BB CAMBRIDGE fi MBRIDGE ENGLISH {7 UNIVERSITY PRESS a} Lesage Ateeene ae Cambridge English TEACHER'S BOOK Anne Robinson Karen Saxby en e¢Introduction ‘Welcome to Fun for Flyers Fourth edition Fun for Fiyors Fourth odtions the third ina series of three books written fr learners aged between 7 and 13 years ‘ld Fun for Starters Fourth ection isthe fist bookin the series and Fn for Movers Fourth edition s the second, Who is Fun for Flyers Fourth edition for? Fun or Fens is suitable for: learners who need comprehensive preparation for the Cambridge Englsh: yes test, madditon to her general English course (© nad classes wheresome of the earners are preparing to take the Cambrai Engi: Fyers (LE Fer), end wha need moti {and an English lessons © small and large groups of learners {© monolingual ane muittingval lasses Fun for Fyers supports the development of good learinghabits 2nd language pracicnn meaningful, un, creative and interactive ways ie iden for leomers who have been studying English or between tvo and fouryears, and who need to consolidate thet language and sil, ‘The key features include: ‘complete coverage ofthe vacabulary and grammar on the ‘Cambriage English: Fives rev'sed 2018-ylabus © thorough preparation forall parts ofthe Combridge English Flyers test © afocusonallfourstils, with an emphasis on those areas most likely to cause problems for young learners at this level © recycling ofanguageand tops fun activities that prectse English ina meaningful way © opportunities for learners to personalise the language and make thetasis elevantto them What's new in the Fourth edition? Thenew eition of of Fun for Fiyers has been fully updated to reflect the Cambridge English: Young Learners specifications fom 2018. The ‘changes include vised task types for: LUstening Parts 3 and; Reading and writing Parts 12.3.4 and the new Part picture writing task as well s revisions to Speaking Pars ‘43 ane the new words onthe word sts which ellet the changes in technalogy ard devices and enable more language tobe testes. Cambridge English: Young Learners Formore information on Combridge English: Young Leamers, please visit wanw-cambridgeengishorg/exams young.learnersienglish. From here, you can downoad the hancboo' for teachers, whieh includes Information about each levelof the Young Learners exams, You can aso find information for cancidates and thelr parents, including inks to videos ofthe Speaking test at each level. There are also sample test papers, and 2 computer-based test for you to try, as well as games, and Tinks to te Teaching Support website, Course components Student's Book with downloadable class audio and online activities The Student's Bookhae been updated to include: (© Words and pases from the most up-taclate Cabrilge English Flyers vocabulary lst © even more opporturities for test practice. n most units, there will, be at least one authentic test-syle task. The insteuetions for these tasks are shown in blue, while inatrvtions for tas whieh provide ‘more general tes practice ae shown inbiack. (© newillustrations, designed to stimulate learner engagement (© avarietyoffun acts, such as games, puzaes, drawing and ‘colouring, to ensure you learners are involved in, and enjoy, their English essons © recordings forthe listening tasks, which are availabe vie the access code atthe rontaf the book, so that earners can practise athome, Te dovinioad the audio, visit the Fun or website at ‘ona. cambidgeongfuntrtyers © online activites, available va the access code atthe front of the book, which provide further practice ofthe grammar and ‘vocabulary featured in the Students Book (© projec that encourage learner o explore topics in more depth, and produce work mere independently Teacher's Book with downloadable class audio Inthe Fourth edition ofthe Teacher's Book, you can find © clear signalling of Cambridge English: Flyers test practice tasks and authentic test style tasks that appeorin each unit. These are listed in he information boxes at the star of each unit, uncer Flyers practice or Fiyers test n the unit notes, an feo ike thisistening 2 indicate the part of Combridge English: Flyers that an authentictest-syle task replicates. ‘© _usefultis to guide and suppor learnesin thelr preparation for each part ofthe test, (© materials and equipment needed to teach each nit This means less preparationisneeded, as you cansee at a glance the audio resources or numbers of photocopies you need fr each lesson, (© suggested wording of classroom language atthe learners level of English (© supportfor teaching pronunciation activites in funnel motivating way for learners ofthis age (© ideas for maximising the involvement of eames in their learning process (© ideas for extending aetiities int simale, fun projects that give learners the chance to exploretopies more independently and consolidate their English in creative ways (© inks tothe wwuncambsidge.orgunfor website, which provides addtional resources, suas and lesson ideas for teaches, and interactive games and activites to accompany Fur or Flyers. Class audio CDs / Downloadable audio / Online audio ‘The cass aude CDs contain all the recocdings forthe listening activities in the Student’ Book, The audio available to download at won cambridge orgfunfortyersor you can isten tothe audio at home by folowing the instructions ancusing the aces code atthe font of the Student's BookPresentation plus a e 1A |e Presentation pus is a DVD-ROM that contains a digital version ofthe Student's Book nd all the audio to complete the listening tasks. The integrated tools enable you to make notes, highlight actives and tum the Sudent’s Bok into an interactive experience for your learners, The Presentation plus include: (© allthe student's Book pages (© athe audiofor the Students Book (© pats the Teacher’ Book, including a complete practice test with the Listening audio (© unittest one per unt, testing the key language covered in cach unit An app for mobile phones and tablets For further practice ofthe vocabulary for revised listo the Cambridge English Flyers tests, download our ew app and encourage your Iearmersto practise their vocabulary whilehaving fn An app for mobile phones and tablets The Cambeidge Learner Management system provides suients with extra practice in grammar and vocabulary. ll of the stucents online work canbe tracked and reviewed by theteacher. thas also been fully updated to reflect tak types and new wordsin the wordlist For access to Fun for Flyers CLMS content, contact your local Cambridge representative, How is the Student's Book organised? contents This ists the Student's Book unit numbers and titles. s6unis Each unitistopi-based and designed to provide between 75 and 90 minutes a lass time. Language'soresented and practised throughout ‘the unit andthe final actity usually provides freer, un practice ofthe unit's key content language In most nits, atleast one taskwil provide CCombridge English: lyers test practice. The title instructions for hese tasks ae shown ina blue lozenge). The title instructions forall other tasks are shown in black lettering Ideas for project workon topic are included in many units an signalled bya, icon, as are fun activites to practise specilic phonemes or other key aspects of pronunciation Poirwork activities Learners wll se these in specific unit tsks, Unit wordlist Thisisalist ofthe key words which appear in each unit (organises by topic or word class), Ustings arenot repeated they have already featured na previous uit. Lstof irregular verbs This ineudes ll he ireguarverbsin the Combridge English: Flyers tes ‘Space i provided for learners to wee translations. How is the Teacher’s Book organised? Contents This shows were to find each section ofthe Teacher's Book. Introduction Tis wll help you use Fun or Flyers Fourth elton. neces (© a.quick guide to how units inthe Teacher's books are organised (cages) (© suggest ons for games and activities (page 6) (© _suggestions for how to use pletures in the Student's Book (wegen) (© sugaestions for using dictation (pages 7-8) Checklist for Cambridge English: Flyers Test preparation (page) (© aquick guide towhat earners have todo in each part ofthe Flyers test and units uhere each partis covered in the Student's Book, Test indicates those activites that reflect the format of the Flyers Lstening, Reading and Weting or Speaking test, Practice’ indicates activities that prepare fora particular part of Fijers, but donot Feflet the identi! format ofthe test ‘Map ofthe Student's Book (o2ge= 10-13) (© anoverview ofthe content and organisation ofall the nits inthe Students dock. Topics ond grammorinderes (p2jes 4-18) Unie guides | Teacher's notes The teacher's nates foreach ofthe Sb units. See Below fora detailed guide to these Photocopiable activities (pages 128-146) (these relate to specific units as incicated inthe teachers notes. Photocopiable practice test pages 147-169 (© acomplete Flyers practice test (Listenin, Reading and Weng, ‘Speaking 0 photocopy and use with earners. Audiescips, a sample Examiners script forthe Speaking and akey are aso provide.How is each unit organised? Topics, and non Flyers words ‘Thisis alist of al the topics, reas of grammar and pronunciation covered in the unit Any words that appear inthe unit but notin the Fyers wordlist re also Usted here. Equipmentreeded This ists any equipment, for example: audio resources anor material, needed forthe unit, inching the numberof photocopies needed for any activities. Pages to be photocopied are founciat the back ofthe Teacher's Book. Instructions ‘These ate usually labeled A.B, ete and correspond tthe diferent activities which appear in the Student's Book. There aresome athties that appear only nthe teacher's notes and ae nt labelled A, 8, C, et Audioscrpts ‘The audioscripts for each Ustening are atthe end ofthe atvty where they are used, Project work ‘There area numer of uggestions fr projects. The instructions for these generally appear atthe ends of units. istening tasks Inthe Listening tals wit ao) ion, the lengths ofthe pausesinthe audio ae the same asin the tet the es time they ae payed When the aucio‘s heard the second time the test, the pauses are Slight shorter allowing time to add any ising answers endfor to check answers Feral oher Listening asin thisbook, the lengths of pauses are appranimete You mey want o restr rsp the uct to alow your [corners tess or more time in wniento complete ass. Gm a games The following games and setivities cn be done in class to practise or revise a wide range of vocabulary or grammar. Bingo Loarnors make grid ofsixor nine squares, in twoor three rous of three. They vite word in each square. Reac out words, one by one. If leamers have the word, ey cross tout or cover twit a smal piece of epee The is learner to cross out or cover all thelr words the winner. Check that learners have hear the right words by asking ther to say the words and comparing them with yourlstof words. Seven lives (‘Hangman’) raw (orstik) seven body outlines on the board. FOOKKK Choose a word. Draw oneline on the board foreach eter inthe word, foresample, "— (shorts) Learners putup thelr hands ‘to say letters te letters inthe wora, you it it onthe in. the letters notin the word, you remove one ofthe bodies from the boars, ‘The game nishes when the learners complete the word or they ose al sever lves. Learners then play in groups, drawing ine for their ovm words 46 We're all at home today Dette tend The tong sentence ‘Choose simple sentence which can grow ifwords are added tothe end oft. For example Teacher In my bedroom, there's o bed. Learner: n my bedroom, there's ced and table. Continue round the clas, ith each learner repeating the sentence anc all the words which have been added, before then adding another word ‘orphrase. The winner isthe person who remembers all the words Inthe correct order when everyone elsehas been eliminated. ‘change places Learners sit ina circle. Say sentences starting with the words: Chonge: laces if. For example: Change places fyou got up ot 8 otlock today Allthe learners who got up at clock have tstand up and move to sit ina diferent pace. Group or order the words Take any group of words (related or not) and ask learners to group or order ther: (© from longest to shortest Learners ether write the word in order according tothe numberof letters they hav, or they write the words in order according tothe numberof vowels they have. © from smallest to biggest Learners write the words starting with the smallest thing fairl feed tern ete (© inalphabetical order Learners write the wordsin alphabetical order. © incolour groups Learners write words in groups according to ther colour. (© Insound groups Learners write words in groups according to pronunciation similarities stress patters, vowel sounds ec).Backs tothe board (© Make teams of 4-8 learners, depending onthe size ofthe class. (© Putoriechairfor each team atthe font ofthe class Alearner from tach team comes and sits on their chai rth theirback tothe board, © Write awordon the board (for example ‘page. Oneteam gues ‘hues tothe leamers on the chars 0 that they can guess the word, (© Thetis learner who thinks they know the wore stands up and, ives their answer. Ithay are right, their team gets one point. If they are wrong, they have to sit down again, ther team dows {getthe point ad more cues are given untl the word is corecty |luessed. Different learners from each team then come tothe front ofthe cass, sit down and the games repeated Gm oth pistes: You can ee the pictures in he Student's Book in many ferent ways to revise and pacts language. Here are some suggestions Which pieture? ‘spots or small groups, one learner chooses a picture from any page ‘The other learner(s) have to ask questions to cscover which picture. For ‘example: Are there anypeaple?isitinside? re there anyother pictures on ‘the page? Once the other earners) ave found the picture, they choose _aplcture and are asked questions Differences Tell learners to look ot two diffrent petures in the Students Book, {or example: page 3, Unit L3 ane page TO, Unit 3. n pais, they find similares and diferences between the to pitutes (For example: Ia both pictures, wecan see people. Inthe st picture, some children ore playing, but nthe second picture, ne ones playing.) Yesorne? In small groups, learners write sentences about a piturein the ‘Suicent's Back. Some sentences shouldbe true for the picture and ‘some shouldbe false. They elther pass theirsentences on to another {roup or they say the sentences to the other group. The other group has {osay or write es forthe true sentences and nofor the false ones, Listen ond drow Leamers workin pairs or small groups. One learner looks atone of the Pictures in he Student's Book. This person describes the picture to the ‘other learer(s, who listen and try to draw the picture. Where's the treasure? Tallleaners to imagine that theres sorne treasure hidéen somewhere in the picture. earners have to find it by asking questions. For example: [age 62, Unit 29: fe iton the bolcony? (No) sit inne snowman (Nes) Say something more! (© Divide the class into groups of 6-8 anc ask themto sit in ices Alllearers lock atthe same pitute nthe Student's Book for ‘sample: page 93, Unit). One learner starts and says a sentence ‘about the picture, For example: The pzope rein theling room ‘Theleamer's neighbour onthe let says ancther sentence about ‘the picture. For example: boysiying onthe sf (© Continue ound the circle. fa learner repeats a sentence that someone else has sai, they are eliminated (orlese a point). Varlation: Each learner has to repeat the previous sentences and. then add anew one What can't you see? Learners work in groups to tmagine and talk about deals ofthe picture that aren't shown, For example: page 6, Unit 1: How mony children go {o this school? What games do they ploy this playground? what ore the classrooms ike? Wiha time dolssons stert/end? How do most of thechileren trave to this school? Whats behind/nexto/oppostethe school? ete Tellme more about these people. Learners workin pats to imagine and talk orwtite about the people inthe picture. For example: page 8 Unit 2: Who is this gi? What her ‘name? Whereis she going to go? Whot does she ke doing? What’ in her top pocket and rucksack? Whatare they saying? Pairs decide what ifferent animals or people could be sayingto each ‘ther in the picture. For example: page 12, Unit 7: Whar’ the farmer ying te the dog What's the dog saying tothe sheep? Whotarethe sheep saying to cach other? What was happening before? What will happen next? Pairslook ata pieture and decide what was happening ust before his pleture and what il happen next For example: page 0, Unit 23 Who asin te street?/ What wos the weather ke?/What could you se nthe office windows on hour before /ehour ater? How many words? “Teams look ata picture and write as many diferent words as tey can for things they can see. For example: page 1,0, Unit 13: Clouds, ran, trees, umbello, ski, trousers, sunglasses ete The winners are the team vith the most numberof correctly spelt wordsGmuith dixetians Dictations don'thave tobe boring! They are great for practising spelling, word order and preéetion. Here are some different ways you can use dtation in class, Word dictations © Spella word eter by letter Learners isten and write the letters. ‘hen a learner thinks they know the ward you ate spelling, they shout top/and say the word and the remaioing eters. fthe learner is correct, elvethem a point for everyremaining letter they essed, (© Dictate the letters of sword, but notin the right order. Leamers have to write the letters, then un-jmble them and write the word, correctly spelt, as quickly as possible (© Dictate all the consonants from a word (indicating the gaps for vowels). Learners have to complete the word with 2-e--0 Sentence aitations (© Dictatethe key words fom a sentence which has appeared inthe. unit or text. Learners have to write the full sentence so that Its similar (oridentcall to the orginal sentence. (© Dieratea sentence a ward ata time. (For example: a definition -sentenceike those which appear in Firs Reading and Writing, Fart 1) Leamers write the words and shout Stop! when they think they con complete the sentence or say what is being defined) (© Dictatoonly the startof sentences. Learners complete the sentences with their own words, For example: “Teacher: Th morning put on Learner (urites):my clothes. (© Learners listen toa sentence. They only wit the longest word (ith the most letters) inthe sentence (© Learner listen toa sentence. They say how many words were Inthe sentence, For example: don'tknow him very well ut he's quite nice. (12). Don't forget to agree at the begioningif. contractions will count as one or two words! Textaletations Choose a text from 2 unit (for example: page 15, Unit 5). Read the text ‘aloud, at normal speed. Learners listen and write down theimportant ‘words. Read the text aga at normal speed. Leamersade more words. ‘othelrnotes. in pars, or groups of threo, earner rewrite the text using ‘heir notes, When they have finished, they compare their text withthe original text. They may find thatthe sentences they have written are correct, but not identical tothe orginal txt,Checklist for Cambridge English: Flyers preparation 1 Draw tines betwoen names outsidea pitureto | Proctice4, 5, 33,38 Figures inside. Test 2,13, 15,28, 82, 4, 48,56 Approx. 25 minutes, PF Wite words ornumbers Practice 4 5,25, 51,58 Test, 8,10, 34, 48,50) 3 Match pictures by witingaletterinthe box, | Proctice:42, 51 Test 6, 17,24, 32,39.46,47 7 TMaliplechotce Practica 14 Tkthe coeect picture Test 9, 18,28, 45,53 5 Colour objects and write Practice: 12, 16,19, 26, 40,52 Test 3, 11,26, 35,4154 Reading and writing | 2 Match words definitions by copying the word | Proctice-2, 5,6 8,9, 11,1, 14 16,17 21,2 29, 32,38, 35,52, 55,56 40 minutes Test 10,23,39,53 2 Read the dialogue and choose the best answer | Practice 1,3, 36,43, 46,50 Test 8, 11,26,31, 44,54 3 ‘Gap fils ite one word in ench gap. Choosethe | Practice: 12,20, 36,37, 538 42,50 bestnamefor testory Test 7,38, 19,27, 39, 48,55 2 Complete the txt by selecting the corect word | Proce: 23,26, 35,40 and copying itinto the gap. Tes: 5,12, 15,22, 32, 43,45 5 Wate answers (nan mur fur words) Practice: 5, 7, 38,42, 58 ‘complete the sentences about the story. Test 16,25, 30,34, 40, 46,52 ¢ Wilte one ward in each ofthe five gaps, Practice, 7, 14,23, 26,30, 36,40, 49,51, 54 Test 4, 21,28, 34,38, 42,44 7 Witeastoyaboutthiee pictures Practice: 13, 20,23, 26 30,54, 55 Test 23, 31,40, 43,49 Speaking LFindtheditfeence | Identifyand describe ifterences between | Proctice 1, 3,13,15,24,26,31,55, pictures by responding to the Examiners Test: 42,21,28,31, 36, 42,49, civics Statements about his/her pete B information exchange “Answer and ask questions about twa people, ‘objects or situations Practica, 69,12, 15,16, 20,24 33,57, 44,50 est: 25, 35,48, 51 '3 Picture sory Describe the pictures. Proctie:7, 10, 13,36, 18,27, 41,55, Test 7, 26,30, 38, 50.56 ‘4 Personal questions ‘arsuer personal questions (Practce:2,8,5,6,7,8,9, 10,11, 14 19,20, 21, 22,23,24, 26,27, 2, 29, 32,38, 39,40, 43,45, 46,47, 48, 89,52, 54,58 Test 15, 41,53Map of the Student's Book Unit a rammae Exam practice Hello again colours, cothes,sportsand | present simple, present Reading and Writing Part2 leisure continuous, questions est: Listening Part 2, Speaking Part DWearingandcarying | clothes colours body andTace_ | presentcontinuus present | Reading and Writing Para, Speahng simple, when clauses Para Test: Listening are 1 “Spots and senpee clothes, eure colours Prepositionsof place, relative clauses, present continu Speaking Pr Test: Listening Part 5, Reading and Waiting Part2 “iy Wend andl my pe Tames, family and ends, animals PreseN Continua present simple, superlative adjectives Speaking Pare Test: Llstening Part 1, Readingand Writing Part7 About animals ‘animals, body and face, the weld around us ‘Prepositions, comparative adjectives, pronouns Reading and writing Parts, 5 and, Speaking Pars 2 and 4 Test Reading anc Weiting Part 4 Ghytings ‘hinals dathen famiyand friends Conunations (and bacase 33), questions, past simple endingand Wrting Part 1 Speaning Pans 2ands Test Ustening Parts Moving and speaking, Body and ace, the word rounds ‘questions, present Continucus, past simple Reeding and Writing Parts and 7 Speaking Parts 3 and 4 Test Reading and Writing Part3 TSchool subjects seheok places Ta presentaimple, want? | Reading ana Waiting Part, Speaking infinitive Para ‘Test Ustening Pat 2, Reading and Writing Parts and 6 Sin my dassroom schoo! Infinitive of purpose, questions Reading and Waiting Part, Speaking Pars 2and4 Test Listening Part TW Clothes, animals ana school lathes animals sehoar present and pataimple, questions “Gpealing Parts ana ‘Test: Listening Part2, Reading and WirkingPart x 1 Visiting diferent paces the world around us, sports and leisure ‘questions, prepositions Reading and Wrting Part, Speaking Para ‘Test: Listening Parts, Reading and Winking Pact 2 Ta Ajoumey mia space The world around is names ‘repasiions of place, would ie + infinitive, question words Timening Fars Reacingand Wing Pans land 4, Speaking Part2 ‘Test: Reading and WritingPart 4, Speaking Para ‘weather, names Row / What about ng ‘and shal for suggestions ‘Speaking Parts Land Test: Listening Part 2 Tame youTongy TnyA| Toodand aan ‘adverbsot frequency, Faw ten? Tstening Panta Readingend Wing Parts 1 and 7, Speaking Partfood prepositions of place and time ‘comparative and superlative adjectives per Listening Part, Reading and W:ting Patt, SpeakingParts land2 Test: Reading ané Writing Part, Speaking Pan 4 Teiatshaveapienie Toadland arink, the home materiale Suehfao shell ana festor ‘suggestions, past simple, Tisfening Parts Readlngand Witing Part, Speaking Pans 2 ond pasteontinuous Test: Reading and Wting Par'S TTA days work ‘work, places resent simple, ike vinfnitive, | Reading and Writing Part 1 questions Test: Listening Part 3, Speaking Par'3 Tstimeandwerk Time, work ‘repostions oftime (at und, | Tests Listening Par, Readingana guestions Weting Part BWAnswermy questions ‘The world around us, time, family ‘questionsin present simple, present continuous, present perfect, past simple Ustening Pars, Readingand wating Part2, Speaking Para ‘Test: Reading ane Winking Part 3 WW Caling and sencing Time, numbers the home pastaimple,prepostionsot time, questions RendingandwitingPar 4) Speaking Pore, Speaking Parez Ti The time ofteyear The world around us, weather, presente, past simple, ing fermsas nouns Reading and Wing Part, Speaking Para Test: Reading and Vriting Parts Speaking Part 2 Diiponartnurnbee Te, umber Tamly and fends questions superatve adjectives, pastsimple Spealingrans ‘est: Reading and wilting Part ¢ word, weather, work The world around vs, weather, vod ‘right, adverbs oft contractions Reading and Wing Part 6, Speaking Pana Test: Reeing and iting Parts Land 7 Beleamng snaarnE Tarspor, places Guestions, pastsimple, Drepesitions (by, 07) Readingand irting Pare b Speoming Ports, 2and 4 Test Listening Part3 25 Whatshallwe dono? Sports and elsure ‘questions, be going UUstening Part 2 Reading and Wing Part? Test: Reading and Weking Part, Speaking Part2 DeWihere cane go or holisay? Spor and esure prepoations ofplaceanditime, ‘bogoing to, Have you ever? (Reading and Wiltng Parts and, Speaking Parts anc ‘Test Listening Par, Reading and Weitng Patt2, Speaking Part 3 BT Ns the holidays’ Bye Twanspon, the world around us prepostions aftime, Be gang te ‘Speakingparts sand ‘Test: Reading and Writing Part 328 /wantta wish ‘sports and leisure pastsimpleand continuous Ustening Part, Speaking Part Reading and vinting Part T ‘Test Listening Part, Reading and Wing Parte 29 Doing sport Having fal Sports and leisure, body and face presen continuous and simple, prepositionsof place Reading and Wing Part, Speaking Para Test Ustening Part, Speaking Part Bosurimerand winter sports Sport and eure anspor ‘conjunctions (becouse, 50), infntive of purpose, present and past continuous Resdingand wing Part Test Readingand writing Pan, Speaking Part3 ive ana there The home, weather ‘repositionsf place, pronouns, Seterminers, conjunctions Ustening Pat ‘Test: Rescing and Weting Parts? and 7, Speaking Part] Beet Pacethehome ‘Gagunclons jalatve Gases, prepositions of place ‘Reading and wiltng Parl Speaking Pana Test Listening Part 3, Reading and Weting Pare BBA thehosptal Teal, body and face presen simple and continuous Reading and Writing Parts, 2an03, Speaking Part2 34 Olver goes to hospital Teal sportand aura une Past continaous and simple, Adverbs of manner ‘Tet stenmng Parka Resdineana ingPars5and6 35 Whats it made of? ‘materials, the home, the world around us Bemadeot fom with, past simple and continuous, adverbs oftime Reading and wirtng Parts 1 and Test Lstening Part, Speaking Part 2 36 Sven paste gas, old Tales hehome Present periecy aperatves) prepositions Reading and WitingParea)S8andT ‘Test: SpeakingPart1 37 Eling dayst work, clothes presentsimple and continuous, repestionso tim Reading and wtng Parts 4 and 7, Speaking Pare2 E Famous people Work sportsandlesure present and past simple Tistening Pat Reading ana Wht Parts and 5, Spesking Part 4 Test Readingand Witing Par, Speaking Par ‘Bo villages and towns aces, sports and llsure ‘questions, when eauses, ampound nouns eg computer mouse) ‘Speaking Parca Test Ustening Part 3, Reading and Wiring Pars land ‘oWhatastenge planet ‘himals body and face, the ‘World around us ‘Tomparatives end superlatives, present perfect with ver, past stening Part Readingand Wana, Parts, Spcaking Parts? Test: Readingand Writing Pats and7| Tamily, he word around us, ‘resent simple and continuous, pase simple and continua, Drepositions of pace, relative slauses Reading and Writing Par, Speaking, Pare Test: Listening Parts, Speaking Par. “aa alia news pore and asure, place present pereckwinvalcody ‘andiye, wil, be gong to, felatve clauses Tstening Parts Reaeingand WrRINE Pats Test Listening Port, Reading and Wiring Part, Speaking Pare43 Haveyouever, resent perfect (Hove you ever. ?)and short answers (Wes Thave. No, avert, adding-erto verosto make nouns, quantifiers Reading and Writing Part 2, Speaking, Part Test: Reading and Writing Part 4 aha hasjise happened? Tend leisure, the home [resent perfect with as, pronouns SpeainaPana Test Listening Part 1, Reading and Wing Parts 45 Talking about thetime time, eumbers be gong 0, wil ordinal numbers 1st— 31s), prepositions of time Speaking Parté Test: Listening Part 4,Readingand Writing Part ‘bie weallathome today The hone, sports and leisure Sfortanswersandauelany ‘yerbs, past continuous Reading ana Wing Part 5 Speaning Parts Test: Lstoning Pat 3,Readingand Waiting Part 47 Iwill or perhaps won't work ferilyana fiends Wil predictions (wl, ay, might, won), short answers Speaking Par Test Lstoning Part3 “e boing aiFerene ines Tamniyand lends, work spor andlelsure Tag formas nouns, wil ooh he Reading and Wiking Pant 5, Speaking Para) Test: Listening Part 2,Reading and Hinting Part 3, Speaking Part 2 49 Busy forles family and frends, the home, weather too and enough, make anddo ‘Speaking Paré Test: Reading and Writing Part7, Lstening Pa 1, Speaking Part 2 oon Work paces presentample and eananuous, pactsimple and continuous Reading andwriingratsaanda Speaking Part2 “Test: Listening Part2, Reading and Winting Part 2, Speaking Part Bi Heres my news ‘school, spots and leisure, time ‘elatve clauses, conjunctions Lstening Parts 2 and 3, Reading and WitingPart7 Test Speaking Part2 Bavihata lover questions) Tie world aroundusjsportsand else questions storing Parts Resdlngand With Part, Speaking Para ‘Test: Reading nd Writing Pan's 53 Finding your way places and diections repastions of place, adverbs ff time, past contin vous, og questions Test Listening Par, Reading and Wirting Part 1, Speaking Pat 4 Salat have sorieTun wpartsand leur, plows “suggestions (We could Row ‘about? What about? Would you lke to? Sholl me? Why don'twe? sets.) ‘Reading and wring Pan 7, Speaking Pana “est Ustening Parts, Reading and Weting Part 2 So feel bored Tamiy and riends, health | conjunctions, clauses, Reading and Wilting Par 1, Speaking past simple Parts 1ane3 “est: Reading and Writing Pare 3 Tormanagames Tamily end fiends sportsand | vevsloncl tenses maperatves | Usteniag Par, Reading and Wah Pert, Speaking Part ‘Test: Ustening Part Speaking PartFun for Flyers topic index ae ees Clothes and colours 1 Hello again! 2 Wearing and earying 3Spotsand stripes anal, body and face, family and fiends “4My ends and ay pts sAnout animals. My things Toving one speaking School School subjects in my classroom 10. lothes, animals and school The word and westher visting different places 12Ajoumney into space a Whathornible westher Food and dink, the home TH Are you hungry? Thirsty? 15 Whats fordinner? 16's have picnic Work time and number: IAday’s work 418 Time and work 19Answermy questions 20.alling and sending Bithetineoftheyear 22 important numbers 23 World, weather, work Transport 24 Leaving and ariving 25 whet shall we do next? 26 Where can we go-on holiday? Sports andiesure {7 es the hala! Bye! 28 want tewin! 28 Doing spot! Having un! 20 Summerandwinterspons The home and other places Bl Wereand there 32Where? Health SSAtehe hospital 34 Olver goes to hospital 35 What's itmade of? 35 Sliver, plastic, glass, gold workard places a7 belting days 38 Famous people 331 vllages and towns 40 What a strange planet! 41 Meet te pirate actors {eisuretime ~ past and foture ‘az Holiday news 43 Haveyouever..? 44 What has ust happened? 45 Talking about thetime 46 We" all athometaday ‘Peoples ivezand work “7 will perhaps won't 48 Doing diferent things 49 Busy fami soontv Si Here'smy news ‘52 hat alot of questions! 53 Finding your way Fun Sé_les have some fun! 55 feel bored 56 Fun and games ®Fun for Flyers grammar index cos ro adjectives ‘comparatives and 45,15,22,40 superlatives adverbs 19523, 4 35,4853 lauses 2,3,8, 32,39, 41, 42,51 53,55 conjunctions 630 3132 51,55 determiners a prepositions place 3:5, 10,42, 15,24, 26 29,31, 91,96, 41,53 time 15,18, 20, 26,21,37,45 pronouns: 5.44 questions 1,6; 759)10;45, 12,47, 16,20) 22, 25 99,52 shor answers 43,45,47 tag questions 3 verb tenses present simple 1,2,4, 10, 17,18, 21,29, 38,37, 38,41, 50 present continuous | 1,24, 7,19, 20 20,33, 37,38 41,50 pastimple 6,7, 10,16, 19,20, 21 22,24, 28,34, 35,38, 41, 90,55 past continuous 16,28, 30,34 35, 38,40, 41, 46, 50,53 resent perfect 19,26, 36,40, 42,43, 44 be going to 25,26, 27,42, 46 will infinitive 38, 45,47, 48 ‘medal verbs 13,23,47,54 other verb forms [shall 13,16,54 toinfntve of purpose | 9,30 verb iiive 212, 17,36, 54 verbs ing 34 ingformsasnouns | 2,451 Hello again ‘Topics colours clothes, sports andlelsure Oy eS Equipment needed © Flyers udio 1. © Aglass /water/paper/CD(see F). (© Photocopies of age 128 [onefor each learner pal of earners ‘See Project, @ Look at the picture. Where are these? Draw lines, © Askteamersfor different ways they can say Helo” (Good ‘morning /aemoon fevering Say What about vten you eae someone, what do you say then? Bye, Goodbye, See you ater? tomorrow) (© Learnerslookat the picture. Ask questions: ew many chilven ore there ete playground (6) hat’ the building that's behind the chr? (he school) ‘ow many grown-ups can you see?(I) Doyou think she's teacher? (yes) (© Teachiovise the eight words in A. Ace What ther words can you se or bicycle (bk, set (chal and backpack rucksack)? Point tothe backpack inthe pleture and as: Fy do you think tis is «led 0 backpack? (because you cary ton your back) Tesch/revse ‘shoulders toe. (© Learners zawlines from the words tothe pats ofthe picture where they con seethese things Checkanswersin open cass. © say how the pictures are different. Speaking Fyer tip In Speaking Port, the Find the diference pictures wll have about tendiferences but, fe talking about the exemple, ‘candidates vllonly be asked about i more diferences. (© Say: Look atthe nwo piewres inAand The frst picture snearly the some.as the second picture, but some things are aiflerent For example, in theft picture, two children ore waving, but nthe second picture caly one child is waving, OK? (© Pointto the fs picture. Say: This my picture, Point to the second leture. ay: This your ptr. my ptr, the teachers running. Encourage diferent eamersto say how their picture i diferent, Forexample:inmypicture,sheswalking (© Dothesameto talk sboutother difrences: ‘Saye in my picture: 1 the skoteboars purple and ary. The skateboards’ pink andyeliow) 2 theboyis siting onthe seat (Theboy isHe's siting onthe grass) 3 theres onallenon the sreen (There's moon on the screen) 4 there oretwobirds onthe root (There arene birds on he root) 5. there's bockpackin ron ofthe seat. (There's abackoackon theseat) 5 thegirtwith the pink bag is wearing a sweater. (The gir with the pink bogie wearing Tshirt) © Learners could talk about the other differences in pairs or unite Sentences about them forhomework Make sure they know the key word: square clock Suggestions Two chien are waving, One git is waving Te boy withthe bicycle swearing sunglasses, The boy withthe bicyele e wearing glasses The oronge bagisround. The orange bags square, Itsnine o'dock. I's eleven oock, @ Look at the picture in B. Write the missing words. Point tothe tucieac withthe name:Raber inthe pete in B and ‘2skleamersto decide who this belongs to (the boy sitingon the 219) (© Pointtothelorryin the picture in B and ase Wht’ his ory) truck) Nhat. ink nse this lr truek? Food? Clothes? comers say what hey thinkisinsde the ocr Point the clock and ask: What rime st (1 lock) Why do you think these caren ae inthe playground at 1 ocloc? Learners sey why they tink the chicdren are inthe playaround, (For exemple: Beceuseit’s thei sca! break) Note: Encouroge earersto use therimagination. Accept any reasonable answers, (© Thetoxtinthistas sa model forthe kind of waiting tase stodents aye esiedto doin istorunts Ask the students the aueston below {Blend nto the tas 1 How old are these chileren? 2 WhatisRoberinterested in? 3 Findthe gin the orange sweater What’ insideher school baw 4 Oneboyhes bicyle.What'shisname? '5 what éo,outhink the gi inte purple jeans thinking? Point tothe extn ¢ and say: Now in pas, read this tert and write ‘enswersinyour notebook. Remember there con be at of ferent ‘ways lhe gops Pairsofleaners ead the text and wit thee nswersn ther notebooks Pais ofleamme's compare thelr answers. ‘Asks leaner to read out the frst sentence ferent eamers soy their ans. THe ansvers ul prabebly be simi. Askonelearnerte ead out the second sentence and thei arenes The ther learners suggest ferent answers. Do the same with other learners. Repeat this with 3 Optional extension Learners ould write a shot text about the school. they could ‘wit orsay sentences about how the school bilingn Bie diferent om ther schoo. (© Inpairs, eamersthen decide what the frends might be saying to ‘ach other Learners then write dalogues including the names inthe conversations. Accept any appropiate de.