’s listen.PlayCD2Track37andpausebetweeneachsentence.•Whentheyhavefinishedchecktheanswerstogether.Writethenumbers1to6ontheboard.•SaytothepupilsLet’s check our answers. AskindividualpupilsWhat’s number (1)? Continuewiththerestoftheanswersandwritetheanswersontheboard.Praisethepupils’answersbysayingWell done!

Lesson 7


•Listenandshowunderstandingbymatchingandchoosingtrueorfalse

•Writesentencesdescribingappearance•EvaluatelearningLanguage focus•curly hair, straight hair, long hair, short hair,


•happy, sad, strong, weak, rude, polite•He’s/She’s (happy).•Has he/she got (curly hair)? Yes, she has. /

No, she hasn’t.•He’s/She’s got (glasses).•He/She hasn’t got (brown eyes).Materials •Flashcardsandwordcardsyouhaveprepared:curly hair, straight hair, long hair, short hair, fair hair, dark hair, brown eyes, glasses, a beard, a moustache




•Vocabulary gamePlaygames Main activities•Mind Map: Unit5(ABpage71) •Reading and listening practiceMatch.Listenandcheck.(CD2Track37)Read.True✓orfalse✗?(ABpage43).

•Writing practiceLookandwriteaboutCharlie.(ABpage43).

•Evaluation Closing activities•Song Remember your English(CD1Track6)

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Unit 5 Lesson 7

sentencesaboutCharlieaccordingtowhattheycanseeinthepicture.•Thepupilsworkindividuallywritingtheirsentences.Movearoundtheroomtochecktheirwork.PraiseitandsayVery good! •Pupils’ownanswers

page 43 Evaluation

•Praisethepupils’workovertheunit.•Havethepupilslookbackattheirworkforthewholeunitandthinkaboutwhattheyhaveachieved.•HoldupyourABandpointtothethreefacesoftheYour Questchildrenatthebottomofthepage.•EncouragethepupilstocolourthefacewhichmatchestheirworkforUnit5.•Movearoundtheclassroomandcommentonthepupils’self-assessment.•SaytothepupilsWell done! We have finished our Art Gallery Quest.


•Encouragethepupilstolookattheanswersontheboardandcomparewiththeirownanswersbytickingtheonestheygotcorrect.Movearoundtheroomandchecktheirwork.•Answers:1c/2e/3a/4d/5b/6f

CD2

37 1He’shappy.2She’sweak.3He’srude.4She’ssad.5He’sstrong.6She’spolite.


•HoldupyourABandpointtoActivity2.•Tellthepupilstolookatthepicturescarefully.•Askthemtoreadthesentencesandtotickorcrossaccordingtowhattheycanseeinthepictures.•Whenthepupilshavefinishedchecktheanswerstogetherasaclass.•Answers:1✓/2✓/3✗/4✗/5✗/6✓/7✓ /8✓

page 43 Look and write about

Charlie.•HoldupyourABandpointtoActivity3.•Explainthatthepupilsshouldwritetheirown

Unit 5 Lesson 8

Unit 5 Lesson 7

Opening activities•Greetthepupils.SayHello. How are you? andencouragethepupilstoreply.•SaytothepupilsLet’s sing the International English song (forlyricsseeTNpage126).PlayCD1Track3.Havethepupilssingalongwithyou.


Main activities Complete Quest 5: Art Gallery.•AskthepupilswhattheyrememberaboutUnit5:Art Gallery.•AskavolunteertogiveoutacopyoftheQuesttasksheetforUnit5toeachstudent(TNpage314).Explainthatitistheirquestaboutart,similartowhatthecharactershavedoneintheunit.•ThepupilsworkindividuallycompletingthesheetandreferringtothecorrectpagesintheirPBs.Movearoundtheroomtochecktheirwork.•Whenthepupilshavefinished,invitedifferentpupilstoreadtheiranswersaloud.Praisetheiranswers.•Finally,askthepupilstocolourtheQatthetopofthephotocopiabletoshowtheyhavecompletedthetask.•Answers:1Olga(PBpage31)/2She’sbeautiful.She’sgotlongcurlyhair.(PBpage32)/3lotsofcurls(PBpage33)/4glasses(PBpage35)/5She’sgotstraight,fairhair.(PBpage36)

page 44

Read the diary entry.•SayOpen your Activity Book and find page 44.Givethepupilsamomenttofindthepagebythemselves.•HoldupyourActivityBookandpointtothefirstactivity.AskthepupilsWhat’s this? (Quest diary). •Askthepupilstoreadtheentry,tellingthemthatyouwillthenaskthemsomequestionsaboutit.Youmaywishtoreaditaloudastheyfollowintheirbooks.

Lesson 8

Learning objectives •ReviewtheunitusingQuest 5: Art Gallery•ReadtheWritingDiaryandanswerquestions•Createapersonalizeddiaryaboutapaintingandtalkaboutit



•happy, sad, strong, weak, rude, polite•He’s/She’s got (glasses).•He/She hasn’t got (fair hair).•Has he/she got (straight hair)? Yes, he/she

has. / No, he/she hasn’t.• Is he/she (sad)?Materials •Crayonsforeachpupil•Photocopiable:Quest 5: Art Gallery(TNpage314)

•WritingDiary,ActivityBookpage44•ClassaudioCD


page 44)Opening activities•Song International English(CD1Track3)


Art Gallery •Writing DiaryReadthediaryentry.ReadtheDiaryNotesandanswerquestions(ABpage44).

•Writing DiaryPlanandwriteyourDiaryentry.Draw.CompletetheDiaryNotes.Talkaboutyourpainting.(ABpage44).


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Unit 5 Lesson 8

178


•SayTell me about your painting.EncouragethepupilstorespondsayingIt’s … . He’s/She’s got ….ListenandpraisetheirspeakingsayingVery good! •Thepupilsnowworkindividuallywritingtheirentry.Givethepupilstimetowrite,butmovearoundtheroomtoofferhelp.EncouragethemtorefertoCharlie’sdiaryentryforreference.•Whenthepupilshavefinished,checktheirwriting.ThensayDraw a picture.Thepupilsdothisindividually.

Tip:Ifthepupilsarehavingdifficultieschoosing whattowrite,encouragethemtolookatAnna’s diaryentry.


Talk about your painting.•SaytothepupilsLet’s talk about your painting.Askthemtoworkwithapupilneartothem.•Whenthepupilsareready,sayTalk about your painting.Thepupilsworktogether.Whentheyfinish,youmaywanttoaskthemtofindnewpartnersanddotheactivityagain.•Movearoundtheroomtolistentothepupils’speakingandpraiseit,sayingVery good!


•Whenthepupilshavefinishedreading,askthesequestionsWho is the writer? (Anna)What is it about? (apainting) What is the date? (20thAugust).•Listentothepupils’answersandpraisethemsayingVery good!

Read the Diary Notes and answer questions.•AskdifferentpupilstoreadthequestionsandanswersintheDiaryNotes.Youmaywanttoreadthemaloudasthepupilsfollowintheirbooks.•Whenthepupilshavefinishedreading,askthemquestionsabouttheDiaryNotes,forexampleIs this a painting of a man? (yes) Has he got curly hair? (yes).•Listentothepupils’answersandpraisethem,sayingVery good!•Finally,askstudentstotickorcrossthestatementatthebottomofthediaryentry.•Answer:✗

Plan and write your Diary entry. Draw.•SaytothepupilsIt’s time to write your diary entry.SayOpen your Activity Book and find page 44.Tellthepupilsthattheyaregoingtowritetheirdiaryentryonthelinesprovidedanddrawapictureintheemptyspace.

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DVD

CLIL – Faces in paintingsTom: HiTilly,whatareyoudoing?Tilly: I’mdoingaprojectonpainting.Florence:Let’sseewhatwecanfindout.You

canmixpainttocreatedifferentcoloursandyoucanuseyourfingersorabrushtocreateapicture.

Tilly: Lookatthispaintingofflowers.Thecoloursareverybeautiful!

Tom: Thisisaninterestingdrawing.Icanseeaperson’sfacebutthestyleisabstract.

Florence:Yes,you’reright.Lookatallthestrangeshapes.

Tilly: ThispaintingiscalledLasMeninas.It’sbyafamouspaintercalledVelazquez.

Tom: Shelooksveryyoung.Tilly: Yes,andallthosepeopleare

helpinghergetdressedIthink.Florence:Maybeshe’saprincess.Tom: He’sgotamoustache.Tilly: He’sholdingapaintbrush.Hemust

bethepainterofthepicture.Tom: Thegirlshavegotflowersintheir

hair.Florence:Theyalllookveryserious.Tom: Lookatallthefaceshere.Arethese

paintingsbyafamouspaintertoo?Florence:No,thesearechildren’spaintings.

They’reverygood!Tilly: Whichdoyoulikebest,Tom?Tom: Ilikethewomanwiththeglasses.

Shelooksfunny.Florence:Ilikepaintingfaces.Tilly: Ithinkit’sdifficultbutIlikedoingit.Tom: SodoI!

For The thief in the gallery animated story script see TN page 158.

DVD

Who is it?Tom: Let’sseeifyoucanguess

thepeople.Dad: Great!Ilikethisgame.I

alwayswin.YoucanhelpmeFlorence.

Tilly: Thecakecanbetheprize.Let’splay!

Dad: OK.Florence: Hashegotblueeyes?Tom: Yes,hehasgotblueeyes.Tilly: OK.Ourturn.Doeshehave

darkhair?Florence: No.Dad: Hashegotglasses?Tilly: No,hehasn’tgotglasses.Tom: Doeshehavea…

moustache?Florence: Yes.Hashegotblondehair?Tom: Yes,he’sgotblondehair.Tilly: Hmm,he’sgotamoustacheTom: Ishe…Whatabouttheeyes

–doeshehaveblueeyes?Dad: Yes.Hashegotabeard?Tilly: No,hehasn’tgotabeard.Dad: Weknowdon’tweFlorence?

It’sOK.Don’tlooksad.Ilovecake!Welovecake.Don’tweFlorence?

Florence: IsitRussell?Tilly: Yes,itis.Welldone!Dad & Florence:Hooray!Florence: Don’tworry–wecanshare

thecake!Dad: Yes,wecan.Cakefor

everyone–hooray!Tilly & Tom: OhDad!Florence: It’sOK.Wecanstilleatit.

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