Syllabus: Starter On High Street

Syllabus
Vocabulary Grammar Culture
Core Core
Places in town: café, cinema, Where’s the (post office)?
Starter fire station, flat, library, post Revised
office, school, (fancy dress) shop,
On High takeaway
What’s your name? My name’s (Ruby).
Street Have you got (any brothers or sisters)?
Numbers: 21–100 I’ve got (a brother).
The alphabet
Core Core Culture

Furniture: a bookcase, a clock, Is it a (TV)? Yes, it is. / No, it isn’t. Have you At the cottage
a desk, a lamp, a mirror, a picture, got a (computer)? Yes, I have. / No, I haven’t.
a TV, a wardrobe Revised
Furniture II: a bin, a computer, There’s a (clock).
a cushion, a plant, a poster, a rug
Can I see (your bedroom)?
Unit 1 Parts of the house: door,
This is (my bedroom).
window
At Flat I’ve / We’ve / It’s got (a mirror). This
Revised
Number 6 (wardrobe) is (very heavy). It’s (number 6).
In the house: bed, chair,
This is a photo. / These are photos.
cupboard, garage, sofa, table
Everyday language
Can you (open the window), please? Yes, of
course.
Thanks.
Core Core Culture

Clothes: a belt, gloves, a mask, What colour is (Mum’s hat)? It’s (black). At the carnival
sandals, a shirt, socks, a sweater, What colour are (Dad’s jeans)? They’re
trainers (blue). Has he / she got a (ponytail)? Yes, he
Facial features: a beard, curly has. / No, she hasn’t.
Unit 2
hair, earrings, a moustache, Revised
At the a ponytail, straight hair He’s / She’s wearing (sandals). This is (a
Fancy Dress Carnival: costume, hat, ribbons, mask). He’s got a (moustache).
Shop shirt, belt, trousers, tunic Everyday language
Revised I like these (trainers). So do I. / I prefer these
Colours: black, blue, brown, green, (trainers).
orange, pink, red, white, yellow
Project 1: Land on Earth a poster about land features

Core Core Culture
Free time activities: buy an ice What’s he / she doing? He’s / She’s (having a A visit to the café
cream, have a drink, have a snack, snack). Can he / she (dance)? Yes, he can. /
listen to music, play chess, play No, she can’t.
games, read a comic, talk to friends Revised
Unit 3 Musical instruments: drums, He / She can (play the flute). You can have
a flute, a recorder, a triangle, (a drink). He’s / She’s got (a notebook).
At Rooftops a trumpet, a violin He’s / She’s drawing (a picture). This is (my
Café At the café: biscuit, magazine, brother).
waitress Everyday language
Revised Let’s (buy an ice cream). OK.
At the café II: cake, café, chess,
comics, drinking, eating, mum,
orange
4 Syllabus
4120968 Amazing Rooftops L3&4 PROMO_PRESS.indb 4 03/12/2018 10:23

Values Literacy Listening and speaking Reading and Writing
Is it important to say please A messaging app Listening Reading

and thank you? Understanding the text genre of Listening for specific Reading and understanding
a messaging app information information about a flat in
Identifying the different text Pronunciation Japan
elements appropriate for this Intonation with yes / no Writing
genre questions Joining sentences with and
Applying the different text Have you got a balcony? Writing about things a child has
elements to a productive task
Yes, I have. got in their home
Speaking
Asking and answering about
what people have got in their
home
Is it important to be polite? A party invitation Listening Reading

Understanding the text genre of Listening for specific Reading and understanding
a party invitation information information about Holi festival
Identifying the different text Pronunciation Writing
elements appropriate for this Intonation in lists Using capital letters
genre
She’s wearing a kimono, get a Writing about a celebration in a
Applying the different text and a belt. particular country
Speaking
Talking about wearing clothes
on special days.
Vocabulary describing different land features on Earth, mountains, volcanoes, valleys, cliffs, caves
Is it important to choose A programme Listening Reading
activities with your friends? Understanding the text genre of Listening for specific Reading and understanding
a programme information information about musical
Identifying the different text Pronunciation instruments
elements appropriate for this Word stress for nouns Writing
genre
guitar, bagpipes, instrument, Using apostrophes
Applying the different text violin Writing about traditional music
Speaking and dance in a particular
Asking and answering about country
what people can do with
musical instruments
Syllabus 5

Vocabulary Grammar Culture
Core Core Culture

Story characters: an explorer, Is there a (wizard)? Yes, there is. / No, there At the library
a footballer, a king, a prince, isn’t.
a princess, a queen, a spy, a wizard Is he / she (old)? Yes, he is. / No, she isn’t.
Adjectives to describe people: Revised
Unit 4 good-looking, old, short, strong,
It’s about (a queen). There’s (a wizard). He
At the tall, young
can (fly).
library Books: author, character, cover,
(Oli and Grace) are doing (homework).
title
What’s he / she wearing? This is (a guitar).
Revised
Everyday language
Stories: book, comic, witch
What’s your favourite book?
School objects: chair, computer,
Who’s your favourite character?
desk
Project 2: The ocean make a model of the ocean
Core Core Culture
Animals: a crocodile, a flamingo, Where’s (the snake)? It’s (under) the rock. At the wildlife park
a gorilla, a monkey, a parrot, Where’s (the rhino)? It’s (opposite) the
a penguin, a rhino, a snake lake? Where are (the snakes)? They’re
Adjectives to describe (between) the parrots and the monkeys. Is it
animals: active, colourful, (colourful)? Yes, it is. / No, it isn’t. Are they
dangerous, funny, furry, noisy (furry)? Yes, they are. / No, they aren’t.
Animals II: giraffe, turtle, tortoise Revised
Unit 5 It’s in / on / under (the rock).
Reptile facts: ear hole, eggs,
At Rooftops scales, shell She’s looking at (a map).
Zoo Revised They’ve got (black noses).
Animals III: bat, deer, donkey, They haven’t got (wings).
ducks, fish, rabbit Everyday language
Words to describe animals: What time is it?
big, favourite, feathers, neck, old,
It’s half past five.
strong, wings
Core Core Culture

Food: beef, chicken, chips, fish, He / She likes (rice). Sunday lunch
noodles, prawns, rice, vegetables He / She doesn’t like (rice).
Food II: beans, carrots, My brother likes (rice), too.
mushrooms, onions, peas, peppers
There are some (carrots).
Unit 6 Food III: chicken, vegetables,
There aren’t any (carrots).
potatoes, trifle, custard, cream
At the Revised
Revised: cake, invent, soup,
Takeaway strawberry, strawberries, tunic, I’d like (prawns and rice).
grandma, kitchen, ice cream Do you like (fish)? Yes, I do. / No, I don’t. He’s
cooking (chicken). She’s got some (spinach).
Everyday language
Could you pass me the beef, please? Yes,
here you are.
Project 3: Earth’s climate create a shape poem about a season or place

Book Club: Where on Earth Are We?
Festivals Halloween – oranges, burger, olives, cake, apples, biscuits Christmas – candle, decorations,
6 Syllabus

Values Literacy Listening and speaking Reading and Writing
Is it important to ask friends A magazine interview Listening Reading

about their interests? Understanding the text genre of Listening for specific Reading and understanding
a magazine interview information information about a traditional
Identifying the different text Pronunciation story character
elements appropriate for this Plural nouns Writing
genre
books, explorers, witches Joining sentences with because
Applying the different text
Speaking Writing a traditional story from
Talking about characters in a particular country
books
Vocabulary describing ocean animals, ocean features, natural formations found in the ocean
Is it important to be A web page Listening Reading
punctual? Understanding the text genre of Listening for specific Reading and understanding
a web page information information about rainforest
Identifying the different text Pronunciation animals
elements appropriate for this Word stress for adjectives Writing
genre
funny, colourful, enormous Using adjectives
Applying the different text
Speaking Writing about an animal from
Describing birds in a particular a particular country
country
Is it important to help at A recipe Listening Reading

home? Understanding the text genre of Listening for specific Reading and understanding
a recipe information information about
Identifying the different text Pronunciation Thanksgiving food
elements appropriate for this Sentence stress Writing
genre Using exclamation marks
Speaking
Applying the different text Writing about a meal for a
Describing food for a special
elements to a productive task special occasion in a particular
occasion
country
Vocabulary describing seasons, climate, types of weather

Vocabulary describing books, characters, feelings, likes and dislikes
card, candy cane, sleigh, snowflake, robin, holly Easter – faces, craft materials, blow, egg, holes, paint
Syllabus 7

Component Overview
Class Book Activity Book

The Class Book contains The Activity Book has extra
six units, three projects, six practice for every lesson in the
Book Club lessons and three Class Book as well as picture
festivals. All pages have clear dictionary pages and extra
21st Century Skills references activities to help children
and a balance of all four skills. who need reinforcement or
challenge.
For the student

Reader Project Zone website
The Amazing Rooftops reader The Project Zone website
is downloaded via a code provides all the input children
provided to need to learn about a topic
the teacher. in detail and complete three
Children will engaging projects per year.
read all about It can be accessed through a
Clunk, Grandpa, code provided to the teacher.
Ben and
Rosie as they
have exciting
adventures!
i-Progress Check
The i-Progress Check can be
accessed via a code in the
Activity Book and provides
review activities online for
every two units in the Class
Book and Activity Book.
8 Component Overview

iPack Teacher’s Guide
Presentation and This includes an introductory
practice material for your section that explains the
interactive whiteboard or methodology behind the
laptop and projector. It course, extensive teaching
includes animations, song notes, audio scripts and
presentations, videos, activities answer keys and games to
and games. reinforce language.
Audio
The audio can be accessed
Worksheets either through the iPack
(icons on screen) or through
A wide range of worksheets, downloading MP3 files for all
including those to reinforce Class Book, Activity Book and
grammar and vocabulary, test audio on Oxford Premium.
festivals, story, and literacy For the teacher
are available to
download online
on Oxford
Premium.
Teacher’s Resource Pack

The Teacher’s Resource Pack
contains 102 flashcards
presenting the key unit
vocabulary, 102 word cards
to accompany the flashcards
and six large posters.
Assessment suite
The Amazing Rooftops
assessment suite has a
comprehensive range of
tests, competences-based
evaluation, marking grids
and a class Gradetracker,
available to download online
on Oxford Premium.
Component Overview 9

Introduction to Amazing Rooftops
Amazing Rooftops is a six-level course for children learning the neighbourhood school. In Levels 3 and 4, we move to
English from Primary 1 to Primary 6. a more commercial district of the city, sharing in the lives
The course has an innovative approach, providing the of the children whose families are connected in some way
perfect combination of modern digital content and print with local shops, businesses and amenities, such as the post
materials, to achieve maximum learner engagement and office, takeaway and Rooftops Zoo. In Levels 5 and 6, the
classroom efficiency. Rooftops residents are accompanied by children from other
The approach has been developed to satisfy teachers who countries taking part in an exchange programme. Through
are excited by new digital techniques, while at the same their eyes we witness the wider city of Rooftops and beyond,
time providing support and guidance for teachers who are and compare this quintessential British city and other parts
new to digital media. of the UK with the wider world.
Amazing Rooftops lessons are simply staged so that each At the heart of Amazing Rooftops is the theme of community.
of the three core components (the iPack, Class Book and The theme runs throughout the series on many levels,
Activity Book) adds value in its own particular way. The starting with the fictional community of Rooftops children
three mediums are consistently used where they yield most and their families, friends and neighbours. The course also
benefit. As a highly effective presentation tool, the iPack encompasses a real community through the real world
comes into play at the beginning of lessons, introducing culture strand linked to the topic of each unit. The UK is
concepts clearly, providing ample exposure to core brought vividly to life for children through the documentary-
language, and checking comprehension of language and style culture footage and photographs. The course places
content thoroughly. What the iPack presents, the Class strong emphasis on community values, i.e. those values
Book consolidates and practises, through fun, context-rich which bring a community together such as helping one
activities with emphasis placed on listening and speaking another, looking after those in need and joining together
skills, as well as reading at text level in later cycles. The to organize a local event such as a fete or neighbourhood
Activity Book then completes the teaching sequence as the picnic. In this way Amazing Rooftops aims to model and
most effective means of developing combined reading and advocate a community of good citizens. Studying English
writing skills, carefully staged from term to term and level with Amazing Rooftops naturally creates within our own
to level. classrooms a community of scholars, as they learn about
other subjects in the project lessons. Importantly, they also
The context for the Amazing Rooftops series is the city of
become, of course, a community of language learners, as
Rooftops, a fictional location inspired by the city of Oxford.
they develop the confidence and language skills they need
The Amazing Rooftops characters all live in Rooftops. We
to communicate both with their classmates and with the
begin in a residential street in Levels 1 and 2, sharing in
English-speaking world.
the everyday lives of the children characters that live there.
We join them as they go to Rooftops Primary School, visit Welcome to Amazing Rooftops! Welcome to our community!
nearby places such as the local park, and participate in civic
events such as a street carnival and a community picnic in
Meet the Amazing Rooftops Characters
Ruby Robinson Dylan Robinson Mrs Merrilee Mr Graham Tamsin Green Jack Jones Cory Ellis Justin Wilson
Robinson Robinson
Zoey Tweedy Joey Tweedy Lin-Lin Lee Pippa Appleby Hattie Baker Finlay Bell Jasmin Kureishi Billy Parker
10 Introduction to Amazing Rooftops

Places in Rooftops
At the start of Amazing Rooftops 3, High Street’s new If you walk past Step inside Rooftops
you’ll notice a removal van outside fancy dress shop is Number 23 High Library and you’re
Number 21 High Street, because run by the parents of Street, you might sure to find Mr Ellis,
everything begins when Ruby, Tamsin Green. see Sandra coming the librarian, and
Dylan and their parents (Mr and out carrying a tray maybe his son Cory
Mrs Robinson) move into their of cupcakes. It’s the writing a story at
new flat. Rooftops Café. one of the desks.
Number 25 is Rooftops There’s lots of noise and The Post Office at Next door to the Everybody loves
Fire Station, manned laughter outside Number 26 Number 27 High post office, at the Chinese
by the Rooftops fire High Street. It’s the children Street is run by Number 28, is the takeaway at
brigade, including in the playground of Ruby and Dylan’s cinema, owned Number 29. It’s
Justin Wilson’s mum Rooftops School, where Mrs Uncle Charlie and by Jasmin’s dad, run by Lin-Lin’s
and dad, Mitch and Tweedy is the head teacher. Aunty Wilma. Mr Kureishi. mum and dad,
Minnie. Mr and Mrs Lee.
With the guidance of Miss Appleby, Rooftops Zoo is a conservation centre, Not too far away from the zoo is
head gardener and Pippa’s aunty, where Finlay’s mum, Mrs Bell, is a the sports centre, where Billy’s dad
everyone works hard to prepare for zookeeper. Mr Parker works.
the Rooftops annual garden show in
the Rooftops Community Garden.
Introduction to Amazing Rooftops 11

Rooftops City
7 9
11
10
8
5
2
1
4 3
Get to know the city of Rooftops

The strong sense of place conveyed in Amazing Rooftops Suggestions for using the city poster
3 & 4 is an important aspect of the concept of the course, as a Starting the lesson routine are
aiming to give the children the same satisfaction and feeling provided.
of belonging that they find in the worlds they inhabit when
they immerse themselves in today’s popular children’s
literature, digital games and 3D movies. 1 Ruby and Dylan’s flat in High Street
Rooftops is, for the duration of the course, a real, living and 2 train station
breathing place, with all the features and hustle and bustle
you would expect to find in an actual British city. 3 hospital
The Amazing Rooftops 3 & 4 city poster reveals a different 4 petrol station
area of this fictional city to the Rooftops 1 & 2 city poster. The
5 town hall
poster allows the children to explore for themselves the areas
Amazing Rooftops 3 & 4 cover. There are lots of very culturally- 6 bank
specific details for the children to spot and enjoy. The poster 7 hotel
can also be used to chart the movements of the course
characters as they become familiar with their environment. 8 theatre
Each unit of the Levels 3 and 4 focuses on a different location 9 museum
in or near High Street. In addition, in Level 4, we see the
course characters traversing the wider city with their older 10 zoo
cousin. The locations they visit are all depicted on the poster 11 sports centre
so that it can be used to set the scene at the beginning of
each Lesson 1. Uncle Charlie’s post round (Level 4 Unit 1)
12 Rooftops City

Learning with Amazing Rooftops
The iPack The print Class Book is ideal for activating the language the
Each lesson of Amazing Rooftops 3 & 4 begins with a children have been exposed to, as it provides close images
presentation delivered via an interactive whiteboard (or and information to prompt their oral production in pairs or
computer and screen). Beginning the lesson in this way small groups, i.e. they refer to a large picture, series of pictures
means that the attention of the whole class is focused in one or a table in order to play a communication game. It is also
place at one time, allowing the content of the lesson to be the perfect tool for providing reading practice at text length,
introduced clearly and the children’s understanding of the accompanied by thorough comprehension checking.
concept and language to be checked thoroughly.
The iPack
The iPack presentation materials are engaging and varied.
All the lessons have an additional iPack stage which takes
They include vocabulary animations, song animations,
place between the Class Book stage and the Activity Book
culture films, story animations, and visual stimulus to
stage. This is in order to provide further exposure to the
introduce children to the topic of the lesson.
written form of the new language in preparation for the
Some lessons have a second activity on the iPack children’s more independent reading and writing in the
immediately after the initial presentation. These are lessons Activity Book. In the case of vocabulary, the extra iPack
where whole-class, controlled practice is appropriate after activity allows the teacher to check reading comprehension
the first presentation, and the activity is in the form of a of the new words before the children move on to reading
game. These games are often receptive and aim to provide individually in their Activity Books. In the case of grammar,
further aural exposure to core language and allow for well- the extra iPack activity provides opportunity for the children
timed comprehension checking. to engage in some practice of forming sentences, paying
The iPack is extremely easy to navigate, as the material is particular attention to word order, before producing the
divided clearly into units and lessons. Materials can also be grammar for themselves in written activities in the Activity
accessed by type (e.g. songs, stories, games, flashcards etc.) Book.
via the Resources tab. In every case, these games have goals other than language
While the iPack material is core to the teaching and learning aims and plenty of cognitive challenge to ensure they are
experience, there are inevitably days when technology satisfying as games in their own right and therefore fun and
lets us down. Amazing Rooftops makes provision for the motivating for children of this age group.
days when your interactive whiteboard (or computer and
screen) isn’t functioning or is unavailable for any reason. The Activity Book
The alternative ‘rescue’ presentation stage, using print After the further listening, speaking and reading practice
components from the Teacher’s Resource Pack as well as the provided by the Class Book activities (and, where
Class Book, is described in the How to teach section of the appropriate, the additional iPack activity described above),
Tour of a unit of this guide. the children open their Activity Books.
Electronic book-on-screen versions of the Amazing Rooftops
Class Book and Activity Book are also available on the iPack
and can be used to aid classroom management, i.e. for
helping children navigate their own print Class Books and
print Activity Books, as well as for quick and easy access to
audio or for checking answers.
The Class Book

After the presentation stage of the lesson with the iPack, the
children open their print Class Books.
The Class Book activities keep the same theme and context
as the iPack material. Lessons presenting new language are
carefully staged so that the children progress smoothly from
the receptive listening practice provided by the iPack, to
simple listening activities demonstrating active recognition
of the language, and then finally to speaking practice of the
language. Lessons presenting other kinds of content
progress from listening skills practice on the iPack to reading
skills practice in the Class Book.
Learning with Amazing Rooftops 13

The Activity Book activities have been designed to bring Skills
together all that the children have learnt in the lesson The approach in Amazing Rooftops 3 allows for fully
beforehand, consolidating and reinforcing content integrated language and skills development. The iPack, Class
and language. Book and Activity Book work closely together to develop
In lessons which aim to practise core vocabulary and the four skills. Through a variety of enjoyable tasks with a
grammar, the Activity Book serves as the means to provide very systematic methodology, the children progress from
independent reading practice which then gradually listening practice to speaking practice, from speaking
progresses to written production. practice to reading practice and from reading practice to
In lessons which centre on other types of content, e.g. writing practice.
culture, the unit story and literacy content, the Activity Listening
Book is an effective means of checking concept and One of the major benefits of the iPack is its ability to deliver
understanding and consolidating what the children have quality audio-visual material. This provides not only clear
learnt in the previous stages of the lesson. The Activity Book listening models of spoken English, but also strong visual
also affords the children the chance to input creatively support simultaneously. In this way, from the very first
themselves, personalizing the content they have learnt. instance, children are able to develop great confidence,
The Activity Book, then, provides the ideal round up and final as they hear words and phrases for the first time and
step to the lessons. understand them without ambiguity.
Vocabulary and grammar The iPack affords the children plenty of aural recognition
of core language before they are required to produce it,
Amazing Rooftops has a practical, well-balanced, high
something which good English language teaching practice
frequency language syllabus, which is appropriate for all
demands. Through the various forms of iPack presentation
children learning English at this level. In addition, with
material, the children listen first and are soon after prompted
the growing popularity of external English assessment
to demonstrate recognition of the language through games.
in mainstream language education, the GESE Trinity and
Cambridge English: Young Learners examinations have also The Class Book picks up where the iPack leaves off, providing
been taken into consideration in the design and coverage of listening activities in conjunction with the audio to progress
the Amazing Rooftops syllabus. to more active demonstration of aural comprehension.
In Amazing Rooftops 3 eight new core items of vocabulary Listening to the songs and stories, as well as the culture and
are presented in Lesson 1 of each unit, with a further six texts, also helps the children internalize the language and
core words taught in Lesson 5. All the new core vocabulary exposes them to native speaker pronunciation.
is grouped in semantic sets which relate to the unit topic. In addition, ‘the listen and do’ activities in both the Class
The vocabulary is presented in a unique and engaging way Book and the Activity Book further develop listening
through a vocabulary animation and the unit story, both comprehension skills and learner independence, and help to
featuring the course characters and delivered via the iPack. prepare the children for practical, everyday tasks in English.
The vocabulary is then reviewed and practised through a Speaking
variety of digital games, listening activities (including an In Amazing Rooftops 3 speaking practice builds swiftly and
animated song) and motivating communicative activities. effectively from simple word-level production to sentence-
Flashcards are provided both digitally on the iPack and in level production.
print format, along with a set of wordcards, in the Teacher’ s
Spoken accuracy is developed through activities which
Resource Pack. These can be used for ease of review, further
encourage repetition following a model, provided both by
practice and reinforcement.
the iPack and on the audio, as well as through songs, oral
In addition to the new core vocabulary in each unit, culture comprehension questions, everyday language dialogues
words are presented for receptive use in the culture lessons. and controlled practice games.
Each unit of Amazing Rooftops 3 presents and practises two The controlled practice games afford children plenty of
new core structures. There is thorough listening, speaking, opportunity for repetition of core language within a clearly
reading and writing practice of the structure in the Class defined framework. By Lesson 8, they have had sufficient
Book and Activity Book. In addition, the same grammar is controlled practice to participate in a freer pair work
recycled in new contexts in both the Lesson 3 culture lesson communicative activity, which incorporates all the core
and the Lesson 5 story. language they have learnt in the unit.
As well as reviewing the first structure, the Lesson 5 story Further optional communication games are detailed in the
presents a second. This structure is then reinforced and Ideas Bank section of this Teacher’s Guide.
practised through an iPack digital game and Class Book
listening and communicative speaking activities, followed Reading
by carefully staged reading and writing practice in the Amazing Rooftops 3 takes a very systematic approach to
Activity Book. reading new core language. It is only once the children
All the vocabulary and grammar of each unit is reviewed and have had ample aural exposure to new language and
practised through each of the four skills in Lessons 8 and 9. sufficient oral practice that the written form of the new
language is introduced. In the case of new vocabulary in
14 Learning with Amazing Rooftops

Lessons 1 and 5, the children are exposed to the written can refer to, not only for this initial Lesson 9 activity, but
form of the new words incidentally at first at the end of whenever it will aid them with their writing. In this way they
the iPack presentation stage. After further exposure to the are also developing further learning to learn skills (using
words in the Class Book, an additional iPack game checks reference materials) with regard to their writing in English.
understanding of the written form actively before the The mind map completed, the children follow a model text
children move on to reading more independently in their in order to produce their own post for the Amazing Rooftops
Activity Books. In the case of new structures in Lessons 2 international blog. In so doing, they are bringing together all
and 6, a similar procedure is followed. Here, importantly, the that they have learnt over the course of the unit and writing
nature of the pre-Activity Book iPack games means that they at paragraph level.
focus the children’s attention very much on word order, as
well as checking comprehension. Songs
The reading of core language in the Activity Book activities is
carefully staged throughout the unit from word level reading
to sentence and then short paragraph reading.
The Teacher’s Resource Pack includes print wordcards which
can be used alongside the print flashcards for optional
review or further practice at word level, at any point.
The Class Book also provides plenty of general reading skills
practice. The children gain experience of reading a variety
of different text types through the culture lesson photo
captions, everyday language dialogues, story playscripts, and
different text genres in the non-fiction literacy lesson.
It should also be noted that for many of the iPack materials,
there is both a ‘text off’ and ‘text on’ option, so that teachers
can choose the most suitable version according to the point With the growing popularity of music video websites and
at which the material is being used and the progress the the very ready availability of film outside the classroom,
children have made. children’s experience of music is increasingly becoming an
Writing audio-visual one. For this reason the Amazing Rooftops iPack
Most of the writing practice in Amazing Rooftops 3 takes is the perfect medium for children to enjoy the Amazing
place in the Activity Book. Rooftops songs. In addition, the songs cover a wide variety
of musical genres, specifically designed to encompass the
Only once the children have practised reading core new
diverse range of musical styles children enjoy in the real
language, do they move on to writing it, beginning at word
world.
level and progressing to sentence level. As the unit develops,
the amount of guidance and scaffolding for writing steadily Each unit of Amazing Rooftops 3 has a song in Lesson 2. The
decreases, for example from using words from a pool, or song is an animated song featuring the course characters
copying and completing phrases, to free writing production and presenting the first grammar focus of the unit in
in Lesson 9. Lesson 9 is the culmination of all the language context, as well as practising the vocabulary from Lesson 1.
learning and skills practice the children have benefited
Culture and everyday language
from during the unit. The final reading actiivity provides a
model for the children’s own last writing challenge of the
unit. The preparation for this final written task is staged
carefully for maximum effect. Once the children have read
and understood the posts in the Class Book, the pre-Activity
Book iPack game prompts them to review what they have
learnt and raises their awareness of text cohesion, helping
them to take steps towards their own writing.
The first follow-up activity in the Activity Book also helps
develop learner training with regard to writing, as it tasks
the children with firstly gathering together the ‘tools’ they
will need for their writing in the form of a vocabulary mind
map. To do this, they are encouraged to use their Picture
Dictionary at the back of their Activity Book.
The children are asked to complete this Picture Dictionary
with the core vocabulary from the unit at the end of Lesson
With the theme of community so key to the Amazing
8. They are also prompted to list any other new words they
Rooftops series, culture has been brought to the forefront
have learnt that they want to take note of. Completing
in this course. From the very beginning of each unit, the
this Picture Dictionary forms a record which the children
children are immersed in British culture as they are invited

to participate in the daily lives of the course characters, their Stories
families, neighbours and friends, and all the familiar faces
of the Rooftops locality. The vocabulary, song and story
animations all bring to life the details and conventions of the
British every day life.
The cultural input then extends from the fictional world to the
real world. In the Lesson 3 culture film, the children witness real
British children in their everyday pursuits, in and around a real
British city. The culture films raise the children’s consciousness
of being part of a global community by helping them to
develop an awareness of the people around them, as well as
a stronger understanding of the culture behind the language
they are learning. In addition, they are given the opportunity
to understand and reflect on the differences and similarities
between their own and other cultures in order to develop Key
Competences, in particular Social and civic competences and
Cultural awareness and expression.
What the children learn through the film is consolidated The unit stories in Amazing Rooftops 3 add to the rich
in the Class Book and Activity Book, and gives them the context of the course, continuing the narrative of the
opportunity to share their experience and knowledge with unit from the point at which we left the characters at the
their own family at home. end of the Lesson 1 vocabulary animation and Lesson 2
Further intercultural learning is provided through the Festival animated song. Through the stories the children share in
Lessons, which are intended to be used at the appropriate the adventures of the Rooftops characters in and around
times of the year: Halloween, Christmas and Easter. The Rooftops city, in particular High Street.
lessons include fun festival sing-along songs and digital The unit stories also play an important role with regard to
games delivered via the iPack, as well as consolidation and language development, as they revise the first vocabulary set
practice, and cut-outs in the print Class and Activity Books, and structure of the unit, and at the same time present the
all of which can be used to create an intercultural festival second vocabulary set and structure in context.
atmosphere in the classroom. The children’s first experience of the unit stories is via the
In this way Amazing Rooftops values intercultural education iPack. Each story is introduced primarily through a fun game,
as an essential part of language learning. which, when completed, reveals the story title. This can then
be used to make predictions about the story before it is told,
Values and citizenship so that the children bring to the story their own ideas and
expectations, a key step in developing literacy skills. After the
l
game, the children enjoy a full animation of the story on the
iPack, allowing them to immerse themselves in the English
world of Amazing Rooftops.
Following the iPack presentation materials, the children are
invited to open their Class Books for a re-telling of the story,
this time in writing, accompanied by picture scenes. The
story is presented as a play script, which means that it can be
easily acted out by the class if so desired.
The Activity Book affords the children the opportunity
to consolidate and evaluate the story for themselves by
choosing and colouring one of four ratings.
Pronunciation
Amazing Rooftops 3 trains learners to pronounce tricky
Continuing the community theme, learning about values English sounds more accurately through a series of staged
and good citizenship are key features of the Amazing activities in Lesson 8 of each unit.
Rooftops series as a whole. In the Class Book children are first exposed to a video blog
In Amazing Rooftops 3, the values focus is presented in every where a child talks about the unit topic in a personalized
Lesson 4. The feature integrates socio-cultural aspects of way. A pronunciation area is then focused on, using
learning and helps to promote self-esteem, as well as positive examples from the video blog, so that children understand
attitudes, tolerance and respect towards others. the language in context and have natural English
pronunciation to refer to.
Amazing Rooftops teachers are also encouraged to monitor
and reward examples of good citizenship that they witness Amazing Rooftops pronunciation goes further than just
in the classroom. difficult sound combinations or blends at levels 3 & 4.
16 Learning with Amazing Rooftops

The focus begins to be areas such as intonation, word and your class. In addition, audio for the tests is available in the
sentence stress, syllables, contracted and weak sounds. Resources section of the iPack and for download on Oxford
In this way children listen to and practise natural speech in Premium.
easily accessible chunks of language. The Portfolio material and Evaluation grids also allow you to
continuously assess the children’s progress and feed back to
Revision them and their parents. There is further information on how
Amazing Rooftops gives great importance to recycling and to use these in the relevant Introduction sections on Oxford
review of language throughout the course. In Amazing Premium.
Rooftops 3 systematic recycling of all core language takes Amazing Rooftops 3 also provides review material online,
place in every unit and the language is revised in a variety called the i-Progress check. This feature is an engaging way
of different contexts. In Lesson 2, the vocabulary presented of encouraging children to focus on their own learning
and practised in Lesson 1 is revised in conjunction with the with familiar online activities, and provides teachers with
new structure in the character world song animation and the outline of their students’ progress at a glance. The
subsequent activities. The same vocabulary and structure are progress checks combine material from two units each,
then reviewed in the culture content in Lesson 3 and again similar to the term tests. Children can complete these
in the character world story in Lesson 5. The Lesson 5 story activities independently, at home or in class, and they are
also presents a new vocabulary set and structure, which scored automatically. The activities focus on vocabulary
are in turn reviewed and practised in Lesson 6. In addition, and grammar, as well as all four skills (reading, listening,
Lesson 7 picks up known structures and recycles them writing and speaking). The speaking activity for each review
within a non-fiction, literacy context. Lastly, both vocabulary section is ‘speak and record’, which allows children to record
sets and structures from the unit are brought together and themselves, so they can assess their own pronunciation.
revised in the review lessons of each unit. Lessons 8 provides Teachers are also able to listen to the children’s recordings to
language review with listening and speaking skills practice identify areas of difficulty and provide a grade.
and Lesson 9 provides language review with reading and
writing practice. In this way all four skills are developed in Parental involvement
conjunction with the core language over the two lessons. Amazing Rooftops acknowledges that the support of parents
In addition, children will have an opportunity to do further and family members is a key motivating factor for children
revision online with the i-Progress Check after every two and that they will always enjoy sharing what they have
units. There are activities covering the grammar, vocabulary, learnt with their parents or guardians.
and all four skills from the previous two units and their For this reason Amazing Rooftops recommends that the
results will go into a class gradebook so teachers can see children are also encouraged to show parents or guardians
how children are progressing. the work they have completed in their Class Books and
An extra opportunity for children to revise the different Activity Books, as well as taking home their projects once
language structures after every two units is presented via they have made and completed them.
a board game. All the revision board games can be found In addition, you can set children homework to tell their
on the board game posters. These are an engaging way for parents the unit story, sing them a song in English or tell
children to practise the language in a fun and productive them about life in the UK. for example. You can also inform
context while collaborating with their friends. parents of the values their children are learning, and ask
As further optional review, the Teacher’s notes and the Ideas them to encourage their children to employ them at home
Bank provide activities for starting the lesson involving too.
recapping of language from previous lessons. Reinforcement Establishing clear communication with parents is also essential
worksheets, as well as language extension worksheets, are in developing a co-operative relationship between home and
also available on Oxford Premium. school. It’s important to keep parents informed about what
their children are learning and their progress. School blogs
Evaluation
can be an effective way to keep parents up-to-date, as well as
Amazing Rooftops 3 provides tests on Oxford Premium. highly motivating for children. (Please make sure, however, that
These tests are divided into six unit, three term and one end the children in your classes practise safe internet use.)
of year test. There are two versions of each test: Standard
There is also a letter at the end of this Teacher’s Guide, which
and Challenge. The Standard tests cover all the target
can be photocopied for parents to provide them with ideas
language and assess all four skills of listening, speaking,
on how they can share in their child’s English language
reading and writing. The Challenge tests do likewise and, in
learning with Amazing Rooftops.
addition, draw from a larger pool of revised language, test
the everyday language from Lesson 4 and require a greater
degree of freer, less supported writing. The Challenge tests
also have more tasks on the page, so that the test carries a
higher number of marks.
All these tests are available as printable pdfs or editable
documents, so you can choose to adapt the material to suit

Amazing Literacy
Good literacy skills Amazing Rooftops includes readers with
aren’t just reading every Class Book at every level (these
and writing. They are print readers for levels 1 & 2, and
include the ability eBooks for levels 3-6). These form part
to understand, of the Amazing Rooftops Book Club.
interpret, identify Children are encouraged to read longer
and communicate pieces of text and to focus on aspects
using text in such as characters, plot development
particular contexts. and place. The lessons in the Class
Amazing Rooftops Book and Activity Book have activities that focus on
has a syllabus that understanding the text, critically examining parts of it and
covers all four skills. producing creative responses to the content. The lessons are
But the new literacy elements bring many of these skills carefully staged so that children can read part of the reader
together and encourages children to engage more deeply in class (through group reading activities, individual reading,
with both fiction and non-fiction texts, through intensive being read to by the teacher) or at home in preparation for
and more extensive reading strategies. the lesson the next day. The stages of the lesson are:
• Get Ready: this stage helps children to ‘get into’ the
Intensive reading lesson. They may focus on what they remember of
When children read intensively they are reading to the book so far (and in the iPack stage they will be
understand things specifically. This is why we often keep encouraged to summarize previous plot points) or look
the texts short, and use vocabulary and language structures predict what they think will happen in the next pages or
that are at the appropriate level. In Lesson 7 of Amazing chapter by looking at a picture and answering questions.
Rooftops 3 children will be exposed to different text types, • Read and Do: This is where children are encouraged to
such as recipes, programmes, articles and website pages. read the text and have a very simple task to complete to
These texts and activities will help children: keep them focused. At this stage they aren’t expected
• Identify and recognize different types of texts to stop and answer comprehension questions, or do
• Understand the purpose of different text types particular language-based activities, because reading
fluency and general understanding are the areas being
• Identify and recognize particular features and language
highlighted.
items used with different types of texts
• Begin to apply those features and language items in their • Over to You: When children read extensively, they need
to be prompted to express a personal reaction. This may
own writing output
be as simple as saying what they like and dislike about the
In the Class Book children will work with a model text, story so far. It can also be relating the plot or characters to
before considering the different features of the text. They their lives – making comparisons, identifying similarities
will be asked to critically examine the text, considering and differences. Or it can be doing a creative activity that
where they might find it, how often they would see a text utilizes their imagination in a way that helps them engage
like this, who it is written for, and why it could be useful. In with the content of the text in greater depth.
the Activity Book children will be expected to more directly
The Activity Book activities check general comprehension
show understanding and specific comprehension of the text
of the text, including a focus on collaborative discussion
features and language before doing an activity where they
questions (just like a real Book Club!) and finally, provide
apply their new knowledge in written form. For classroom
children with a productive, creative output task. The Book
reference, there is a literacy poster which shows all the texts
Club worksheets on Oxford Premium give children more
and some of their features. This will be useful for children
opportunities to engage with the content, characters
to refer to as they move through the course. On Oxford
and plot of the reader. These can be done in class or for
Premium there are also literacy worksheets which provide
homework. The Book Club Poster will be a useful reference
further practice with each text type.
in the classroom as it provides core vocabulary for parts of
books and sentence prompts for talking about books.
Extensive reading
Amazing Rooftops has an extremely strong literacy strand
When children read extensively they are reading quickly
throughout the course, including engaging stories in every
with the aim of enjoying the text and having an overall
unit, interesting writing activities, and now an intensive non-
understanding. They are not focusing on particular language
fiction focus and an extensive fiction focus that, together,
features. It is important to encourage children to choose to
will provide children with decoding, comprehension and
read for enjoyment, as in this way they meet language in a
general understanding skills and, hopefully, a life-long love
natural context and build fluency skills (as opposed to the
of reading.
accuracy focus of intensive reading).
18 Amazing Literacy

Amazing Projects
Amazing Rooftops has three projects in every level. All three How the projects work
projects are based around a broad topic area, and each Each project requires a
project has a specific focus within that area. The topic is combination of the following
linked to the main topic of the Amazing Rooftops reader for in class:
the level. In Amazing Rooftops 3 the reader, Where on Earth
Are You?, is set in the ocean. The project topic for Level 3 is
• Class Book
Earth, with the three projects covering Land on Earth, The • Activity Book
Ocean and Climate. The projects have been designed to • Project Zone website
allow for great flexibility in the curriculum and classroom. • Model project presentation
This means that you can choose to do them over two video on the iPack
or three lessons or take longer on both the preparation • Materials for making the
and production stages. Work can be done individually, project
collaboratively, in class and at home. The methodology • There is a step-by-step process set out in the lesson notes
underpinning the projects is Project Based Learning (PBL). in this Teacher’s Guide, but it is also designed to be used
as flexibly as possible. There are very clear stages for each
What is Project Based Learning? project:
PBL rests on the following main principles: • Stage 1: Investigate - The first stage is all about giving
• There is a central topic which drives the project towards a children the tools and information they need to complete
final objective the project. In the Class Book they are directed to go to
• Children have access to a means of investigation so they the Project Zone website. This can be managed in class,
can collect, analyse and apply information individually, or in groups or at home. Once on the website,
• There are numerous opportunities for interaction with a they will need to use digital literacy and research skills to
focus on collaboration and communication find the relevant information. In the Activity Book they will
have the opportunity to check their comprehension of
• There is a final product (such as a poster or model) which
necessary language from this stage.
is the result of collaboration, information collection and
sharing • Stage 2: Think - Using the information they have learnt
from their research, they now complete a visual literacy
• PBL encourages the development of critical and creative
activity in the Class Book and a comprehension activity in
thinking as well as the life skills of productivity, leadership
the Activity Book. They will be encouraged to think about
and initiative. The advantages of PBL for learners is that
the topic, to draw logical conclusions and apply what
it is an engaging way of learning, language is strongly
they have learnt to knowledge they already have.
contextualized, they are encouraged to make choices
and develop skills of autonomy, they are prompted to be • Stage 3: Plan and Do - Now children have the
creative and learn interesting things about real life that information they require and have started thinking more
can be applied to other subjects. deeply about the topic they are ready to prepare and
create their project. There is a visual, step-by-step process
Presentation skills provided in the Class Book and concept maps or similar
planning tools to help them do so in the Activity Book.
• Amazing Rooftops adds a further element to PBL by
including a focus on presentation skills. Once children • Stage 4: Share - This stage is about presenting the
have completed their project (individually or in a project to the class, including concentrating on a model
group) they need to present their project to the class, presentation through a video, (with comprehension
explaining why and how they created their project and focused on in the Activity Book) practice and rehearsal
the information they discovered. They will also answer time, and then the actual presentation, with questions
questions from other children in the class. Developing and answers encouraged.
good presentation skills is important as it builds • Stage 5: Evaluate - This is a very important stage as it
confidence, the ability to prepare appropriately, as well as encourages children to reflect upon not only the product
the ability to ‘think on one’s feet’. These are skills that not but the process of the project activities. Children look
only showcase language learning, but holistically form at the projects across the class and may vote on their
part of the educational development necessary for every favourite, or say what they like about each one, before
child. analysing their own
work. Evaluation
of this type can be
adapted to almost
any element of
learning.
Amazing Projects 19

Tour of Lesson 1
Learners’ objectives
• Become familiar with the context of the unit.
• Listen and identify, then say the new vocabulary.
This introduces iPack • Review and practise a structure from a previous unit.
the theme of the • Read and write the new vocabulary.
unit and presents 1 Options from the Resources section of the iPack:
the 8 new items of • Flashcards
vocabulary with a • Rooftops city poster
revised structure.
At the end of the
animation, there is
opportunity for the Class Book This activity
children to listen Vocabulary animation
provides listening
and repeat the new 3 practice of the new
vocabulary.
2 vocabulary with the
revised structure.
This provides further
aural exposure to
the vocabulary and
controlled speaking These activities
practice, as well as 4–5 provide speaking
incidental exposure practice of the new
to the written form Game vocabulary with the
of the words. revised structure.
iPack Activity Book These reading and

writing activities
6 7 provide reading
practice and then
writing practice of
This game the new vocabulary
presents the at word level.
written form of
the new vocabulary
and checks Game
understanding. An extra activity is
provided for early
finishers.
iPack Class Book iPack Activity Book

1 Play the vocabulary animation. 3 Play the vocabulary 6 Play the vocabulary 7 Ask the children
2 Play the vocabulary game. audio for the children to game. to do the Activity Book
Optional point to the picture. No access to your activities.
• With audio on, click through each of the 4 Play the audio for iPack today?
vocabulary flashcards for this lesson, the children to repeat. • Choose a flashcard
encouraging the children to repeat. 5 Set up the and wordcard game
No access to your iPack today? communicative game from the Ideas Bank.
and monitor while the
• Put the flashcards from the TRP in the same children play.
order as the flashcard vocabulary recording
on the audio. Present the vocabulary using
the flashcards and the audio.
20 Tour of a unit

Tour of Lesson 2
• Understand and listen to the new grammar.
• Say the vocabulary from Lesson 1 with the new
iPack grammar.
• Read the vocabulary from Lesson 1 with the new
grammar.
1 • Write the vocabulary from Lesson 1 with the new
grammar.
This reviews
Further Practice
vocabulary
items from • Reinforcement worksheet
Lesson 1 and • Extension worksheet
presents the
grammar for Song animation
this lesson.
Class Book iPack Activity Book

2 6 7
3–4
Game
5
This game focuses the children on the
written form and word order of the
This activity presents the grammar new grammar. These activities provide practice
in context before children listen to of the new grammar with the
the song. vocabulary from Lesson 1.
This listening activity checks
comprehension of the new grammar.
These activities provide speaking
practice of the new grammar and
Lesson 1 vocabulary.

1 Play the song animation. 2 Introduce children to the new 6 Play the vocabulary 7 Ask the children
No access to your iPack grammar structure and play the audio, and grammar game. to do the Activity Book
today? for children to repeat. No access to your activities.
• Play the song on the audio 3 Play the song on the audio for iPack today?
holding up the flashcards the children to listen and match the • Play a vocabulary and
from the TRP. Encourage pictures with the specified parts of the grammar game.
the children to do actions. song.
Then put the flashcards on 4 Play the song again for the children
the board in random order. to sing along, looking at the pictures.
Play the song again and ask 5 Ask the children to do the
the children to listen and speaking activity using the pictures on
point to the items as they are the previous page.
mentioned.
Tour of a unit 21

Tour of Lesson 3
• Become familiar with aspects of British culture.
• Review and practise the vocabulary and grammar
from Lessons 1 and 2 in a real life context.
• Practise integrated skills.
iPack • Review and practise reading and writing vocabulary
and grammar taught previously in the course and
related to the theme.
1–2 Further Practice
The culture film • Culture worksheet
recycles the
language from
Lessons 1 and Each unit film focuses on an aspect of British culture
2 (as well as familiar with your pupils’ experience, e.g. taking part in a
from previous carnival or visiting a wildlife park.
units) in a real Culture film
world context. All the films have been recorded in and around Oxford.

3 6 Read. Choose the correct words.
This is Holly’s ? . 7
It’s got a big ? .
bedroom door table
house mirror
Next Show Answer Reset
4 Game
8
5
This game gives children practice with
the language presented in the video.
New culture words are The children practise writing the
presented passively here. language from Lessons 1 and 2
These activities review and and previous units here.
practise language from Lessons 1
and 2, and previous units.
This activity requires children
to relate what they have learnt
to their own life.

1 Set the vocabulary gist task. Then 3 Ask the children to look at 6 Play the gap fill 7 Ask the children to
play the culture film. the photos and say what they game. complete the gap fill,
2 Play the culture film again. Ask the can see. No access to your then find and circle the
children to answer the comprehension 4 Ask the children to read and iPack today? false fact.
questions. find the mistake in each text. • Play a vocabulary 8 Ask children to do
No access to your iPack today? 5 Focus children on the final and grammar game. the creative activity and
• Point to the photos in the Class Book question. Put children in pairs to share their results
and ask children to name all the or small groups to discuss. with their partner.
things they can see. Ask them what
they think they will listen to.
22 Tour of a unit

Tour of Lesson 4
• Listen and understand the everyday language.
iPack • Act out the everyday language.
• Learn and understand the value.
1
This is an extract from the culture

Everyday language film which focuses the children on
the everyday language of the lesson.

2 6 Look at the picture. Say what you think is happening.
7
3
4
8
Value
5
The picture helps
children understand
The children practise the everyday the value of the lesson. These activities focus children
language through a controlled on demonstrating understanding
and then freer practice speaking of the value.
activity.
Focus children on the value of the
lesson, which is exemplified through
the everyday language.

1 Play the everyday language film all the 2 Point to the photos 6 Point to the pictures 7 8 Ask the children
way through. Then play it again, pausing in the Class Book and ask and ask children to to do the Activity Book
after each phrase for the children to listen children the question. identify good and bad activities.
and repeat. 3 Play the audio for the examples of the value.
No access to your iPack today? children to listen and read No access to your
• Use the photos on the Class Book page the everyday language. iPack today?
to introduce the lesson. Ask the children 4 Ask the children to use • Ask children to think
questions about the photos. Then play the picture prompts to act of good and bad
the accompanying audio while the out the Everyday language examples of the value
children listen and look at the photos. in pairs. and write them on the
• Play the audio a second time, pausing 5 Put children in pairs to board.
for the children to repeat. answer the final question.
Tour of a unit 23

Tour of Lesson 5
• Listen and understand a story with new
vocabulary and grammar.
• Review the vocabulary and grammar from
Lessons 1 and 2.
iPack • Practise saying, reading and writing the
new vocabulary.
1
The completed
game reveals the
story title to set Class Book
up the unit story.
3–4
The story Game
presents the
new vocabulary 2
and grammar.
At the end of
the animation,
there is
opportunity for
the children The Class Book story is 6 new items of
to listen and presented as a playscript vocabulary are
repeat the new Story animation so the children have the presented and practised
vocabulary. option to act it out. in this lesson.
iPack Activity Book The children

practise reading
5 and writing the
new vocabulary
The second game here.
provides further
exposure to the 6
written form and These activities
reading practice allow the children
of the new Game to remember,
vocabulary.
7 consolidate and
evaluate the unit
story.

1 Play the story title game. 3 Play the audio and 5 Play the vocabulary 6 Ask the children
2 Play the story animation. ask the children to point game. to do the story
No access to your iPack today? at the new vocabulary in No access to your comprehension check.
the pictures. iPack today? 7 Ask the children to
• Ask the children to read the story title
in their Class Books. 4 Play the story audio • Choose a flashcard evaluate the story by
for the children to listen and wordcard game. choosing and colouring
• Tell the children to listen to the story and and read. one of the numbers.
look at the pictures. Play the story audio.
Then present the new vocabulary from the
story with the flashcards.
24 Tour of a unit

Tour of Lesson 6
• Review the unit story.
Reviewing the iPack • Review the vocabulary from Lesson 5.
story provides • Listen and understand, then say the new grammar.
a recap of 1–2 • Read, then write the new grammar.
the vocabulary
Option from the Resources section of the iPack:
from the
previous lesson • Flashcards
and further Further Practice
exposure to the • Reinforcement worksheet
new grammar • Extension worksheet
working in Story animation • Story worksheet
context.
Class Book This activity focuses on the new grammar and

checks comprehension.
3
These activities provide controlled and freer

4–5 speaking practice of the new grammar with
the Lesson 5 vocabulary.
Activity Book These activities

iPack provide practice
7 of the new
grammar with
6 the vocabulary
from Lesson 5.
This game focuses

the children on the
written form and
word order of the Game
new grammar.

1 Ask the children questions about the 3 Play the audio for the 6 Play the vocabulary 7 Ask the children
story. children to do the activity. and grammar game. to do the Activity Book
2 Re-play the story animation for them to 4 Play the audio for the No access to your activities.
check their answers. children to look at the iPack today?
No access to your iPack today? pictures, listen and repeat. • Play a vocabulary and
• Ask the children questions about the story. 5 Set up the grammar game.
• Then re-play the story on the audio while communicative game
they listen and follow in their Class Books and monitor while the
to check their answers. children play.
Tour of a unit 25

Tour of Lesson 7
• Learn about different non-fiction text
types.
• Develop understanding of text features
and language.
iPack • Develop intensive reading skills.
• Practise writing a particular text type.
1 Further Practice
• Literacy worksheet
• Literacy poster
Literacy introduction This is a visual introduction which

shows the text for this lesson.

2–3 5 6
Chase the cheese!

4 Game
This game focuses children on the

language features in the text type.
There is a different non-fiction These activities provide reading
text presented in each unit. and writing practice of the text
presented in the Class Book.
The lesson develops reading
skills and exposes children to
different features of particular
text types.

1 Show the visual representation 2 Ask the children to look at 5 Play the vocabulary 6 Ask the children
of the non-fiction text. the text and answer the questions. game. to do the Activity Book
No access to your iPack today? 3 Play the audio for the children No access to your activities.
• Ask the children to look at the text to listen and read. iPack today?
on the Class Book page. Ask them 4 Ask the children to read • Choose a vocabulary
what type of text they can see the text again and answer the game.
and how they know. comprehension and critical
thinking questions orally.
26 Tour of a unit

Tour of Lesson 8
• Develop listening skills and review the
language of the unit.
• Focus on a specific area of pronunciation.
• Participate in collaborative discussions
about the unit topic.
This video presents language from
the unit in a real-world context.
iPack Class Book This activity

provides listening
1 2–3 practice through
a video blog.
4 These activities
00:02 / 05:12
provide speaking
practice as well
Video
5 as a focus on a
particular area of
pronunciation.
iPack Activity Book Find detailed

instructions for
6 Make the jigsaw. 7 playing the game
in the lesson notes.

The communicative
game reviews and
practises the core
Game language from the
unit all together.
This game encourages children to identify Working in pairs develops
particular vocabulary items as they learner independence.
complete the jigsaw.

1 Play the video blog. 2 Ask children to think about the video they 6 Play the game. 7 Set up the
No access to your have just seen and answer the questions. No access to your communicative game
iPack today? 3 Play the audio again and have children iPack today? and monitor while the
• Ask the children to complete the questions. • Ask children to look children play.
look at the pictures 4 Focus on the pronunciation area and at the photos in their
on the Class Book have children repeat as a class, in pairs and Class Book again
page and play the individually. and identify all the
audio. 5 Put children in pairs and have them do the different things they
communicative activity. can see.
Tour of a unit 27

Tour of Lesson 9
• Develop world knowledge and learn about children
in other countries.
iPack • Review all the language of the unit through reading
and writing activities.
1 What can you see? Say.
Further Practice
• Revision board games poster

Class Book
2 The text recycles language
A flat in Japan
from the whole unit in a new
context.
This activity introduces children to
a visual prompt that will focused on
further in the Class Book.
3
The writing preparation is
4 linked to the model text and
This lesson builds on the UK-based prepares children for the
Culture Lesson 3, developing productive activity in the
knowledge of the wider world. Activity Book.
iPack Activity Book Activity Book

5 6 7
The children evaluate their

Game learning experience. The activity
develops skills in learning to learn.
This activity focuses children further
on the text in the Class Book.
By writing their own blog post, the
children consolidate the language
they have learnt throughout the unit.

1 Show the visual 2 Ask the children to look at 5 Play the review game. 6 Ask the children
prompt. the photos. Have children read to No access to your iPack today? to do the unit review
No access to your answer the gist question. • Write the text from the Class reading and writing
iPack today? 3 Ask children to answer the Book page on the white board. activities.
• Ask children to look comprehension questions, either Blank out approximately ten 7 Ask the children
at the pictures in orally in pairs or in their notebooks. words and ask children to work to complete the self-
the Class Book. Ask 4 Have children look at the together to remember the evaluation progress
questions to check writing focus and complete the missing words. check.
their understanding. writing task in the Activity Book.
28 Tour of a unit

Tour of the Book Club Lesson
• Develop a love of reading stories.
• Develop reading for fluency skills.
iPack
Further Practice
• Book Club worksheets
1 What do you think the book is about?
• Book Club poster
Class Book
2
These activities
Revision story
prepare children to
read the text, give
Children will be encouraged to remember them a task to focus
what they have read in past lessons. 3 them while reading,
and a personalized
question at the end to
4 help them reflect on
what they have read.
iPack Activity Book

5 Click and match. 6
Grandpa Rosie
Clunk Alice
These activities
Ben Max 7 check general
comprehension of the
text and encourage
8 children to collaborate
Game in a communicative
activity.
This game helps children focus on what is
happening in the story.
iPack Class Book and Reader iPack Activity Book

1 Show the visual prompt. 2 Ask children to look at the picture 5 Play the game. 6 Ask children to do the
No access to your iPack and answer the questions. No access to your vocabulary review.
today? 3 Have children read the appropriate iPack today? 7 Put children in groups
• Ask children to look at the pages in their reader. Focus them on • Ask children to tell to discuss the reading
previous Book Club lesson the task as they are doing so. you what happened questions.
in their Class Book. Ask 4 When children have finished in the story in their 8 Have children work
questions to help them reading, do the creative activity that own words. individually or in pairs to
remember the plot. follows. complete the writing activity.
Tour of the Book Club Lessons 29

Tour of the Festival Lesson
There are 3 festivals: Halloween, Christmas • Listen, identify and say the festival vocabulary.
and Easter. • Read and write the new vocabulary.
• Develop awareness of British culture and traditions.
iPack • Make a festival cut-out.
Further Practice
1 What can you see? Say.
• Festivals worksheets
Class Book The children

learn cultural
information
about the
Game 2 festival.
This game presents the festival vocabulary These activities

and provides speaking practice. provide reading
3 and freer
speaking
practice of
the festival
vocabulary.
iPack Activity Book Activity Book

4 5 6
Game
This game practises the festival

vocabulary and its written form.
These fun activities practise There is also a festival cut-out
writing the vocabulary. to make.

1 Play the game. 2 Have children read 4 Play the game. 5 Ask the children to do the
No access to your iPack the text and answer the No access to your iPack Activity Book activities.
today? questions. today? 6 Make the festival cut-out.
• Draw different festival 3 Have children work in • Do a spelling quiz with Children can work individually
items on the board and pairs to discuss the question. the festival vocabulary. or in small groups.
elicit the words.
30 Tour of the Festival Lessons

Tour of the Project Lesson
iPack A visual activity Learners’ objectives

helps children • Learn about a particular topic and the
1
What can you see? Say.
understand vocabulary required to understand the topic

the topic of in depth.
the project. • Develop digital literacy and research skills.
Further Practice
• Project Poster
Game
Class Book Project Zone Website

3
2
The Class Book provides clear stages for Children go to the website to research the information
children to follow to complete their project. they need to complete the project. It contains photos,
texts, videos and amazing facts for each project.
Activity Book iPack
4 5
00:02 / 05:12
Project presentation video

These activities consolidate the stages in the
Class Book and provide space for note taking The project presentation video provides a
and a comprehension check of the website model for children to follow as they prepare
text and topic. to present their projects to the class.
iPack Class Book Project zone website Activity Book iPack

1 Ask children to look 2 Guide children 3 This can be done 4 Ask children to 5 Ask children to
at the pictures and say through the at home or in class. The do the Activity Book watch the video before
what they see. project. The Activity website can be utilised activities. they present their own
No access to your iPack Book has activities individually or in pairs. projects.
today? to support every Have children read the No access to your iPack
• Point to the pictures in stage in the Class content before they today?
the Class Book to elicit Book. continue in their Class • Model a project
the topic of the lesson. Book. presentation yourself.
Tour of the Project Lessons 31

Amazing Rapid Route
Outlined here is advice for teachers with reduced timetables and teachers
who may sometimes need to shorten lessons.
The plan below outlines the stages you should include and omits stages or
components where it is possible to achieve the objectives of the lesson with
reduced input.
Lesson 1 Vocabulary iPack: Vocabulary animation only

Class Book: All activities
Activity Book: Set activity 2 for homework
Lesson 2 Grammar and Song iPack: Song animation only

Lesson 3 Culture iPack: Culture film only

Class Book: Activities 1 & 2
Lesson 4 Everyday language and Values iPack: Everyday language film only

Class Book: Activities 1, 2 & 4
Lesson 5 Vocabulary and Story iPack: Story animation only

Lesson 6 Story and Grammar iPack: Game only

Class Book: Activities 1 & 2 only
Activity Book: Set activities 1 & 2 for homework
Lesson 7 Literacy: non-fiction Class Book: Activities 1, 2 & 3 only

Activity Book: Activity 1 only
(NOTE: This lesson could be omitted entirely if classroom hours are very limited)
Lesson 8 Communication iPack: Video blog only

Class Book: Activities 1, 2 & 3 only
Lesson 9 Communication Class Book: All activities

Activity Book: Set all activities for homework
Project If classroom hours are limited, choose one project out of the three for
children to do. Set the website research stage and the Activity Book
exercises for homework.
Book Club These lessons are optional. If classroom hours are limited, ask children
to read the text at home. Do the Class Book activities but not the
Activity Book activities.
32 Amazing Rapid Route

Amazing Assessment
The Amazing Rooftops assessment suite is a complete competences evaluation, alongside clear suggestions for
package consisting of both continuous and summative directing children’s learning when confidence issues or low
assessment components. These are supplemented by a performance have been identified.
class Gradetracker, i-Progress Check and a strong focus on
Amazing Rooftops tests
Language from the Choose Term tests provide End-of-year

core units is tested Standard tests assessment of the tests combine
along with the four or Challenge language learnt in assessment of the
skills of listening, tests according to the preceding two language learnt
speaking, reading the ability of the units. throughout the year.
and writing. children.
Amazing Rooftops i-Progress Check

• Online review activities for every two units in the Class Book and Activity
Book
• Activities that focus on vocabulary, grammar and the four skills
• Connected to a gradebook that will automatically provide you with
children’s scores
• Engaging preparation before children take the Amazing Rooftops tests
Additional evaluation resources • Comprehensive notes, transcripts and

answers
• Test audio on the iPack
• Evaluation grids for charting the process of
each child
• Portfolio and self-evaluation material for
each child
• Key Competences evaluation materials
• Gradetracker for keeping a record of
children’s progress
• Suggestions for reinforcement activities to
support children who need further practice
Amazing Assessment 33

Amazing Accessibility
Key Competences
The Key Competences describe a range of skills, knowledge, The lesson notes in this Teacher’s Guide provide information
Social and civic competences
attitudes and behaviours that will serve children for life in how the syllabus maps to the Key Competences, enabling
and learning outside the classroom. They go beyond the you to track the children’s development through the course.
Cultural awareness and expression
classroom, as they are essential for personal development, There are seven Key Competences in the Spanish education
social inclusion, active citizenship and successful system, defined as follows:
employment. Learning to learn
Linguistic competence Social and civic

Linguistic communication Social and civic competences
The children will use and develop their linguistic competence

competence in all the activities in Amazing Rooftops. Digital competence
This describes the range of social, interpersonal Cultural awareness and express
This encompasses effective communication and and intercultural skills and behaviours that equip
expression across the four skills of reading, writing, Social and civic competences
individuals
Mathematical competence and basic to participate effectively in society. The
competences
listening and speaking. inSocial and
science civic
and competences
technology
children practise this competence when they do
Learning to learn
activities that require participation, cooperation,

and
Sense of initiative respect for themselves and others, both in the
and entrepreneurship
Cultural awareness and expression Linguistic communication
classroom and in society, such as the collaborative
Learning to learn Learning to learnspeaking tasks.
Digital competence
Learning to learn
This encompasses the development of a positive Social and civic competences
attitude towards learning, both inside and outside Linguistic communication

Mathematical competence and b
of the classroom, as well as the study skills to
Cultural awareness
Linguistic communication inSocial
science and technology
and civic competences
Cultural awareness and expres
help learners do this. The children also use this
competence when they are asked to reflect on and and expression
Digital competence
Sense of initiative and entrepren

evaluate their progress, such as at the end of each Digital competence
Cultural awareness and expres
project. This encourages the creative expression of ideas, Learning to learn

Mathematical competence and basic competences
experiences and emotions in different ways; for
in science and technology
Mathematical competence and basic competences
example, through music, performance and craft.
in science and technology Learning to learn
Linguistic communication
The children also develop this competence when
Sense of initiative and entrepreneurship
they learn about the culture of English-speaking
Sense of initiative and Sense of initiative and entrepreneurship
communities and reflect on their own culture, as they Linguistic communication
Digital competence
entrepreneurship are encouraged to do throughout the whole course.
Like ‘Learning to learn’ this competence encourages Digital competence

Mathematical competence and
Social and civic competences in science and technology
a positive attitude towards problem-solving and
develops values such as perseverance and self-
esteem. The children use this competence in activities Mathematical competence
Mathematical competence and
in science
Sense and technology
of initiative and entrepre
that involve teamwork or individual initiative, and basic competences in

for example decision-making skills, cooperating
and negotiation, planning, organizing, and when
science and technology
Learning to learn
Sense of initiative and entrepre
completing the projects. This is the ability to apply mathematical, scientific and
technological thinking in order to identify questions
Linguistic communication
and solve problems. The children practise this
competence when they do tasks that require them to
interpret numbers or engage with scientific content,
Digital competence Digital competence
such as in the project lessons.
This involves the confident use of ICT and develops
the skills to use CIT safely and responsibly. The Mathematical competence and basic competences
in science and technology
children use this competence whenever they employ
digital tools, such as when they use the interactive
IWB games, when they carry out searches online or Sense of initiative and entrepreneurship
use technology to communicate in English.
34 Amazing Accessibility

Special Educational Needs in the brains might be overloaded with information which they
ELT classroom cannot process and they need a short brain break. These
children also need positive feedback on behaviour, so make
What is SEN? sure that you notice when they are behaving appropriately.
Special Educational Needs (SEN) is the term we use to Many children with SEN and behavioural difficulties only get
refer to the requirements of a child who has a difficulty noticed negatively by the teacher.
or disability which makes learning harder for them than
Tip 4: Celebrate difference and diversity
for other children their age. Note that gifted and talented
children are also considered to have special needs as they The classroom and the world would be a boring place
require specialized, more challenging materials. if everyone was the same. You can use the differences
between children to learn from and about each other.
Strengths, not just weaknesses
Tip 5: Teach in a multi-sensory way
Children make progress at different rates and vary widely
in how they learn most effectively. Although children with Children all learn in different ways. Some like to see
special needs may have difficulties in some areas, there information, some like to hear it and some like to get up,
will also be areas of strength. Recognizing and utilizing do and touch things. Children with SEN particularly need
these strengths is important to the children’s academic practice in all the senses because they find it difficult to learn
development as well as their self-esteem. Your daily contact in traditional ways. Use a multi-sensory approach to present
with these children will help you understand what works and practise information in your lessons.
best for each individual and choose the most appropriate Tip 6: Plan ways to adapt your lesson plan
techniques. You will sometimes need to adapt your lesson plans. This is
You can do it! called ‘differentiation’. Differentiation means planning and
You might be worried about trying to include children teaching to take account of all children in the class, whatever
with SEN in your class. It can feel like it requires specialist their level. The children can make progress in their learning
knowledge and extra work for you, the teacher. This does wherever they start from. All children should achieve the
not have to be the case. As a teacher you are used to dealing same main aim, but they may do this in different ways.
with different personalities and abilities in your class – you Tip 7: Work on classroom management
are probably adapting to widely differing needs from the Clear, consistent classroom management is very important for
children each day. Children with SEN are simply part of this children with SEN. They often have problems understanding
variety and challenge. In addition, the teaching techniques and following rules and instructions, so it is important to think
which help to support children with SEN are good, practical about the best way to do this. It is a good idea, for example, to
techniques which will benefit all children. give careful thought to your seating plan.
Top tips for creating an inclusive classroom Tip 8: Work cooperatively with adults and children
You do not need to be an expert on SEN to teach children Teamwork is the best approach to teaching children with
with SEN. You do need to want to work with these children SEN. It is particularly important to work with parents /
and to be prepared to learn from them. carers, as they know their child best and will often have
Tip 1: Be a role model helpful strategies to suggest. Other people who can help
Children will take their lead from their teacher. It is important you include school psychologists, counsellors, speech
to show that you respect and celebrate differences between and language therapists, occupational therapists, SEN
people. For example, if you notice some children do not organizations and charities. Try to find out what’s available in
want to work with a child, make sure you talk to those your local area and keep a list of useful contacts.
children privately about their behaviour and give praise and Tip 9: Work with children’s strengths
rewards to the children who are working well in teams. Try to find out what your child’s strengths and interests
Tip 2: See the person not the label are and include these in your teaching. Children who have
It is very important to get to know each child individually problems reading can sometimes be good at drawing and
and to not label them according to their SEN. If you have acting instead. Children who find it hard to sit still might be
children who wear glasses in your classes, you do not very good at organizing teams and roleplay. Children who
assume that they have all got the same personality. In the are struggling academically might be very kind and helpful.
same way, you should not assume every child with SEN Dyslexia: an example of SEN
is the same. Find out their interests and their strengths.
Dyslexia affects approximately 10% of the population, so
Remember also that the range of SEN is wide so take time
each classroom may have two or three children with this
to find out the level of a child’s difficulty. Do not assume,
learning difficulty. Dyslexia is a neurological condition
for example, that a visually impaired person cannot see
that causes the brain to process and interpret information
anything – they may have some sight.
differently, which makes language learning challenging. It
Tip 3: Avoid judgements of behaviour is not a sign of low intelligence or laziness, or the result of
Do not label a child as lazy or not trying. Children with SEN impaired hearing or vision.
are often trying hard and get criticized unfairly by teachers.
They might seem to be daydreaming in class but their
Amazing Accessibility 35

What problems do dyslexic children have? • Children with dyslexia do not need an entirely different
Dyslexia can manifest itself in a variety of ways, through set of materials from the rest of the class. Focus their
linguistic problems such as: attention on particular sections instead, or select from the
• slow reading speed Activity Book, or from the mixed-ability worksheets in the
Teacher’s Resource Material.
• difficulties with word recognition and spelling
• Children with dyslexia may benefit from a more structured
• a smaller range of vocabulary in the mother tongue approach to learning, with controlled oral practice, plenty
Dyslexia is also apparent in non-linguistic problems, of examples, and opportunities to plan their work. The
such as: structured approach to lessons in Amazing Rooftops and
–– a more limited memory span the models and examples on the iPack videos and the
–– difficulties with handwriting and motor skills Class Audio, for example, will support dyslexic children’s
–– difficulties with time management and organization communication skills.
of work • Allow children who need longer to process information to
–– slowness in automating new skills do what they can in class, and encourage them to finish at
These difficulties will vary in their severity or seriousness in home if possible.
different individuals, and some people will experience some, • Children with learning difficulties tend to respond well to
but not all, of these problems. extensive practice and explicit explanation. You may find
Children with dyslexia can become competent and skilled that doing language drills in class, focusing on a small set
second-language users, especially when a supportive of core vocabulary or one grammatical feature at a time,
school with a warm and positive classroom environment will be helpful. Remember that similar-sounding words
fosters their confidence. Even small steps, such as ensuring or words with a similar meaning may cause confusion, so
that a child is sitting comfortably at their desk with a well- present them separately.
positioned writing surface, can have a positive impact. • Encourage children to create mind maps or visual
representations of vocabulary in their vocabulary
English: some areas of difficulty notebooks, so they can review language regularly.
• Children with dyslexia may struggle with the spelling of
words in English since the spelling rules and conventions Mixed-ability and multiple intelligences
can appear unpredictable; specific sounds are spelt No two children in any class are the same. Children learn
in many different ways, and certain letters can be at different speeds and have different styles of learning.
pronounced differently. In every class, there will be a variety of interests, likes and
• Children with dyslexia may find it more difficult to learn dislikes. In addition, some children may have different
abstract words than concrete nouns, and may find it easier cultural backgrounds from the rest of the group. Whatever
to learn nouns than verbs and adjectives. They may find it the extent of the diversity within a class, it is important to
hard to distinguish between words with similar sounds or help all the children feel part of the group during the English
that are close in meaning. lesson.
• Speaking and listening skills seem to be affected less than
the literacy-based skills of reading and writing. Mixed-ability
• Questions which require open-ended answers and Naturally, in classes where there is a wide range of abilities,
pronunciation activities may be difficult for children with there will be times when children’s needs will be different.
dyslexia or other special educational needs. Some children will require extra support for even the basics
and others will require reinforcement of what they have
• Children with dyslexia may struggle with the organization
learnt, while the most able will benefit from extension and
of their work and their classroom equipment, and this
further practice. In a mixed-ability class, it is very important
may impact on their learning.
that everyone can take part in activities, whatever their ability,
Simple tips for helping a dyslexic child which can present a challenge for the teacher. This is why
• Children with dyslexia learn better if vocabulary is taught Amazing Rooftops is carefully designed to offer graded and
in context, or anchored to an image. The anchoring of structured activities to support all children’s language learning.
language in the real-world context in Amazing Rooftops Amazing Rooftops caters for mixed-ability children in a
will help with this. number of different ways:
• Children with dyslexia often engage well with electronic • The iPack, with its wealth of visual support, allows children
or interactive devices, so the iPack games will help them to benefit from the many non-linguistic aspects of the
with learning and reviewing vocabulary at their own pace. video presentations. Practically, it also provides one clear
• Multi-sensory and multi-channel formats, such as the focus in the classroom, allowing the class to work together
animations, games and videos on the iPack and reading but at a different pace.
with audio in the Class Book, are well suited to children • The receptive nature of many of the iPack games at this
with dyslexia. level means that they allow even children with the lowest
• Give children short instructions, perhaps one step level of English to participate without feeling under
at a time. Set realistic targets, so they gain a sense of pressure, because everyone joins in.
accomplishment.
36 Amazing Accessibility

• Systematic revision of all core language has been carefully • Bodily-kinaesthetic: Being good with physical skills,
built into the course, with continual revision opportunities sports, activities and tangible objects, dance, mime and
provided within each unit, as well as opportunities for the acting
recycling of language from previous units. For example, • Interpersonal: Being good with other people; being
the Culture and Literacy lessons regularly reinforce good at communication and social skills
previously presented vocabulary and structures in a • Intrapersonal: Being reflective and insightful about your
new context, and the songs offer the chance for fun and own psychology and internal life; being intuitive and self-
meaningful revision of the unit vocabulary. confident
• The high frequency of collaborative tasks throughout the • Naturalistic: Being good at recognizing and
Class Book and Activity Book encourages cooperation understanding aspects of the natural world around us,
amongst children: if you put a stronger child with a less e.g. animals, birds, plants
able child, he / she can support this child. The child who
In the context of the ELT primary classroom, this clearly
needs more support also feels less under pressure in this
acknowledges that every child has different kinds of mental
way. Similarly in group games and activities, every child
abilities, and responds in their own way to different stimuli.
can feel supported by the group and can participate as
As teachers, we know that children each have their own
much as he / she is able.
natural talents and multiple ways of learning. For example,
• The Activity Book provides practice of the language some children may respond well to artistic or musical
introduced in the Class Book. Moreover, it contains activities, such as painting or singing, while others may be
slightly higher-level reading and writing tasks than those more engaged when movement or logic are involved, such
presented in the Class Book. There is also a special Extra as during dancing activities or number games.
feature at the bottom of the Activity Book pages, which
It follows, then, that in order to keep our children engaged
suggests a further activity to allow for extension of the
and involved during language learning, we need to include
lesson content.
a variety of tasks that activate different intelligences.
• The Teacher’s Resource Material offers mixed-ability Although we cannot teach directly to each individual child
worksheets at extension and reinforcement level, which in our classes all the time, we can provide opportunities for
can be used when required with the children who diversity. When we allow for this diverse range of language
need them. The reinforcement activities can be used to activities that match our children’s intelligence strengths, we
consolidate learning, while the extension activities allow multiply the opportunities for a ‘hook’ through which English
more able children to expand on what they have learnt. can be acquired.
Children should be grouped together with others of a
Amazing Rooftops provides the perfect combination of
similar ability to work on worksheets that suit their level.
modern digital content and print materials. All the lessons
• Also in the Teacher’s Resource Material are two levels of are staged across the three core components, with each
each of the unit and term tests: ‘Standard’, which matches component providing a diverse range of language activities
the reading and writing development of the Class Book, that stimulate different intelligences.
and ‘Challenge’, which follows the approach in the Activity
For example, a standard lesson might include a warm-up
Book and tests more reading and writing. This allows all
matching game (verbal-linguistic and bodily-kinaesthetic),
children to participate in testing to the best of their ability.
an animation on the iPack (visual-spatial), singing a song,
Multiple intelligences (musical-rhythmic), followed by a question-and-answer
pairwork task based on a picture (interpersonal and logical-
The theory of multiple intelligences, as first developed
mathematical). In this way, the inherent diversity of the
by American psychologist Howard Gardner, views
classroom is purposefully catered for in each lesson.
intelligence as being multi-dimensional. Instead of thinking
of intelligence as something connected to cognitive or
academic skills that you have more or less of, Gardner
believes that it is more useful to think of humans as having
a range of eight different ‘intelligences’, and that we all have
these intelligences in different strengths and combinations.
These eight intelligences are:
• Verbal-linguistic: Being good with words and language,
reading and writing
• Logical-mathematical: Being good with numbers,
Maths, logical processes, patterns, relationships between
things and abstract concepts
• Visual-spatial: Being good with pictures, diagrams, maps
and visual representations
• Musical-rhythmic: Being good with music, noticing
sounds and recognizing tunes
Amazing Accessibility 37

Oxford Dictionaries
The most trusted dictionaries for learners of English
Oxford Children’s Picture Dictionary

Bilingual English-Spanish
helicoppter sunnyy
snow
helicóptero soleado nieve
snowball
bola de nieve
p rt
airpo
ice snowman
aeropuerto hot hielo muñeco de nieve
A first dictionary for young learners, this

caluroso cold
frío snowing
nevando
beautifully illustrated topic-based dictionary

station
estación
rainbow rain
train
contains over 850 words and 40 topics.

arco iri∫ lluvia
tren dryy
seco wet
lluvioso rainingg
cloud lloviendo
ffogg
Plus, songs help students remember new

van nube
furgoneta niebla wind
g
ppassenger∫ driver viento
pasajero∫ bu∫ storm
conductor tormenta
autobú∫ c
vocabulary by making learning enjoyable. bu∫ stopp

parada de
autobú∫
… What’s the weathe
cloudyy
nublado ffoggy
ggy
cubierto por la
niebla windyy
ventoso
people are r like? It’s …
How many
…
say. Find a at the statio
n?
Point and
train stop?
long silver at the bus
big red bus on the bus?
taxi
bike little black
new yellow 66 Unit 10 Weathe
r and Time
15:58
28/09/2016
4433129 OCPD
English-Spanis
h.indb 66
Town
36 Unit 6 My
28/09/2016
36 16:00
anish.indb
OCPD English-Sp
4433129
Quinta edición
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38
01_AR2e_TG3_Prelims 01–38.indd 38 10/01/2019 10:43

4 At the Library
Lesson 1: Vocabulary It’s about a queen. It’s about a spy.
It’s about a footballer. It’s about a wizard.
Language It’s about a king. It’s about a prince.
Core: an explorer, a footballer, a king, a prince, a princess, ANSWERS
a queen, a spy, a wizard It’s about an explorer. 5 It’s about a princess. 8
Revised: It’s about a queen. It’s about a queen. 7 It’s about a spy. 6
It’s about a footballer. 2 It’s about a wizard. 1
It’s about a king. 3 It’s about a prince. 4
Starting the lesson
• Play a game of Secret talent (see Ideas Bank) to revise verbs 3 Collaborate Listen and repeat. e 52 Play a memory
that the children are already familiar with for example, game.
read, draw, talk, play, write. • Play the dialogue for the children to listen and repeat.
• In L1, ask if they like going to the library. How often do you • Explain that the girl and boy in Activity 2 are playing a
go? What types of books do they like reading? memory game about the books in the library.
• Tell the children to look at the picture for 30 seconds and
iPack then close their books. Say The Rainbow. What’s it about?
(A princess.)
Vocabulary presentation: vocabulary animation. • Ask the children to work in pairs. They take turns to have
• Play the vocabulary animation for the children to watch their books open and closed for their partner to say a
and listen. book title and their partner to say the character.
Transcript 4 Communicate Think of a book you like. Which

Dylan There’s Cory. He’s writing a story! characters has it got? Which characters
Cory Hello! hasn’t it got?
Ruby Hello! There are lots of books. • Say the name of a story, for example Cinderella, and ask
Cory This is my favourite book. It’s about a wizard. which characters are in the book and which aren’t.
Ruby Look! This book is about a spy. • Ask a few children what their favourite book is and what
Dylan And this book is about an explorer. characters are in the story.
Ruby I like books about kings and queens.
• In pairs, the children ask and answer and point at the
Cory This book is about a king and a queen.
characters on the book covers as they answer.
Cory It’s about a princess … and a prince too.
Ruby Great! Thank you, Cory!
Dylan I like books about sport.
iPack
Cory This book is about a footballer. Vocabulary practice: game 2
Dylan Fantastic! Thanks!
See instructions for Pairs (see iPack games notes).
Cory Enjoy your books!
Dylan and Ruby Thank you!
Cory A wizard, a spy, an explorer, a king, a queen, a princess, Activity Book page 33
a prince, a footballer 1 Match.
Vocabulary practice: game 1 • The children match the characters to the pictures.
• See instructions for Wait for it! (See Ideas Bank.) ANSWERS
Top row from left to right: a queen, a king, an
Class Book page 38 explorer, a spy
Bottom row from left to right: a princess, a wizard, a
1 Communicate Have you got a library in your city or prince, a footballer
town? Tell your partner.
• Ask a few children before they ask and answer in pairs. 2 Complete the crossword.
• The children look at the pictures and write the characters
2 Listen, point and repeat. e 51 in the crossword.
• Ask Where are the people? (In a library.) What are they ANSWERS
doing? (Looking at books.) 1 spy 2 king 3 princess 4 explorer 5 wizard
• Play the audio for the children to listen and point to the 6 prince 7 footballer 8 queen
correct book cover.
• Play the audio again for the children to repeat. Finishing the lesson
• Use the vocabulary animation to play Freeze frame (see
Transcript Ideas Bank).
It’s about an explorer. It’s about a princess.
Unit 4 39

Lesson 2: Grammar and Song • Play the audio for the children to listen and follow the
route on the character flow chart. They write the numbers
Language of the books next to the children’s names.
Core: Is there an explorer? Yes, there is. / No, there isn’t. Transcript
Revised: bat, cat, pumpkin; There’s a wizard. Woman Is there an explorer in your story, Sam? Sam Yes,
there is.
Starting the lesson Woman Is there a prince? Sam Yes, there is.
Woman Thanks, Sam.
• Play Missing card with set 1 of the character flashcards (see Woman Is there an explorer in your story, Hayley?
Ideas Bank). Hayley No, there isn’t.
Woman Is there a queen? Hayley Yes, there is.
iPack Woman Is there a footballer? Hayley Yes, there is.
Woman OK. Thanks, Hayley.
Grammar presentation Woman Is there king in your story, Tom? Tom Yes, there is.
• Show children the visual representation of the grammar Woman Is there a wizard? Tom No, there isn’t.
point and practise the dialogue. Woman Thank you, Tom.
Woman Is there a queen in your story, Ravi? Ravi
Grammar presentation and vocabulary No, there isn’t.
consolidation: song animation. Woman Is there a king? Ravi Yes, there is.
Woman Is there a wizard? Ravi Yes, there is.
• For transcript see Class Book page 39. Woman Thanks, Ravi.
Woman Is there a king in your story, Milena? Milena No,
Class Book page 39 there isn’t.
Woman Is there an explorer? Milena Yes, there is.
1 Listen and repeat. e 53 Woman Is there a prince? Milena No, there isn’t.
• Play the dialogue for the children to listen and repeat. Woman Thank you, Milena.
Woman Is there a king in your story, Kay? Kay No, there isn’t.
2 Listen and look. e 54 Which story isn’t in the Woman Is there a queen? Kay Yes, there is.
song? Woman Is there a footballer? Kay No, there isn’t. There’s a
• Focus the children’s attention on the pictures and ask princess.
what they can see. Woman OK. Thanks, Kay.
• Play The Story song for the children to look at the pictures ANSWERS
and tick the picture that isn’t mentioned in the song. Sam: 5 Hayley: 3 Tom: 1 Ravi: 2 Milena: 6 Kay: 4
ANSWERS
KEY COMPETENCES: Mathematical competence
Picture: The Secret
and basic competences in science and
3 Listen and sing along. e 54 technology
• Play The Story song for the children to sing along. Explain that there are many different ways of presenting
and finding information. In Activity 1, the children follow a
• Divide the class into four groups and assign each group a simple flow chart. Ask the children if they have ever used a
verse and one group the chorus. chart like this before.
• Give the groups a few minutes to practise their part.
• Play the song again for the groups to sing their parts. 2 Look and answer Yes, there is or No, there isn’t.
• Change the parts and play the song a final time for the • On the board write Is there a spy? Yes, there is. Ask the
children to sing along. children to point at the spy in the picture.
4 Collaborate Work in pairs. Choose a book on page 38. • The children look at the picture and answer the questions.
Play a guessing game. ANSWERS
• Say the exchange for the children to repeat. 1 Yes, there is.
• Focus the children’s attention on the picture on page 38. 2 No, there isn’t.
Tell the class you are thinking of one of the characters and 3 Yes, there is.
they have to ask you questions to find out who. 4 No, there isn’t.
• Divide the class into pairs to play the game. 3 Communicate Write more questions about the
picture. Swap books and answer.
iPack • The children write four questions about the picture.
Grammar practice: game • In pairs, the children swap books and write the answers.
• See instructions for Chase the cheese! (see iPack games Finishing the lesson
notes.)
• Play What is it? (See Ideas Bank.)
Activity Book page 34 Further practice
Unit 4 Reinforcement worksheet 1; Unit 4 Extension worksheet 1
1 Listen and follow. e 55 Write the numbers.
• Focus the children’s attention on the pictures.
40 Unit 4

Lesson 3: Culture us about it. It’s a story from India. There’s a prince and a
princess on the cover. It looks good. Grace wants to read it
at home. Here’s mum. We’re taking out our books, CDs and
At the library DVDs now. And then it’s time to go home! Bye!
Language Class Book page 40

Core: author, character, cover, title
Revised: book, comic, computer, desk, library; I’m reading. 1 Look at the photos. What can you see?
She’s talking. Grace has got a DVD. • Ask the children to tell you what they see in the photos,
for example, a book, a DVD, children working on the
computer.
Starting the lesson e 54
• Play The Story song from Lesson 2 again for the children to 2 Read and match the photos and the texts. Say
sing along. the letter and the number.
• Ask the children to read the description and match them
iPack to the pictures.
Culture presentation: film (1st viewing). ANSWERS
• Tell the children that they are going to watch a film about 1 f 2 b 3 d 4 e 5 a 6 c
going to the library. Ask the children to make suggestions 3 Think What can you do at a library in your city or
of what might be in the film. Compile a short list on the
town?
board. For example, books, computers, DVDs, CDs.
• Play the film for the children to watch. Ask How many KEY COMPETENCES: Learning to learn
of the things did you see? Stop the film before the Explain to the children that they are responsible for their
comprehension task. own learning outside school and reading plays a big part
in this. It not only helps with spelling and writing, it also
Culture presentation: film (2nd viewing).
feeds our imagination and teaches us about the world.
• Play the film again. Do the comprehension task at the end
of the film.
iPack
Transcript
This is our library. I love it because I love reading books! Language practice: game
My name’s Oli. Today I’m here with my mum and my friend • See instructions for Gap fill (see iPack games notes).
Grace. They like the library too. The librarian is called Mrs
Williams. She’s very nice! These are our books from last week. Activity Book page 35
We’re returning them. Mrs Williams is helping. We want some
new books! 1 What’s Oli saying? Complete. Then read again
Mrs Williams is helping someone else now. She’s talking on and circle one false fact.
the phone. There are lots of books for children at the library.
ANSWERS
They’ve got
1 books 2 comics 3 wizard 4 princess 5 witch
comics too. Fantastic!
6 chairs 7 desks 8 computers
Librarian Hello again, Oli.
False fact: My favourite book is Winnie the Witch. (My
Oli Hello Mrs Williams.
favourite book is Lost in the Jurassic.)
Librarian What’s your favourite book?
Oli Lost in the Jurassic by Rex Stone. 2 Be creative Draw an amazing library. Write.
Librarian Oh yes, that’s great.
• Ask the class to what they think an amazing library would
Librarian Who’s your favourite character?
look like and what would be in it. Write their ideas on the
Oli Tom Clay.
board.
There are DVDs in the library as well. Grace has got a Winnie
the Witch DVD. She’s got a book too. She loves Winnie the • The children, using the suggestions on the board and
Witch! Her favourite character is Wilbur the cat. They’ve got their own ideas draw their amazing library and then write
computers at the library. You can do your homework at the sentences.
computers. Our History homework is • In pairs, the children show each other their pictures and
about castles. We’re using the internet to find out about talk about what their amazing library.
castles. The internet has lots of information. Mum loves
Finishing the lesson
reading. She borrows books every week! The title of this
book is the Serengeti Story. The author is • Play Comparing (see Ideas Bank) using the culture film.
Anthony Sinclair. You can borrow music CDs from the library. Further practice
Mum likes listening to music. She borrows two CDs Unit 4 Culture worksheet
every week.
We’re looking at some books of stories from other countries
now. This one is called Rama’s Journey. Mrs Williams is telling
Unit 4 41

Lesson 4: Everyday language and 5 Communicate Think of a famous book. Who’s your
class’s favourite character?
Values • Divide the class into groups of four and tell them to
choose a famous book.
Language
Core: What’s your favourite (DVD)? Who’s your favourite
• The children stand up, mingle and ask each other which
their favourite character is in the book their group chose.
character? Is there a (witch)?
• On the board write Our favourite book is (Little Red Riding
Hood). The class’s favourite character is (The wolf ).
Starting the lesson
• The children go back to their groups and tally their
• Put the flashcards on the board. Describe a character from answers and report back using the model sentence on
a book, using one of the words. For example: He’s a boy the board.
wizard. (Harry Potter!) Invite children to do the same.
KEY COMPETENCES: Social and civic competence
iPack By sharing their favourite books and characters, the
children express their own opinions and develop critical
Everyday language presentation: film
thinking skills. You could expand the topic by discussing
• Play the everyday language clip. Ask What’s Oli’s favourite books and characters in L1, for example, What do you like
book about? (Dinosaurs) Who’s his favourite character? (Tom about these characters? What do you think makes a story
Clay.) good? Why are some characters more popular in books
• Play it again and pause after each phrase for the children than others?
to repeat.
Transcript Activity Book page 36

For transcript see Lesson 4.
1 Order the words and write questions. Write
Class Book page 41 another question.
• Focus the children’s’ attention on the pictures and elicit
1 Look at the photos. Who’s Oli talking to? the stories and characters.
• Ask the children What’s the librarian’s name? (Mrs Williams.) • On the board write your / DVD / What’s / favourite / ? Ask a
child to come to the board and write the question in the
2 Listen and repeat. e 56
correct order.
• Play the audio for the children to listen and follow the • In pairs, children order the other questions and write
dialogue in their Class Books.
one more.
• Play the audio again for the children to repeat.
2 Answer the questions for you. Ask two
iPack classmates and write their answers.
• Remind the children of the lesson value about the
Our Values presentation importance of asking friends about their interests.
• Show children the photo presentation of the value and • Individually the children write the answers for themselves.
discuss with the class.
• Divide the class into pairs. Ask the children to think of
other questions they could ask about someone’s favourite
Class Book page 41 DVD for example What’s it about? Why do you like it?
3 Think Answer Dylan’s question. • The pupils take turns to ask and answer the questions in
• Ask the Our Values question to a few children. Ask Why is the survey.
it important to ask friends about their interests? How do you • Change pairs and repeat the activity.
feel when a friend asks you about their interests? • As a class, ask the children to share the information about
the books and DVD they’ve enjoyed and which ones they
4 Collaborate Look. Choose a book and character. Talk would recommend to the class. Ask Which books that you
to your partner. have heard about in this lesson would you like to read?
• Ask the class for the names of books that everyone knows • Ask the children to make a note of the books or DVDs they
well. Write the titles on the board. Ask what characters are like the sound of so they can find them in the library.
in some of the books.
• Ask a few children about their favourite books and 3 Think Read and tick f.
characters. • The children evaluate and tick what they can do.
• Focus the children’s attention on the books and characters • Ask children if they tick all of them or if they would like to
in the box and ask which books and characters they know. review anything.
• Divide the class into pairs. The children take turns to ask
and answer about their favourite books and characters. Finishing the lesson
• Ask a few pairs if they chose the same book. • Play the mingling version of the Same and different using
the language from the unit (see Ideas Bank).
42 Unit 4

Lesson 5: Vocabulary and Story iPack
Language Vocabulary practice: game 2
Core: good-looking, old, short, strong, tall, young See instructions for Jumbled words (see iPack games notes).
Revised: frog, river; He’s tall. He’s got dark hair.
Activity Book page 37
Starting the lesson 1 Number the words. Then look and write.
• Play a game of Lip reading (see Ideas Bank) with the Unit 4 • Focus the children’s attention on the pictures and say a
story character flashcards. number for the children to say the word.
• The children number the words.
iPack • The children follow the lines from the characters and
complete the sentences.
Story introduction: game 1
• See instructions for Don’t pop the balloon! (see iPack games ANSWERS
notes.) 1 He’s tall. 2 He’s strong. 3 He’s short. 4 She’s
old. 5 She’s good-looking. 6 She’s young.
Story review and grammar presentation: story
animation 2 Read the story again. Circle True or False.
• Tell the children that they are going to watch a story • Tell the children to read the sentences and see if they
animation. At the end ask Who is the purple frog? (The know if any of them are true or false before they read the
prince.) story again.
• Play the story again and ask the children to repeat the • The children read the story to check and answer the ones
vocabulary presented at the end of the animation. they didn’t know.
• Ask the children to correct the false sentences.
Transcript • Divide the class into groups of four and tell them are
See pages Class Book pages 42 and 43. going to write a new end of the story to replace frame ten.
• Tell them to think about what happens when the sisters
Class Book page 42–43 find out Cinderella has found the prince and they are
friends.
1 Communicate Do you like writing stories?
• Tell them to draw the frame and write a short dialogue.
• Ask a few children before they ask and answer in pairs.
• The groups take turns to share their ending with the class.
2 Listen and point to a–f in the pictures. e 57 ANSWERS
Listen again and repeat. 1 False 2 True 3 False 4 True 5 True 6 True
• Focus the children’s attention on the story frames. Ask
what they can see in each one. 3 Think How do you rate the story? Colour.
• Play the audio for the children to listen to the words and • Ask the children what they thought of the story and why.
point to pictures a to f in the frames . • The children colour the number that represents best what
• Play the audio again for children to repeat. they think about the story.
Transcript KEY COMPETENCES: Cultural awareness and

good-looking old short strong tall young expression
ANSWERS Gender stereotypes are common in children’s literature.
a young b old c tall d short Classic children’s books, like Cinderella, frequently portray
e good-looking f strong boys and girls in terms of specific socially defined gender
norms. You could have a discussion in L1 about the
3 Listen and read. e 58 gender stereotypes in Cinderella, for example strong men
• Play the audio for the children to listen and follow the and weak and ugly women. Explain that it’s important to
story in their Class Books. focus on individual identities rather than definitions of
• Ask the following comprehension questions: 1 Where what and how a boy or girl “should” be.
are the children? (At the Rooftops library.) 2 True or false?
Cory reads his story. (True.) 3 Is the prince old and short? Finishing the lesson
(No.) 4 Do the sisters like frogs? (No.) 5 Who helps the frog? • Divide the class into groups of four and tell them to change
(Cinderella) 6 True or false? The frog kisses Cinderella. (True.) the gender of the characters in the story, for example the
7 Do the children like Cory’s story? (Yes.) prince is a princess and the sisters are brothers.
4 Think What’s your favourite part of the story? • Ask the children how and if the story changes when they
change the gender.
• Ask the children to read the story to themselves one more
time and think about their favourite part. Further practice
• Ask a few children to tell you which part they like and why. Unit 4 Story worksheet
Unit 4 43

Lesson 6: Story and Grammar 3 Communicate Work in pairs. Choose a character from
a famous book or comic. Ask and answer.
Language • Remind the children of the books and characters they
Core: Is he / she young? Yes, he / she is. No, he / she isn’t. thought of in Lesson 4, Activity 4.
• In pairs, the children take turns to think of a famous
Starting the lesson character. Their partner asks questions to guess the
character.
• Play Draw (see Ideas Bank) using the vocabulary from
Lesson 5.
iPack
iPack Grammar practice: game
Story review and grammar presentation: story See instructions for Word clouds (see iPack games notes).
animation.
• Ask the children what they remember about the story Activity Book page 38
from the previous lesson. Ask Is there a storyteller? Who is in 1 Read, look and write the names.
Cory’s story? Where is the prince?
• Focus the children’s attention on the four pictures and ask
• Play the animation again for the children to see how well them to describe them.
they remembered.
• Read out the first question and answer and ask which
character it is. The children write the name.
Class Book page 44
• The children read the questions and answers and write
1 Listen and say which picture. e 59 Then read the names.
and choose the correct answers. ANSWERS
• Point to the different characters in the pictures and ask the 1 Hugo 2 Patsy 3 Ivan 4 Delia 5 Ziggy
children who they are and what kind of stories they are in.
• Tell the children that they are going to hear Ruby, Cory 2 Choose a character from Activity 1. Read, circle
and Dylan talking about the characters. They must listen and answer.
and say a, b, c or d. • Put one of the character flashcards from the unit on the
• Play the audio for the children to listen. Pause after each board. Write Is he / she tall? Ask a child to circle the correct
exchange for the children to respond a, b, c or d. pronoun and answer the question.
• The children then read the questions and answers and • The children choose a character and circle and answer the
point to the correct person. questions for their character.
• The children swap books with their partner for their
Transcript partner to guess which character they chose.
Ruby Is she old? Cory No, she isn’t. She’s young.
ANSWERS
Dylan Is he tall? Cory No, he isn’t. He’s short.
Children’s own answers.
Ruby Is she old? Cory Yes, she is.
Dylan Is he good-looking? Cory Yes, he is. 3 Communicate Draw a character from a famous book
Ruby Is she good-looking? Cory Yes, she is. and write questions. Swap books and answer.
ANSWERS • The children choose their favourite character from a book
c b a d c and draw a picture.
a No, she isn’t b Yes, he is • The children write questions about their character using
the questions in Activity 1 as a model.
2 Collaborate Look, listen and repeat. e 60 Play a
guessing game. • The children swap books with their partner, read the
questions and write the short answers.
• Play the audio for the children to listen and repeat
the dialogue. Finishing the lesson
• Focus the children’s attention on the numbered characters • Give each child a piece of plain paper. Put children with a
and ask a few questions for example, Number 1. Is he old? partner from the other side of the room.
• Ask the children to work in pairs and play the game. The • Tell them they are going to draw their partner’s character
first child chooses one of the characters without telling without looking at him / her.
the other child who it is. The second child tries to guess • Children take turns to ask questions about their partner’s
which picture it is by asking questions Is he / she young character, for example, Has he got straight hair? Is he good-
/ old? The first child answers. The second child gradually looking? They draw the details on their picture.
eliminates the incorrect character and tells the first child
which character they think it is. When they guess correctly, Further practice
the children swap roles and the second child starts Unit 4 Reinforcement worksheet 2, Unit 4 Extension worksheet 2
the game.
44 Unit 4

Lesson 7: Literacy: non-fiction iPack
Language Review: game
Core: clever, detective, funny, illustrator, series • See instructions for Chase the cheese! (See iPack games
notes.)
Revised: story characters

Starting the lesson
• Brainstorm famous characters from children’s books. 1 Look at the interview again and write the
• Tell the children to imagine they are going to interview numbers.
one of the characters and elicit questions they could ask • Ask the children to look at the interview again on page 45
in the interview. of the Class Book. Ask the children to point to the answers
in the interview.
iPack • Focus the pupils’ attention on the picture in the Activity
Book on page 39. Ask the children which number is an
Presentation answer and which letter it matches to (a 4).
• Introduce the text type to the children ahead of the • The children match the rest of the features.
lesson.
ANSWERS
a 4 b 5 c 1 d 3 e 2
Class Book page 45
1 Think Communicate Look and answer. Where can you 2 Think Tick f your favourite story and character in
see an interview like this? the Rooftops series.
• Focus the children’s attention on the pictures and ask • Ask the children to look back at the stories in the last four
units and choose their favourite story and character.
what they can see and if they would like to read any of the
books. • The children tick the title and character they like.
• Ask where you would see this kind of interview. KEY COMPETENCES: Social and civic competence
• Ask if anyone has ever read an interview like this. In this activity, the children are asked to react to the stories
2 Read and listen. e 61 How many questions and from Amazing Rooftops and say which story they enjoyed.
answers are there? Talking about what we have read is a very natural way to
respond to stories.
• Play the audio for the children to listen and read the
interview.
• Ask How many questions are there? (Five.) 3 Be creative Look at Activity 2. Complete the
interview with your partner.
• Ask a few comprehension questions for example What’s
Henry’s favourite book? (Detective Doris and the Diamond • The children answer the interview questions.
Thief.) Why is Einstein Henry’s favourite character? (Because • Divide the class into pairs and tell them to take turns to
he’s clever.) Why is Detective Doris’ coat blue? (Because it’s interview their partner.
Henry’s favourite colour.) • Ask if any of the pairs chose the same favourite story.
3 Read again. Say True or False. Finishing the lesson

• Ask the children to look at the sentences and see if they • Put the Unit 4 story character flashcards in a horizontal
know if they are true or false. line across the bottom of the board.
• The children read the interview again to check their • Ask the children to vote on which character type is their
answers. favourite. Count and make a note of the answers.
• In pairs, the children look at the false sentences and • Use the flashcards as your horizontal axis. Draw a vertical
correct them. axis, going up to the number of the highest vote.
ANSWERS • Invite different children to come to the front of the class
1 T 2 F 3 T 4 T 5 F 6 T and draw the bar for each character type.
Further practice
4 Think Communicate Answer in groups. What book or
Unit 4 Literacy worksheet; Literacy Poster
comic has got your favourite illustrations? Why?
• If you have access to some children’s books and comics
with different styles of illustrations show them to the class
and ask which they like and why.
• Divide the class into groups of four to tell each other
about their favourite illustration and why they like them.
Unit 4 45

Lesson 8: Communication ANSWERS
1 Pippi Longstocking 2 Nasreddin 3 Nasreddin
Language 4 Baba Yaga 5 Pippi Longstocking
Core: donkey, festival, funny KEY COMPETENCES: Cultural awareness and
Revised: Characters and descriptive adjectives; Is there a expression
wizard? Yes there is. Is he / she short? Yes, he / she is. No he /
Children are learning about stories and characters from
she isn’t.
other cultures. You could have a discussion in L1 about
the different characters and how they are similar or
Starting the lesson different to characters in their culture.
• Play Descriptions (see Ideas Bank). Use famous characters
from stories. 3 Listen and follow. e 63 Listen again and repeat.
• Focus the children’s attention on the words and explain
iPack that the plural s is pronounced differently depending on
the noun.
Video diary: photos
• Tell the children they are going to watch Sophia’s video • Play the audio for children to listen and follow.
diary. Ask them to watch and tell you what it’s about. • Play the audio again, pausing after each word for the
children to repeat. Encourage the children to over
• Play the film for the children to watch. Ask what the vlog is
emphasize the plural s.
about (traditional stories in different countries).
• In pairs, the children take turns saying the words.
Transcript
Sophia Hello! Today I’m talking about popular stories in 4 Communicate Think about characters you like in
different countries. In Sweden, people like books about a books. Tell your partner.
character called Pippi Longstocking. The author of the books • Read out the speech bubble for the children to repeat.
is Astrid Lindgren. Pippi Longstocking is a young girl. She’s • In pairs, the children take turns to ask and answer about
got red hair and she wears different socks! Pippi has got characters they like. Remind them to pay attention to the
two pets: a monkey and a horse. She’s very strong! There plural s.
are lots of books about Pippi Longstocking … and you can
see plays about her at the theatre, too. In Turkey, people like iPack
traditional stories about a man called Nasreddin Hodja. He’s
got a long, white beard. He’s clever and funny. You can see Language practice: game
different statues of Nasreddin Hodja and his donkey. He’s • See instructions for Jigsaw (see iPack games notes).
very popular. There is a Nasreddin Hodja festival in Turkey in
July. This man is wearing Nasreddin Hodja fancy dress. He’s Activity Book page 40
wearing a long scarf and big, red trousers. In Russia people
like traditional stories about a character called Baba Yaga. 1 Listen and repeat. e 64
She’s old and she isn’t very good-looking! There are lots of • Explain that the children are going to play a game using
stories about Baba Yaga! Her house has got legs and it can the exchanges.
walk! Baby Yaga is very popular in Russia. You can buy Baby • Play the audio for the children to repeat.
Yaga dolls in the market.
• Ask the children for other questions they could ask for
example Is the person a boy or a girl? Is he / she young?
Class Book page 46
2 Communicate Collaborate Play the game in pairs. Choose
1 Remember the video. Look at the photos. Say a book. Ask, answer and guess.
which countries the characters are from.
• Focus the children’s attention on the pictures and ask
• Focus the children’s attention on the photos. Ask what them what characters they can see.
they can see and which countries they think the stories
are from.
• Divide the class into pairs and assign them A and B.
• Tell child A to choose a book and (using a pencil) tick the
2 Listen and say Pippi Longstocking, Nasreddin book cover without showing child B.
Hodja or Baba Yaga. e 62 • Child B asks questions to find out which book child A has
• Tell the children they are going to hear Sophia talking chosen. They use the dialogue in the Class Book as a model.
about the characters in the pictures. Tell them to look at the • Children swap roles and play the game again.
photos again and ask what they think the stories are about.
• Play the audio again for the children to say the names. Finishing the lesson
• Ask different children to read out a sentence for the rest of • Ask the children to design their own book cover. They
the class to check their answers. draw a picture and write the title. The children show their
book cover to a friend and tell them about it. For example,
• Play the audio again if there are different answers.
This is ‘Princess in the team’. It’s about a princess footballer.
Transcript
See iPack transcript.
46 Unit 4

Lesson 9: Communication Activity Book page 41
Language 1 Look, read and underline the sentences you can
Core: bee, clever, jungle, spider; I like the story because it’s join with because. Write the sentences.
funny. • Focus the children’s attention on the photo and ask them
Revised: story characters and descriptions to describe what they see. Encourage them to use full
sentences.
• Review the uses of because from the Class Book.
Starting the lesson
• Divide the class into pairs to work together to find the
• Play a game of Word jumble (see Ideas Bank). sentences they can join and then write the sentences with
because.
iPack • Ask different children to write their answers on the board
Photo discussion as a class check.
• Review the photo and picture on the screen with the ANSWERS
children before the lesson. I like this story because it’s very funny. My favourite
character is Turtle because he’s clever.
Class Book page 47
2 Think Think of a traditional story from your
1 Think
Look at the photo and picture. Where is the country. Copy and complete the concept map.
girl? Who is the character? Guess. • Ask a few children what traditional stories they have in
• Focus the children’s attention on the photo and picture their country.
and ask them what they can see and what they think the • Copy the concept map onto the board. Choose a book
text is about. that all the children know and as a class complete the
concept map for the children to use an example.
2 Read and check your ideas.
• Tell them to complete the concept map. Remind them to
• The children read the text to check their answers to the look back through Unit 4 and use their picture dictionary
question in Activity 1. to help them.
ANSWERS
A Jamaican girl’s favourite story and character. 3 Be creative Look at your notes from Activity 2. Draw
and write.
KEY COMPETENCES: Learning to learn • Tell the children to draw the front cover, character or
Looking at the pictures and predicting what a text is event from their story.
about gives the children a reason to read to develop a • The children then complete the sentences to describe
positive attitude to their learning and motivating them to their story. Tell them to choose because where they can to
engage with the text. join sentences or give reasons. They look back at Lesson 9
in their Class Book to check.
3 Read again and say True or False.
KEY COMPETENCES: Cultural awareness and
• Ask the children to see how many of the true / false expression
sentences they can do before they read the text again.
Writing about a favourite book is a creative and personal
• The children read the text again and check their answers. process. It encourages learners to think about the
• Ask the children to correct the false sentences. characters and plot as well the reasons why the book is
ANSWERS special to them.
1 T 2 F. Anansi’s friends are animals. 3 F. There are lots
of stories about Anansi. 4 T 5 F. Taite’s favourite story is Finishing the lesson
funny. Play a game of Find the answer (see Ideas Bank). Ask What
4 Read. Then look at Activity 2 and find more is on the cover of ‘Rama’s Journey’? (A prince and princess.)
Who is the frog in Cory’s story? (The prince.) Who is the
sentences with because.
interview with? (Henry Stone.)
• Ask the children to read the text again and circle two
example of because. Further practice
• Ask the class if they can tell you when we use because. Revision board games poster; Term 2 Standard or Challenge test, i-Progress Check 2
Unit 4 Standard or Challenge test
• Go through the rules box with the class.
5 Think Complete the writing task in your Activity

Book.
iPack
Review: game
• See instructions for Gap fill (see iPack games notes).
Unit 4 47

P Project 3 Earth
Earth’s climate Class Book page 70
Language Stage 2: Think
Core: blossom, cherry, climate, dry, equator, fog, hail, ice, Identify Look at the photos. Describe the different
poem, season, shape, thunder, weather, wet kinds of weather.
Revised: desert, hurricane, leaves, lightning, storm, warm • Focus the children’s attention on the photos and ask what
different weather they can see.
The Project ANSWERS
• Explain to the children that they are going to do a project rain dry fog ice lightning hurricane
about the Earth’s climate and write a shape poem. Explain
that will be using the Project Zone website to do their Look again at the photos. Which places on
Think
research. Earth have got these kinds of weather?
• Put the Project poster (Earth) on the wall for children to • Ask the children if they get any of these types of weather
refer to for key vocabulary as they do the project. in their country and if they have experienced any of them.
• In pairs, the children discuss which places have got these
iPack types of weather. Tell them to check back with the website
to help them.
Photo presentation
• Ask children to look at the photos and say what they Activity Book page 62
know about them. Encourage them to make connections.
Stage 2: Think
Class Book page 70
Read and complete the sentences with words
Think
Stage 1: Investigate from Activity 1.
• On the board write Polar Regions, the Tropics, the
Go to the Project Zone website. Read about
Find out
rainforest, mountains, desert. Ask the children what kind
Earth’s climate. of climate these regions get.
• Ask the children what they think climate means and what • The children complete the sentences individually before
the climate is like in their country. Explain that weather is checking with their partner.
the condition over a short period of time and climate is
the condition over a longer period of time and is normal ANSWERS
for the area. 1 ice 2 hurricane 3 wet 4 fog 5 lightning 6 dry
• Ask the children to work with a partner and write two
questions they would like to know about the Earth’s climate. Class Book page 71
• Tell them to go to the website and check to see if they can Stage 3: Plan and do
answer either of their questions.
Prepare Follow the steps.
COMPETENCES: Digital competence • Tell the children they are going to start planning their
Through the use of the Project Zone website for their shape poem. Focus their attention on the steps and ask
projects, the children have been learning how to act what shape the steps are written in (clouds).
and interact with technology and to understand how • Go through the steps one by one giving the children time
to use it for finding specific information. You could have to choose their topic, make a list relevant to their chosen
a discussion about the difference between finding the topic and write their notes. Do an example on the board
information on the website and going to the library and for each step.
find out which way they prefer and why.
Stage 3: Plan and do
Stage 1 Think Investigate
Be creative Copy and complete the concept map.
Tick f the weather from the Project Zone website. • Remind the children that concept maps are a good way
• Focus the children’s attention on the pictures and ask to organize their ideas.
what types of weather they can see. • The children complete the title, weather, facts and things
• The children tick the ones that are on the website. I like boxes in the concept map using their notes and the
Project Zone website.
ANSWERS
hurricane lightning fog ice dry wet
48 Project 3

• Explain to the children that they are going to write a • Once the children have a good example of their shape
poem in a shape that illustrates their season or weather. poem, give them a large sheet of paper each and tell
• As a class, brainstorm some ideas, for example, a leaf them to copy the shape poem onto it.
shape for autumn, a raindrop for the rainforest, a sun for
hot and dry, a lightning strike for storms. Stage 4: Share
• The children draw a few shape ideas in the box. Look Watch the video again.
• Ask the children to watch for how Oliver introduces his
iPack shape poem presentation.
Watch the video of Oliver presenting his poems. • Ask the children to tell how he presented each poem and
write the phrases on the board This is my shape poem. It’s
• The children watch the video to answer the questions. about the desert / autumn.
Transcript Prepare Practise saying your poem in small groups.
Oliver This is my shape poem. It’s about the desert. Near the
equator, there are deserts. The light from the sun is strong. • Divide the class into groups of four.
There are months with no rain. It’s very dry. It’s hot and • The children take turns to read out their poem to the group.
sunny in summer and winter. Encourage them, as you go around, to try and remember
This is my shape poem. It’s about autumn. their poem so they aren’t reading from the paper and they
Autumn is rainy and wet here. It’s very windy too. There’s fog can face the shape poem to their audience.
in the morning. The sky is grey, but the leaves are orange • Read through the speech bubble to remind the children
and red. what language to use.
Share Present your poem to the class.

• Each group takes turns to present their poem. You could
4 Remember the video. Read and complete divide the class in half and two children present at the
the poems. same time to their half of the class. This can be less
• Focus the children’s attention on the shape poems. Ask intimidating and save time.
Why do you think Oliver chose these shapes for his poems? • Remind the class to be respectful, listen and think of one
(Cactuses grow in the desert and leaves fall in autumn). question to ask at the end of the presentations.
• Read out the first line of the desert poem, pausing to elicit
the missing word (equator). The children complete the
Stage 5: Evaluate
line in their books. Choose Say what you like about your classmates’
• Divide the class into pairs to work together to complete poems and why.
the rest of the poem. • Tell the children to think about the shapes, the facts, the
• In their pairs the children complete the Autumn poem. presentation and their body language.
Play the video for them to check their answers • You could put these categories on the board to help them
ANSWERS with their feedback.
1 equator 2 sun 3 dry 4 hot 5 wet
6 fog 7 leaves Think Evaluate your work in Project 3.
Class Book page 71 Activity Book page 63

Use your notes from step 3. Write four of five
Write Stage 5: Evaluate
sentences. Evaluate your work in Project 3. Circle.
• Ask the children to look back at their notes and concept • Ask children to share their evaluation with their partners
map from stage 3.
and say why their circled the options they did.
• Tell them to use their notes to write five or six sentences.
• Ask the children how they felt about presenting their
They can look at Oliver’s shape poems in the Activity Book
poems and if they feel their confidence and presenting
on page 63 and the website to help them too.
skills have improved over the three projects.
• Go around checking their sentences and helping where
• Ask the class which of the three projects they enjoyed the
necessary.
most and found the most interesting ad why.
Create Choose a shape and create your poem on
Finishing the lesson
paper.
• Make a wall display with all the poems.
• Tell the children to choose one of their shapes from their
concept map that best suits their topic and sentences.
• Ask the children to walk around and look at the poems
and write down two new things they learnt.
• Give the children some scrap paper and tell them to draw
an outline of their shape on their paper first and then they
• Ask a few children to share their new facts.
write their sentences around the outline.
Project 3 49

Rooftops Book Club
Lesson 1 • Divide the class into groups of four. The children take turns
to introduce themselves as their favourite character.
Language • Tell the group to help them by asking questions from the
Core: Earth, squid board or their own ideas.
Revised: boat, brother, Grandpa, robot, sister, title
KEY COMPETENCES: Cultural awareness and
expression
Starting the lesson By imagining they’re a different person the children are
• Tell the children to think of their favourite character from a developing empathy and are encouraged to be creative
story or movie. and express their ideas. Often when children are playing a
• Ask for a volunteer and tell the class to ask them questions role they feel more confident and less shy.
to find out who their favourite character is, for example, Is
it a boy or a girl? Can he / she sing? How old is he / she? What
story is she he from? iPack
• When the class have guessed choose another volunteer. Vocabulary practice: game
• Play Pairs (see iPack games notes).
iPack
Reader presentation Activity Book page 64
• Show children the book cover and tell them they are 1 Remember and tick f the characters on the
going to read an exciting story. cover. Look at CB page 72 and check.
• Focus the children’s attention on the characters and ask if
Class Book page 72 they can tell you who is who, for example Rosie is Ben’s sister.
1 Think Look at the cover. Answer the questions • Ask the children which characters are on the front cover of
with your classmates. the eBook.
• Ask the children to look at the front of the book cover. Ask ANSWERS
What’s the title? What do you think it means? (Where / Who / Grandpa, Alice and Rosie.
What / How on earth is...? are phrases we use in English to
emphasize the question when there is no easy answer.) 2 Read and circle.
Take all their suggestions and discuss it in L1 if necessary. • Do the first one as an example with the class. Ask What has
Ben got? And go through the options. The children circle a.
• Divide the class into groups of four and tell them to look
at the cover. They discuss the questions together. • The children complete the activity individually.
• Ask a few groups to share their answers and write ANSWERS
their suggestions on the board. Keep a note of these 1 a 2 a 3 a 4 b
suggestions so the children can check their answers as
they read the book. 3 Collaborate Do a survey and find how many brothers
and sisters your classmates have got.
2 Communicate What do you know about the • Focus the children’s attention on the tick chart. Ask a couple
characters? Say in your own words. of children how many brothers and sisters they have got.
• Focus the children’s attention on the characters from the • Ask the children to stand up and tell them they have two
story and ask if they can remember their names and how minutes to ask any many classmates as possible how
they know each other. many brothers and sisters they have got.
• Divide the class into pairs. Ask them to tell each other • Divide the class into pairs for them to compare their results.
what they remember about each character. • Ask a few pairs to share their results.
3 Communicate Imagine you’re one of the characters. 4 Be creative Draw you and a family member. Write
Introduce yourself to the class. and circle.
• Ask the children to tell you personal questions you can • The children draw a family member and complete the
ask people, for example, Where are you from? What food sentences.
you like? How old are you? How many people in your family?
• Divide the class into pairs to tell each other about their
What do you like doing? Who is your best friend? What sports
family member.
do you like? Write the questions on the board.
• Individually the children choose their favourite character Finishing the lesson
and look at the questions on the board and think about • Put the family member drawings up on the wall.
how their character would answer them.
Further practice
Book Club worksheet 1
50 Unit 1

Syllabus: Starter On High Street

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Vocabulary Grammar Culture

Core Core Culture

Core Core Culture

Project 1: Land on Earth a poster about land features

4120968 Amazing Rooftops L3&4 PROMO_PRESS.indb 4 03/12/2018 10:23

Is it important to say please A messaging app Listening Reading

Is it important to be polite? A party invitation Listening Reading

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Core Core Culture

Core Core Culture

Project 3: Earth’s climate create a shape poem about a season or place

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Is it important to ask friends A magazine interview Listening Reading

Is it important to help at A recipe Listening Reading

Vocabulary describing seasons, climate, types of weather

4120968 Amazing Rooftops L3&4 PROMO_PRESS.indb 7 03/12/2018 10:23

Class Book Activity Book

For the student

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Teacher’s Resource Pack

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Meet the Amazing Rooftops Characters

10 Introduction to Amazing Rooftops

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Introduction to Amazing Rooftops 11

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Get to know the city of Rooftops

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The Class Book

Learning with Amazing Rooftops 13

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14 Learning with Amazing Rooftops

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Learning with Amazing Rooftops 15

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16 Learning with Amazing Rooftops

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Learning with Amazing Rooftops 17

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iPack Activity Book These reading and

iPack Class Book iPack Activity Book

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Class Book iPack Activity Book

iPack Class Book iPack Activity Book

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Class Book iPack Activity Book

bedroom door table

Next Show Answer Reset

iPack Class Book iPack Activity Book

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This is an extract from the culture

Class Book iPack Activity Book

iPack Class Book iPack Activity Book

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iPack Activity Book The children

iPack Class Book iPack Activity Book

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Class Book This activity focuses on the new grammar and

These activities provide controlled and freer

Activity Book These activities

Lesson 1 Vocabulary iPack: Vocabulary animation only

Lesson 3 Culture iPack: Culture film only

Lesson 4 Everyday language and Values iPack: Everyday language film only

Lesson 5 Vocabulary and Story iPack: Story animation only

Lesson 6 Story and Grammar iPack: Game only

Lesson 7 Literacy: non-fiction Class Book: Activities 1, 2 & 3 only

Lesson 8 Communication iPack: Video blog only

Lesson 9 Communication Class Book: All activities