1 Rooftops City

In

Lesson 1: Vocabulary Vocabulary practice: game 1

See instructions for Wait for it! (page 113)
Language
Core: a train station, a hospital, a petrol station, a town hall, Class Book page 4
a bank, a hotel, a theatre, a museum
1 Listen and point. $107
Starting the lesson (optional) Play the CD for the children to listen and point to the
pictures that match the dialogues.
Play a game of Missing card (see page 120) to revise the
words from the Starter Unit. Transcript
Introduction to the lesson: Discuss the childrens town or Hattie Are you at the theatre?
city in their own language. What buildings are there? Uncle Charlie No, Im not.
Hattie Are you at the hospital?
iPack Uncle Charlie No, Im not.
Hattie Are you at the hotel?
Vocabulary presentation: vocabulary animation Uncle Charlie No, Im not.
Play the vocabulary animation for the children to watch Hattie Are you at the petrol station?
and listen. Uncle Charlie No, Im not.
Hattie Are you at the bank?
Transcript Uncle Charlie No, Im not.
Ruby Hi Hattie! Hattie Are you at the town hall?
Hattie Hi! Uncle Charlie No, Im not.
Dylan Is Uncle Charlie here? Hattie Are you at the train station?
Hattie No, he isnt Uncle Charlie No, Im not.
Hattie Hes working. Hattie Are you at the museum?
Ruby Oh Uncle Charlie Yes, I am!
Dylan Where is he?
Answers
Hattie Wait a moment
Uncle Charlie (on phone) Hello, Hattie! Are you at the theatre? 7
Hattie (on phone) Hi, Dad! Are you at the train station? Are you at the hospital? 2
Uncle Charlie (on phone) Yes, I am. Are you at the hotel? 6
Uncle Charlie Oh! Are you at the petrol station? 3
Hattie Ive got an idea Are you at the bank? 5
Hattie Come on! Are you at the town hall? 4
Dylan This is the hospital. Are you at the train station? 1
Ruby Uncle Charlie isnt here. Are you at the museum? 8
Hattie Hmm. Is he at the petrol station? 2 Listen and repeat. $108
Uncle Charlie (on phone) Hello?
Hattie (on phone) Hello, Dad. Are you at the petrol station?
Play the dialogue for the children to listen and repeat.
Uncle Charlie (on phone) No, Im not. 3 Mime. Ask and answer.
Hattie (on phone) Are you at the town hall?
Explain that the boy and girl in the picture are playing a
Uncle Charlie (on phone) No, Im not.
game. The girl has chosen a place in the city and the boy
Hattie (on phone) Are you at the bank?
is asking questions to find out where she is.
Uncle Charlie (on phone) No, Im not.
Uncle Charlie (on phone) Im at the hotel! Ask the children to work in pairs to play the game.
Uncle Charlie (on phone) Its time for me to go. Bye!
KEY COMPETENCES: Social and civic competence
Hattie Lets go!
Ruby This is the theatre. Taking part in communicative pair work activities, such
Dylan Uncle Charlie isnt here. as the one above, encourages development of social
Hattie Where is he?! skills and the need to adhere to the rules of turn taking.
Hattie (on phone) Are you at the museum?
Uncle Charlie (on phone) Yes, I am! iPack
Dylan Uncle Charlie! Youre here!
Ruby This is for you. Vocabulary practice: game 2
Dylan and Ruby Happy birthday! See instructions for Three in a row (page 114)
Uncle Charlie For me? Wow! Thanks, kids!
Hattie a train station, a hospital, a petrol station, a town hall,
a bank, a hotel, a theatre, a museum

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 Activity Book page 4 iPack
1 Complete. Answer the question. Grammar practice: game
ANSWERS See instructions for Chase the cheese! (page 115)
1 town hall 2 hotel3 museum4 train station
5 theatre6 bank7 petrol station Activity Book page 5
The mystery word is hospital
1 Listen and write A or B. $111
2 Look at the pictures in activity 1. Write.
Transcript
ANSWERS 1
1 Im at the train station. 2 Im at the museum. Woman Are these your holiday photos?
3 Im at the bank. 4 Im at the petrol station. Child Yes, they are. Look at this photo. Can you see my mum?
5 Im at the town hall. 6 Im at the theatre. Woman I think so. Is your mum going to the hotel?
7 Im at the hotel. Child Yes, thats right.
2
Finishing the lesson (optional)
Woman Is your dad in this photo?
Use the vocabulary animation to play a game of Child Yes, he is. Look, hes going to the bank.
Animation TPR (see page 123). Woman Oh, I cant see your dad.
Child Look, there. Hes wearing a cap.
Lesson 2: Song and Grammar Woman Oh, yes. There he is!
3
Language Child Look at this photo. Can you see my brother?
Core: Is he / she going to the hotel? Yes, he / she is. Woman Is he playing with a ball?
No, he / she isnt. Child No, hes listening to music.
Woman Oh yes. He loves music, doesnt he?
Revised: wearing a cap, having a drink, talking to friends,
4
listening to music
Woman What about your sister?
Other: postman Child Anna?
Woman Yes. I cant see her in this photo. Is she in
Starting the lesson (optional) themuseum?
Use the places in town flashcards. Invite a child to the Child No, she isnt. My sisters talking to Grandma.
front of the class and give him / her a flashcard without Woman Oh yes, there she is.
showing it to the class. The other children ask questions to 5
find out where he / she is, for example, Are you at thebank? Woman Is that your Grandpa?
Invite another child to the front and repeat. Child Yes, it is.
Woman Whats he doing?
Child Hes buying an ice cream. My Grandpa loves chocolate
iPack
ice cream!
Grammar presentation and vocabulary 6
consolidation: song animation Woman Is your Grandma in this photo?
Child Yes, look, this is Grandma.
Transcript Woman Oh, I can see her now. Is she having a drink at
For transcript see Class Book page 5. thecaf?
Child Yes, she is. Shes with Grandpa.
Class Book page 5 ANSWERS
1 A2 B3 B4 A5 A6 B
1 Listen and find the picture for each verse.
Sing.$109 KEY COMPETENCES: Learn to learn
ANSWERS Pupils will be able to approach a picture based listening
1 f2 c3 a task more successfully if they are familiar with the
pictures beforehand. Before playing the recording, ask
2 Listen and repeat. $110 the children to briefly study the pictures. Ask them to
Play the dialogue for the children to listen and repeat. think about the people they can see and what they
aredoing.
3 Point at the pictures. Ask and answer.
Ask the children to work in pairs. They take turns to point 2 Write the answers.
at the pictures and ask questions similar to those in
activity 2 for their partner to answer. ANSWERS
1 No, he isnt. 2 Yes, he is. 3 No, she isnt.
4 No, she isnt. 5 No, he isnt. 6 Yes, she is.

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 3 Write more questions. Ask your friend.
The children write four more questions about the people
in the picture in activity 2.
The children work with a friend, taking turns to ask and
answer their questions.
Finishing the lesson (optional)
Play a game of Whats he / she doing? with the class
(see page 121).
Further practice
$Teachers Resource CD-ROM, Worksheet section, Unit 1,
Reinforcement worksheet 1 and Extension worksheet 1.
Notes and answers on CD-ROM.
Lesson 3: Culture and Values
Language
Core: bucket, marbles, coins, helmet
Revised: Heres / Here are ; Theres / There are
Other: factory, stickers, marbles
Starting the lesson (optional) $109
Play the song from Lesson 2 again for the children to
singalong.
iPack
Culture presentation: film (1st viewing)
Put the flashcards on the board. Tell the children that
they are going to watch the culture film about a visit to a
museum. Hold up the flashcards of the bucket, marbles,
coins and helmet. Tell the children they must point to the
flashcards as the items are mentioned.
Play the film for the children to watch and point.
Culture comprehension task: film (2nd viewing)
Play the film again. Do the comprehension task at the end
of the film.
Transcript
William This is Abingdon. Abingdon is a nice town.
Theres a market today.
Theres a caf and shops.
Theres a bank and a hotel.
And this is the museum. Today, Im visiting the museum with
my family.
Here we are at the museum. Im William. Im with my dad
and my sister, Lauren. Everything in this room is about the
history of Abingdon.
Abingdon is a very old town. Its over 2,700 years old.
There are lots of very old things here.
Here are some old shoes. They look funny!
And here are some coins. Theyre made of gold.
Heres a lamp. And these are things from the fire station.
Theres an old firefighters helmet and a bucket.
Thats a very big bell! Its from a community house
inAbingdon.
This car is from 1980. Its from an old factory in Abingdon.
The factory is closed now.
Theres a picture. Its a coat of arms for a king. Its for King
Charles II.
50 Unit 1 Lessons 2 & 3
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Here are some clothes. Lets dress up! Now Im King Charles II.
Now were in the museum shop. Dad is giving us five
poundseach.
Wow! Theyve got lots of things. I like this pencil sharpener.
Its an old car. And these marbles are nice too. Look, theyve
got nice hats.
William Dad, look at this hat.
Dad How much is it?
William Its 8.
Dad But youve only got 5. And its too big!
William And look at these stickers.
Dad How much are they?
William Theyre 1.50
Dad Thats OK then!
Now Im buying my stickers. Lauren is buying the marbles.
Its time to go home how. What a fun visit!
CULTURE NOTES: Museums in Britain
Museums and galleries in Britain have 42 million visitors
every year. Large cities usually have several museums
and many towns often have a museum of local history.
All national museums in Britain are free. Some of
Britains other large museums are also free, but smaller,
independent museums may charge.
British museums actively encourage visits from children
and young people. Many have childrens activities,
workshops and educational programmes.
Class Book pages 67
1 Look at photos af. What can you see?
Ask the children to tell you what they see in the photos,
for example, a market, some toys, etc.
2 Read and match to the photos. Say the letter.
Ask the children to read the descriptions and match
them to the pictures. There are two descriptions for
eachpicture.
ANSWERS
a 2, 11 b 4, 5 c 7, 12 d 1, 8 e 3, 9 f 6, 10
Community values: Asking questions and finding answers
Discuss the Community values with the children in their
own language (see the ideas in the box below).
KEY COMPETENCES: Sense of initiative and
entrepreneurship
Inquisitiveness in children shows that they are eager
to learn. Explain to the children that they should never
be afraid or embarrassed to ask questions. Encourage
them also to think about how they can find out the
answers to some of their questions by themselves.
Museums and libraries are wonderful places for finding
information. Equally, children can find clues by looking
at the world around them, for example, road names,
ruins and old buildings can all tell us about the history
of a place.
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 Activity Book page 6 Lesson 4: Everyday language
1 Read about Williams visit to the museum. Language
Complete. Core: How much is it? Its eight pounds. How much are they?
The children read the text and complete it with the review Theyre one pound fifty.
words. There are two that they wont need.
ANSWERS Starting the lesson (optional)
1 museum2 car3 bell4 picture Play a game of Word jumble (see page 122) with the
5 shop6 pencils museum items vocabulary from the previous lesson.
2 Listen and circle A, B or C. $112
Tell the children that they are going to hear Emily telling iPack
her aunty about her trip to the art gallery. Culture review: film
Play the CD for the children to listen and circle the Before you play the film again, ask the children what they
correctletter. can remember about the culture film from the previous
lesson. Who did William go to the museum with? What did
Transcript
he see there?
Emily is on the phone. Shes talking to her aunty.
1 Everyday language presentation: film
Aunty Hello, Emily.
Play the everyday language clip at the end of the film,
Emily Hi, Aunty Julia.
pausing after each phrase for the children to repeat.
Aunty What are you doing today?
Emily Im going to the art gallery. Transcript
Aunty No school today? For transcript see Class Book page 7.
Emily Its Saturday no school today!
Aunty Oh yes, I love Saturdays.
Class Book page 7
2
Aunty Are you going to the art gallery with your mum? 1 Listen and read. $113
Emily No, Im going with my dad. Play the CD for the children to listen and follow the
Aunty Does your dad like art? dialogue in their Class Books.
Emily Yes, he does.
3 2 Look. Act out with a partner.
Aunty Whats your favourite picture in the art gallery? Divide the class into pairs. The children take turns to ask
Emily Well, I like pictures of animals. My favourite picture is and answer questions using the picture prompts.
the Egyptian cat.
Aunty Oh, I know that cat picture. Its great! 3 Make your culture mini-book.
4 The children will need scissors and glue for this activity.
Aunty What about your dad? What does he like? Ask the children to turn to page 95 of their Activity Book
Emily He likes things from China. His favourite picture is the and find the unit 1 cut-out of the culture mini-book.
Chinese horse.
Aunty Oh yes, the horse is beautiful. KEY COMPETENCES: Cultural awareness and
5 expression
Emily I like the caf in the art gallery too. Making a culture book is a creative way to reinforce and
Aunty Yes, theyve got nice cakes. expand on what the children have learnt in the lesson.
Emily Mmm! Chocolate cake! Yum!
6
The children will enjoy making and collecting the
culture books, which can be used again as a revision
Aunty The shop in the art gallery is good.
aid, or simply read for pleasure.
Emily Yes. I want to buy a present for my friend.
Aunty Theyve got very nice pens.
Emily A pen is a good idea. Thanks Aunty Julia! Activity Book
ANSWERS
1 B2 C3 A4 B5 C6 A Culture mini-book page 95
ANSWERS
Finishing the lesson (optional) 2 museum3 old4 station5 gold
Play a game of The chain game (see page 122) using 6 moustache7 shop
museum objects.
Finishing the lesson (optional)
Ask the children to work in pairs. They take turns to
present their mini-books to each other.
Further practice
$Teachers Resource CD-ROM, Worksheet section, Unit 1,
Culture worksheet. Notes and answers on CD-ROM.

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 Lesson 5: Vocabulary and Story iPack
Language Vocabulary practice: game 2
Core: a parcel, a watch, a dictionary, a ladder, a pot, a torch See instructions for Jumbled words (page 116)
Revised: Its a , Its / It isnt old.
Other: post round, post van
Activity Book page 7
1 Match the sentence halves.
Starting the lesson (optional) ANSWERS
Ask the children what they can remember about Hatties 1 e2 a3 c4 f5 b6 d
dad from Lesson 1. What is his job?
2 Cover column af and tell the story.
iPack Ask the children to cover the right-hand column so that
they can see only the beginning of each sentence. They
Story introduction: game 1 retell the story by reading the sentences aloud and finishing
See instructions for Dont pop the balloon! (page 116) them either from memory or with their ownwords.

Story and vocabulary presentation: 3 Think about the story. Complete.

storyanimation
Tell the children that they are going to watch a story
animation. Write the following question on the board:
Who does the pot belong to?
Play the animation for the children to watch, listen and
find the answer. (Miss Appleby)
Play the story again and ask the children to repeat the
vocabulary presented at the end of the animation.
Transcript
For transcript see Class Book pages 89.
Class Book pages 89
The children think about their opinion of the story and
choose the correct word to complete the sentence.
KEY COMPETENCES: Sense of initiative and
entrepreneurship
The activity above asks the children to think about their
own reaction to the story. Encourage them to complete
the sentences without looking at what their partner has
written. If you wish, extend the activity by asking the
children, in their own language, to think about what
they liked / disliked in the story. Explain that there are
no right or wrong answers. The view of each individual
is important.

1 Listen and point. $114 4 Whose is it? Write Dylans, Dads or Hatties and
Transcript use the words in the box.
a ladder ANSWERS
a watch 1 This is Dylans parcel.
a pot 2 This is Dylans torch.
a parcel 3 This is Dads ladder.
a dictionary 4 This is Hatties pot.
a torch 5 This is Hatties watch.
6 This is Dylans dictionary.
2 Listen and read. $115
Play the CD for the children to listen and follow the story Finishing the lesson (optional)
in their Class Books. Play Remember the story (see page 123) with the class.
Ask the following comprehension questions: Further practice
1 True or false? Hattie and Ruby are going on the post round. $Teachers Resource CD-ROM, Worksheet section, Unit 1,
(True) Story worksheet. Notes and answers on CD-ROM.
2 Can Uncle Charlie read the addresses on the parcels?
(No, he cant.) Lesson 6: Story and Grammar
3 True or false? Mr Parker has got a pen.
(False. Hes got a watch.) Language
4 What has Mrs Tweedy got? Core: This is his / her / their torch. Is this his notebook? Is this
(Shes got a dictionary.) her watch? Is this their computer?
5 Who has got a ladder?
(Minnie and Mitch) Starting the lesson (optional)
6 True or false? The pot is very old. Play a game of Whispers (see page 121) using the
itemsflashcards.
(False. The pot is old, but is isnt very old.)

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 iPack Play the CD for the children to listen and circle the
objects in the picture in green, red or blue pencil,
Story review and grammar presentation: depending upon whether they belong to Adam, Kate or
storyanimation bothchildren.
Ask the children what they remember about the story
from the previous lesson. Transcript
1
Ask Who are Hattie and Ruby helping? Whats in the parcel
Teacher Hello Mrs Hill. Can I help you?
for Mr Parker / Mrs Tweedy / Minnie and Mitch? Is the pot for
Mother Yes, please. Im looking for some of Adam and
the museum?
Katesthings.
Play the animation again for the children to see how well Teacher OK. What are you looking for?
they remembered. Mother Adam cant find his watch.
Do the comprehension task at the end of the film. Teacher His watch. Let me see Is this his watch?
Mother Yes, it is. Great.
Class Book page 10 2
Teacher What else?
1 Listen and say which picture. $116 Mother Is their football here?
Teacher Heres a football Is this their football?
Transcript
Mother Yes, it is. Thank you.
Uncle Charlie Theres Sandra from the caf.
3
Ruby This is her parcel!
Mother Have you got any pencil cases? Kate cant find her
Uncle Charlie Yes, thats right.
pencil case.
Teacher There is one here!
Hattie This parcel is for Tamsins mum and dad.
Mother Yes! This is her pencil case. Thats fantastic.
Ruby There they are, Mr and Mrs Green.
4
Hattie This is their parcel.
Teacher What else?
Mother A torch. Is their torch here?
Uncle Charlie Look! Mr Ellis from the library.
Teacher Oh yes, I think it is. Is this their torch?
Hattie This is his parcel!
Mother Yes, it is. Thank you.
Uncle Charlie Yes, it is.
5
ANSWERS Mother Let me think. Oh yes, Adam cant find his dictionary.
2,3,1 Teacher Well, Ive got a dictionary here. Have a look.
Mother Let me see. Yes! This is his dictionary.
2 Look, listen and repeat. $117 6
Ask the children to look at the pictures. Play the dialogue Teacher Are you missing anything else?
for them to listen and repeat. Mother Yes. Have you got Kates school bag?
Teacher Is it this one?
3 Look and then cover pictures 1 and 2. Point and Mother Yes! This is her school bag. Thank you.
play the memory game. Teacher Youre welcome. Goodbye.
Ask the children to work in pairs (A and B). Pupil A looks at
ANSWERS
pictures 1 and 2 for a few moments and then covers them.
Adams things: watch, dictionary
Pupil B asks questions, using the structure in the model
Kates things: pencil case, school bag
dialogue, for Pupil A to answer. Pupil B looks at the picture in
Their things: football, torch
his / her book to check whether Pupil As answers are correct.
The children swap roles and play the game again. 2 Look and answer with Yes, it is or No, it isnt.
ANSWERS
iPack 1 Yes, it is. 2 No, it isnt. 3 Yes, it is. 4 No, it isnt.
Grammar practice: game 3 Follow the lines and write. Use his, her and their.
See instructions for Word clouds (page 117)
ANSWERS
1 This is their dictionary. 2 This is her torch.
Activity Book page 8 3 This is his pot. 4 This is his ladder.
1 Listen and circle the items. Use the colours in the 5 This is their ball. 6 This is her watch.
key. $118
The children will need a green, red and blue coloured
pencil for this activity.
Tell the children that they are going to hear Mrs Hill
talking to Adam and Kates teacher in the school
lost property office. Adam and Kate have lost some
belongings and Mrs Hill wants to find them.

Unit 1 Lesson 6 53

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KEY COMPETENCES: Learn to learn
Children can find it helpful to keep a book of the
grammar they have used. This aids learning in two
ways: firstly, the structures from the lesson are
reinforced as the children write them down. They can
use different colours for different parts of the sentences,
for example, green for the pronouns and blue for the
nouns, as in the Activity Book. Secondly, the children
have a reference point to check if they get stuck on a
particular area of grammar. Keeping a record also helps
children to take responsibility for their own learning.
Finishing the lesson (optional)
Invite four children (two boys and two girls) to the front of
the class. Ask one of the girls and one of the boys to stand
together in a pair. Ask the other girl and boy to stand
alone, a little distance away from the pair.
Put the items flashcards face down on your table. Give two
items wordcards each to the girl, the boy and the pair.
Pick up a flashcard and stand by a child or the pair. Ask, for
example, Is this his / her / their torch? The children look at
the childs wordcards and reply Yes, it is or No, it isnt.
Further practice
$Teachers Resource CD-ROM, Worksheet section, Unit 1,
Reinforcement worksheet 2 and Extension worksheet 2.
Notes and answers on CD-ROM.
Lesson 7: Cross-curricular
Language
Core: letter, address, stamp, scales
Revised: fifteen, twenty, twenty-five, thirty, forty-five, sixty,
sixty-five, seventy, seventy-five, ninety-five
Starting the lesson (optional)
Introduction to the lesson: Ask the class Where do you go
to send parcels or letters?
Ask the children, in their own language, if they have ever
written and posted a card or letter. Did they buy the
stamps from the post office? Has anyone ever sent a letter
to someone in another country?
iPack
Cross-curricular introduction: slideshow
Tell the children that they are going to learn about
sending letters nationally and internationally from Britain.
Play the cross-curricular introduction, pausing after each
slide for the children to answer the questions.
Transcript
[Slide 1]
Lets think about stamps for letters and parcels.
[Slide 2]
Look at each letter and parcel. Is it going to the UK, Europe
or the USA?
[Slide 3]
Letters and parcels have different weights, for example, 10
grams or 90 grams. How much does each letter and parcel
below weigh?
54 Unit 1 Lessons 6 & 7
4503532 Rooftops TB4.indb 54
[Slide 4]
We need stamps for letters and parcels. Stamps have
different prices. Which stamp does letter 3 need? Guess.
[Slide 5]
Which stamp does parcel 3 need? Guess.
answers
Slide 2 letter 1 UK, letter 2 USA, parcel 1 Europe, parcel 2 UK
Slide 3 40g, 20g, 100g, 200g
Slide 4 1.45
Slide 5 4.75
Class Book page 11
1 How many times can you see these numbers?
Ask the children to look at the numbers in the box and
find them in their numerical form in the text.
ANSWERS
twenty4twenty-five2sixty4fifty0
seventy1ninety-five4
2 Read and listen. $119
Play the CD for the children to follow the words in
theirbooks.
Ask questions to check comprehension, For example:
Who is the letter for? Where does Bens grandma live? Is Wales
in the UK? How much does the letter weigh?
Draw attention to the chart for letters and look at the
example together. This shows why Ben will need a
60pstamp.
Ask questions for the children to look at the charts and
find the correct answers. For example:
Im sending a letter to Europe. It weighs 40 grams. Which
stamp do I need? (1.45)
Im sending a parcel to the USA. It weighs 500 grams. Which
stamp do I need? (7.45)
3 Read, look and listen. $120Answer the
questions. Write in your notebook.
The children read the questions. They look at the weight
of the letter or parcel and choose the correct answer for
each one. [Prices correct as of April 2014]
ANSWERS
1 b2 b3 b4 a
KEY COMPETENCES: Mathematical competence
and basic competences in science and technology
Through the activities on this page, the children apply
maths to a real life situation. Within the context of
buying stamps for letters and parcels, the children deal
with weights, money and finding information in tables.
Activity Book page 9
1 Write.
ANSWERS
1 letter2 scales3 stamp4 address
2 Match, complete and write the price on the stamp.
The children match the pictures to the sentences,
complete the sentences and then write the correct prices
on the stamp.
12/01/2015 08:27
 ANSWERS
1 d London, England; 60p 2 c San Francisco, USA; 1.30
3 b Washington, USA; 4.00 4 a Rome, Italy; 5.15
Finishing the lesson (optional)
Ask the children to imagine they are on holiday in Britain.
On a plain piece of paper they address a letter or parcel
to a friend or relative in their own country or anywhere
else in the world. They think about how big the letter is
or what the parcel contains and decide on its weight. The
children use the chart in their Activity Book to work out
which stamp they need.
The children draw the stamps on their letters or parcels.
Invite some of the children to stand up and show their
letter or parcel to the class. They say who it is for, where
they live and which stamp they need.
Further practice
$Teachers Resource CD-ROM, Worksheet section, Unit 1,
Cross curricular worksheet. Notes and answers on CD-ROM.
Lesson 8: Review and Skills
Language
Core: Language and structures from the unit
Revised: chair, hat, hair, horse, mouse, hall, house
Starting the lesson (optional)
Play a game of Sound match (see page 121) with all of the
flashcards from the unit.
Tell the children that in this lesson, they will be looking at
the /h/ sound in hospital and hotel.
iPack
Pronunciation game
See instructions for Pronunciation match (page 117)
Class Book page 12
1 Listen and repeat. $121
Play the CD for the children to listen and follow the words.
Play the CD again, pausing after each line for the children
to repeat.
2 Listen and repeat. $122
Play the dialogue for the children to listen and repeat.
3 Now play the game.
Ask the children to turn to page 10 of their Activity Book.
See instructions for the game below.
4 Complete the Picture Dictionary.
Ask the children to turn to page 73 of their Activity Book.
ANSWERS
Vocabulary set 1: a bank, a hospital, a hotel, a museum,
apetrol station, a theatre, a town hall, a train station
Vocabulary set 2: a dictionary, a ladder, a parcel, a pot,
atorch, a watch
4503532 Rooftops TB4.indb 55
Activity Book page 10
1 Play the game.
Divide the class into pairs: one child is Pupil A and the
other is Pupil B. The children cover the top or bottom of
the page so that they can only see their picture.
Tell the children that the aim of the game is to match the
names in the word pool to the correct people.
To do this, they must take turns to ask and answer
questions about what the people are doing, using the
model structure in their Class Book.
The children then write the correct names in the boxes.
KEY COMPETENCES: Learn to learn
Communication activities like the one above are a
fun way of reinforcing the grammatical structures the
children have been learning. They provide a break from
the usual classroom routine while allowing practice
andinteraction.
Finishing the lesson (optional)
Ask the children to play a game of Whats my word? (see
page 123) using todays page from the Picture Dictionary.
Further practice
$Teachers Resource CD-ROM, Worksheet section, Unit 1,
Pronunciation worksheet. Notes and answers on CD-ROM.
Lesson 9: Review and Skills
Language
Core: Language and structures from the unit
Revised: This is , Its tall / enormous / scary / beautiful
Other: building, office, sculpture, monster
Starting the lesson (optional)
Discuss the childrens town or city in their own language.
What is their favourite place or building? Why?
iPack
Blog introduction
See instructions for Rooftops blog: meet Natalie! (page 117)
Play the presentation for the children to watch and
answer the multiple-choice questions.
Transcript
Natalie Hi! My names Natalie. Im nine years old.
I live in Toronto. Toronto is a big city in Canada. Its near
alake.
Ive got a brother. Hes called Nathan. Hes thirteen.
I love playing football. I want to play for the school team.
Football is different in Toronto. We dont kick the ball. We pick
it up and run with it!
My favourite place is the sports stadium. I go to the sports
stadium to see the Toronto Argonauts play football.
Theyregreat!
Unit 1 Lessons 7, 8 & 9 55
12/01/2015 08:27
 Class Book pages 1213
1 Look at the photos. Listen and say the number.
$123
Transcript
Theres a big window and a clock.
There are some trees.
This is a photo of a city. The sky and the sea look very blue!
This building has lots of glass. Its very tall.
Its got a head, a body and arms and legs.
There are some people. Theyre inside a train station.
answers
2,4,1,3,4,2
2 Read and listen. $124How many buildings does
Natalie talk about in her blog post? Say.
ANSWER
Natalie talks about four buildings in her blog post (The CN
tower, the Rogers Centre, the train station and the bank).
3 Read again. Say who.
ANSWERS
1 Natalie2 William3 Natalies mum 4 William
5 William6 Natalie
iPack
Review: game
See instructions for Gap fill game (page 117)
Activity Book pages 11 and 58
1 Read Toms blog post. Write T (True) or F (False).
ANSWER
True
2 Write your blog post. Use a dictionary or ask
yourteacher.
The children plan their blog posts by brainstorming some
ideas and writing their ideas in the boxes.
The children draw a picture of their favourite place and
write their own blog post, using Toms blog as a model.
Self evaluation
Ask the children to turn to page 58 of their Activity Book.
KEY COMPETENCES: Learn to learn
Remind the pupils of the importance of reflecting on
their own progress.
Encourage them to think about what they would like
to improve on in the next unit. Discuss, in their own
language, ways of improving in certain areas (for example,
strategies for remembering vocabulary). Encourage them
to take pride in things they have done well.
Finishing the lesson (optional)
Ask children to work in pairs. They think of one interesting
thing they learnt in this unit and tell their partner about it.
56 Unit 1 Lesson 9
4503532 Rooftops TB4.indb 56
Unit test
The children are now ready to do the Unit 1 test; see
Teachers Resource CD-ROM Evaluation section. Rerovita
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