Learn With Us 5 Teachers Guide

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acknowledgements
Back cover photograph: Oxford University Press building/David Fisher
Cover illustrations by: Andy Council/Illustration Web
Classroom Resource Pack flashcards
Illustrations by: Laetitia Aynie/Sylvie Poggio Agency
Commissioned photography by: Graham Alder/MM Studios pp 17, 18, 19, 68,
71,76, 88, 108.
The Publishers would like to thank the following for their kind permission to reproduce
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26 (hockey/redsnapper), 56 (supermarket/Ant Rooney Premium), 57 (post
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Littlejohn), 106 (volleyball/PhotoAlto); Getty pp 20 (climbing/Zero Creatives),
24 (swimming/Pete Atkinson), 25 (gym class/BraunS), 27 (swimming/
James Lemke Jr ), 28 (table tennis/Image Source), 29 (trampolining/Tim
Platt), 59 (hotel/Valery Hache), 70 (scientist/Neustockimages), 72 (police
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iStock p 73 (fireman/skodonnell); Oxford University Press p 45 (zebra/
ingramimagelibrary); Shutterstock pp 22 (badminton/Littlekidmoment),
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Odua Images), 38 (crocodile/Naypong), 39 (background/javarman), (elephant/
Rudy Umans), 40 (background/javarman), (giraffe/Pavel_Klimenko),
41 (kangaroo/Rafael Ramirez Lee), 42 (lion/Photocreo Michal Bednarek),
43 (monkey/LeonP), 44 (snake/Skynavin), 45 (background/Pavel_Klimenko),
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DonLand), 55 (hospital/Lester Balajadia), 58 (shopping centre/Yusuf Sami
Kamadan), 61 (theatre/Sergei Butorin), 69 (guitar player/pio3), 75 (man on
laptop/Duplass), 77 (gardener/Robert Kneschke), 84 (t-shirt/BalancePhoto),
85 (jumper/Karkas), 86 (scarf/sergarck), 87 (belt/SS1001), 89 (wellies/
HelenaQueen), 90 (toy car/gcafotografia), 91 (jar/aperturesound), 92 (train/
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Classroom Resource Pack Posters
Illustrations by: Martin Sanders (world map)
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Teacher’s Guide 5
Syllabus 4 3 Getting around town 91
Components overview 12 4 At the job fair 106
Concept and characters 14 R Review 2 120
Introduction to Learn with Us 15 5 At the department store 123
Learning with Learn with Us 16 6 At the summer camp 138
All about accessibility 22 R Review 3 153
Tour of unit and How to section 28 F Festivals 156
Further resources 52 Classroom Presentation Tool

(CPT) games information 162
S All about me and my family 54
Ideas bank 167
1 My activities party 59
Classroom language 173
2 At the safari park 74
Wordlist 174
R Review 1 88
Letter to parents 176
3
Syllabus
Words Grammar Pronunciation
Revised: Present simple: Hi, I’m Jack. I’m ten. Sounds:

S Activities, Animals, Family members, I’m excited. I love Science. My birthday Alfie, and, has, salad,
Food, Personal information, School is on … sandwich, Spanish
subjects, Times
All about Adjectives of appearance and
Possessive ’s / Personal pronouns:
This is (Jack’s). These are (his mum’s).
club, loves, lunch,
sometimes
me and my personality Present simple: I’ve / He’s / She’s got
family Core vocabulary:
assembly, break, Cookery Club, Craft
(fair) hair and (blue) eyes. I’m / He’s /
She’s (clever) and (friendly).
Club, ICT, Geography, registration, Has he / she got (long hair)? Yes, he /
page 2
Spanish she has. No, he / she hasn’t.
Other Adverbs of frequency: always, every
Jack, Dad, Mum, Sally, Alfie, Lisa day, never, sometimes, usually
I (always) walk to school.
He (never) goes to Craft Club.
Core Present simple vs Present Sound:

1 Sports activities: do archery, continuous: /iː/
do gymnastics, go abseiling, I / You / We / They (play badminton) cream, eats, Milly,
every week.
My go climbing, go diving, go swimming,
go trampolining, play badminton, He / She (plays hockey) on Mondays.
Pete, treat
/ɪ/
activities play hockey, play table tennis I’m / You’re / We’re / They’re (playing hill, in, mill, Milly,
party Football vocabulary: goal, match,
player, stadium, team, win
badminton) now.
He’s / She’s (playing table tennis) in this
river
page 6 Other photo.

CLIL: blood, carbon dioxide, heart, why and because: Why are you
lungs, oxygen (happy)? Because we’re winning the
match.
Why is she (hot)? Because she’s wearing
a hat and scarf.
Language in action!: How often do
you …? I (play rounders) once / twice
a week. I (go swimming) every day / on
(Sundays).
Making and accepting an
invitation:
Would you like to come to my party?
Yes, I’d love to. When is it? Where is it?
What time does it start?
4 Syllabus
Skills Values Culture and Project
cross-curricular
themes
Reading: reading for specific information: reading personal
information, a song, a diary entry
Listening: listening for specific information: identifying
descriptions of family members, times in a song, times for school
subjects
Speaking: describing who things belong to, giving personal
information; describing yours and others’ physical appearance and
personality, saying a tongue twister, asking and answering about
times and frequency of school subjects
Writing: personal information and descriptions of physical
appearance, personality and likes and dislikes
Reading: reading for specific information and gist: descriptions Say thank Sports in the UK and Writing and
of sports activities, text messages between Jack and his friends, a you when in South Africa presenting
webpage about why exercise is good for us, a comic-book story somebody Natural Science: Why an article
about a girl who loves football, a song about activities, Jack’s project does is exercise good for about a
(an article about a famous sportsperson); reading and understanding something us? famous
instructions for an experiment and for the unit project kind. sports
Listening: listening for specific information and gist: descriptions person
of sports activities, conversations between friends about sports
activities, a text about exercise and the role of our heart and
lungs; listening to and singing a song about activities; listening to
and understanding a story; listening to opinions about the story;
listening to a conversation in preparation for a project
Speaking: asking and answering about sports activities you enjoy
doing; talking about routines and regular sports activities you
and others do; talking about activities you and others are doing
now; giving opinions about a story; expressing cause and result
using why and because; saying a pronunciation tongue twister to
practise the target sounds /iː/ and /ɪ/; making and accepting an
invitation; presenting a project about a famous sportsperson
Writing: core language at word and sentence level: writing about
people’s routines, timetables and sports activities at paragraph
level, writing your opinion of a story and how you say thank you,
checking and revising written work
Syllabus 5
Core Comparative adjectives (short Sounds:

2 Wild animals: bear, camel, and irregular): /p/
crocodile, elephant, giraffe, The African elephant is better / happy, Peter, plays,
At the safari kangaroo, lion, monkey, snake,
zebra
worse than the Asian elephant.
The jungle is rainier / sunnier than the
practises, trumpet
/b/
park Superlative adjectives: savannah. band, big, brass,
best, cleverest, happiest, strongest, Language in action!: hobby
page 16 tallest, worst What kind of music do you like?
CLIL: brass, percussion, string, I like (pop music).
woodwind I prefer (classical music). My
favourite band / singer is …
Superlative adjectives (short
and irregular):
My best friend is ….
I’m the happiest when …
The (tallest) person in my class is … .
(James) is the (funniest) person I
know.
Asking for information at a
tourist office
Have you got any information about
the (museum)?
How do I get there?
How much is a return ticket?
Thanks for your help. You’re welcome.
Core Past simple: there was / there Sounds:
3 Places around town: were: /θ/
bus station, hospital, hotel, There was / wasn’t (a school). thirsty, thirty, three,
Getting museum, post office, shopping
centre, square, supermarket, theatre,
There were some (squares). Thursday
There weren’t any (shopping /ð/
around town town hall centres). father, mother, there
Adjectives: Past simple: to be:
page 28
bored, excited, friendly, happy, I / He / She was / wasn’t (scared).
scared, worried We / You / They were / weren’t
Other (happy).
CLIL: palace, tower, train station, Language in action!: Excuse me,
TV studio can you tell me the way to …?
Go past the (museum). Go straight
on.
Turn left. Turn right.
The (school) is on your left / right.
Buying a ticket for the cinema
or the theatre:
Can I have two tickets for
Spiderman, please?
Yes, of course. When do you want
to go?
6 Syllabus
cross-curricular
themes
Reading: reading for specific information and gist: short We’ve all Hobbies in the UK Writing and
descriptions of wild animals, an email comparing animals, a text got hidden Music: The Carnival of presenting
message about hobbies, a webpage about The Carnival of the talents. Animals a project
Animals and sections of an orchestra; a fantasy story about a about a wild
safari park adventure, a song about wild animals, Jack’s project (a animal
presentation about giraffes); reading and correcting sentences with
superlative adjectives; reading and understanding instructions to
carry out a project.
Listening: listening for specific information and gist: descriptions
of wild animals, a conversation between friends about hobbies,
a text about a piece of music and instruments in an orchestra,
comparative and superlative sentences about wild animals;
listening to and singing a song about wild animals; listening to
and understanding a story, listening to opinions about the story;
listening to an interview in preparation for a project.
Speaking: asking and answering questions describing wild
animals; comparing wild animals; talking about music you like;
giving opinions about a story, making superlative statements about
members of your family; saying a pronunciation tongue twister to
practise the target sounds /p/ and /b/; asking for information at a
tourist office; presenting a project about a wild animal
Writing: core language at word and sentence level: describing and
comparing wild animals, describing and comparing your family,
writing about music you like, writing your opinion of a story and
your hidden talents, checking and revising written work
Reading: reading for specific information and gist: descriptions Animals can Famous buildings Writing and
and directions of places around town; a diary entry about a town in help us. We in London and presenting
the past; a text message about famous buildings; a webpage about can help Amsterdam a project
Manchester, a city in the UK now and in the past; a historical story animals, too. Social Science: about
based on facts about the destruction of Pompeii, Jack’s project (a Manchester: Buildings buildings in
presentation about giraffes); a song about a day trip to London; that tell stories my town in
Jack’s report about the history of places in his town; reading and the past and
understanding instructions to carry out a project. present
of places around town and directions, a conversation between
friends about famous buildings, a text about old and new
buildings; listening to and singing a song about a trip to London;
a conversation about where you were yesterday; listening to
listening to an interview in preparation for a project.
Speaking: describing where places around town are, talking about
what there was in a town in the past, giving directions, talking
about how people felt in the past, talking about where you were
on different days of the week, giving opinions about a story, saying
a pronunciation tongue twister to practise the target sounds /θ/
and /ð/; buying a ticket for the cinema or the theatre; presenting a
report about the history of places around your town
Writing: core language at word and sentence level: describing
places around town and historical buildings and sites, writing about
your town in the past and present, writing your opinion of a story
and the way you help animals, checking and revising written work
Syllabus 7
Core Past simple regular verbs: Sound:

4 Jobs: artist, computer programmer, affirmative & negative: /ə/
cook, engineer, firefighter, gardener, I talked to an engineer. actor, theatre, sister,
At the job journalist, musician, police officer,
scientist
He listened to the gardener. professor, letters
We didn’t play the guitar.
fair Biography vocabulary: daughter, Past simple irregular verbs:
husband, prize, professor, university, affirmative & negative:
page 38 war
became / didn’t become
Other
have / didn’t have
CLIL: abstract, cubist, impressionist,
made / didn’t make
pointillist
met / didn’t meet
went / didn’t go
won / didn’t win
Language in action!:
He / She was (a scientist) and lived
in the ….
Why is he / she famous?
He’s / She’s famous for … +-ing
Borrowing something:
Could I borrow your (notebook), please?
Yes, of course.
I need it back (tomorrow).
Help yourself.
Core Obligation: have to / don’t have to Sounds:

5 Clothes and materials: I / You / We / They have to (wear a (-ed endings)
a cotton T-shirt, a glass bottle, a school uniform). /d/
At the leather belt, a metal bracelet, a
paper plane, a plastic car, rubber
I / You / We / They don’t have to
(wear a school uniform).
climbed, lived
/t/
department boots, a silk scarf, a wooden train, a He / She has to (go to the post helped, worked
store wool jumper
Adventure vocabulary:
office). /ɪd/
He / She doesn’t have to (go to the started, visited
blanket, fire, map, rucksack, torch, post office).
page 50 whistle Past simple questions and short
Other answers:
CLIL: absorbent, flexible, man-made, Did you / he / she / we / they (see a
natural, rigid, waterproof river)?
Yes, I / he / she / we / they did.
No, I / he / she / we / they didn’t.
can for permission
I can (wear bracelets) at the weekend.
I can’t (wear them to school).
Trying on clothes in a shop:
Please can I try this (dress) on?
Yes, of course.
Is it any good?
It’s too big / small.
Have you got a (smaller) size?
8 Syllabus
cross-curricular
themes
Reading: reading for specific information and gist: short Work hard Great bridges and Writing and
descriptions of jobs, an article about a job fair, a text message to make their designers around presenting
between friends about great bridges, a webpage about styles your dreams the world a biography
of art, a biographical story about famous scientist (Marie Curie), come true. Art: Styles of art about
a song about what I want to be, information to compare Louis someone’s
Pasteur and Albert Edelfelt; Jack’s project (a biography about job
Michael López-Alegría); reading and understanding instructions to
carry out a project
of jobs, a conversation between friends about great bridges, a text
about artists and styles of art, a conversation about where you
were yesterday; listening to and understanding a story; listening
to and singing a song about what you want to be; listening to
listening to a conversation in preparation for a project
Speaking: describing people’s jobs, saying what job you want to
do when you’re older, talking about what people did at the job
fair, describing people from the past, giving your opinion about a
story, saying a pronunciation tongue twister to practise the target
sounds /ə/ and /ɜː/, asking and answering to borrow something,
presenting a biography about someone’s job
jobs, writing about what people did in the past, writing about a
painting and style of art, writing your opinion of a story and the
way you work hard to make your dreams come true, writing a
biography, checking and revising written work
Reading: reading for specific information and gist: short Be creative Special clothes Writing and
descriptions of items in a department store and the materials to solve around the world presenting
they are made of, a letter to a friend, a text message between problems. Natural Science: a report
friends about clothes, a webpage about properties of materials, Properties of materials about special
an adventure story about a family holiday, a song about what we clothes
did and wore, Jack’s project (a report about wetsuits); reading and and their
understanding instructions to carry out a project properties
of clothes and their materials, a text about properties of materials;
listening to and understanding a story; listening to opinions about
the story; listening to and singing a song about what we did and
wore; listening to a phone conversation in preparation for a project.
Speaking: describing objects and what they are made of,
describing what you’re wearing today, talking about what people
have to do, talking about what you can and can’t wear, comparing
traditional clothes in your region with other cultures, giving your
opinion about a story, saying a pronunciation tongue twister to
practise the target sounds /t/, /d/
and /ɪd/; asking and answering about what you and others did on
holiday; asking and answering about trying on clothes; presenting
a report about special clothes and the materials they are made of
objects and material they are made of, writing about what you
have to and don’t have to do, can and can’t wear, writing about
what people did on holiday, writing about properties of materials,
writing your opinion of a story and the way you solve problems,
writing a report about a type of clothing, its development and
properties; checking and revising written work
Syllabus 9
Core going to future: affirmative and Sounds:

6 Holiday activities: climb a negative /æ/
mountain, cook on the campfire, go I’m / You’re / He’s / She’s / We’re / at, camp, have
At the caving, go fishing, go kitesurfing, go
to the beach, play volleyball, swim in
They’re going to (go caving).
I’m not / You aren’t / He isn’t / She
/ɑː/
summer
bath, castle,
the lake, take photos, visit a castle isn’t / We aren’t / They aren’t going gardener, half, past,
camp Restaurant vocabulary:
barbecue, customer, main course,
to (climb a mountain).
going to future: questions and
plants
menu, waiter, waitress shorts answers

page 60 Other Are you / we / they going to (have
CLIL: fresh water, ice, land, ocean, lunch here)? Yes, I am. No, I’m not.
reservoir, salt water, tap Yes, we / they are. No, we / they
aren’t.
Is he / she going to (cook pizza)?
Yes, he / she is. No, he / she isn’t.
Excuse me, could you send / give /
tell me …?
Yes, of course.
Yes, here you are.
At a café or a restaurant:
Have you got (a table for two),
please?
Yes. Please follow me. Are you ready
to order? I’d like … Could I have …?
Review 1 Review: Sports activities; Wild animals; Present simple and continuous; Adverbs of frequency; Why /
Call the H Because; Comparative and superlative adjectives; I usually play badminton on Saturdays, I’m listening to the
Team: A football match, Why do they need our help? Because the animals are thirsty. This is the happiest day of my life!
Problem in Read a story about the H Team to review the vocabulary and grammar from the Starter unit and Units 1
Koumadi! and 2. Speaking in groups to prepare, plan and put on a play. Working independently to make a mask for
the play.
Review 2 Review: Places around town; Jobs; Adjectives; Directions; Past simple: to be; Past simple: regular and irregular
Call the H verbs; Prepositions of place; I want to be a computer programmer, The thief was at the shopping centre, I didn’t see
Team: Catch a thief. He didn’t stop at the post office, The thief went to the square and now he’s near the post office , Yesterday we
that thief! were worried.
Read a story about the H Team to review the vocabulary and grammar from Units 3 and 4. Speaking in
groups to prepare, plan and put on a play. Working in groups to make a poster for the play.
10
cross-curricular
themes
Reading: reading for specific information and gist: short A thoughtful At the seaside Writing and
descriptions of holiday activities, a letter to a friend, a message present Natural Science: World presenting
about plans for the weekend, a text message between friends is always of water an email
about plans for the summer, a webpage about the world of water; a good about
a humorous story about a birthday, a song about future plans; a present. summer
dialogue about what food you are going to have at a restaurant; holiday plans
Jack’s project (an email about summer plans); reading and
understanding instructions to carry out a project.
of holiday plans; a text about the world of water; listening to
and understanding a story; listening to opinions about the story;
listening to and singing a song about future plans; listening to a
conversation in preparation for a project.
Speaking: asking and answering about holiday activities and
what you have to wear / have; describing what activities you like
doing on holiday; talking about what people are going to do at
the weekend; making polite requests for information; comparing
what you do at the seaside with other cultures; giving your opinion
about a story; asking and answering about what you and other
people ae going to do; saying a pronunciation tongue twister to
practise the target sounds /æ/ and /ɑː/; asking and answering at a
café or restaurant; presenting an email about summer plans
holiday activities and future plans, describing your perfect summer
holiday, writing about your daily water usage, writing your opinion
of a story and thoughtful presents, writing an informal email about
future plans, checking and revising written work
Review 3 Review: Holiday activities; Materials and properties; Adventure vocabulary; Obligations: have to / don’t
Call the H have to; going to: future plans; Past simple: questions and short answers; We’re going to call the H Team. Are
Team: Take us you going to play volleyball? No, I’m not. We have to do the job before it gets dark. Did you find a map? Yes, I did.
to Adventure Put your rucksack in the blue, plastic box.
Land! Read a story about the H Team to review the vocabulary and grammar from Units 5 and 6. Speaking in
groups to prepare, plan and put on a play. Working in groups to make a programme for the play.
Festival: Core: carve a pumpkin, dress up, eat party food, go trick-or- Other: decorate, guests
Halloween treating, play party games, skeleton
Review: Food and drink; Present simple and continuous;
Adverbs of frequency
Festival: Core: carols, fancy dress, lights, market, pantomime, present Other: gifts, hang, night, pretty, stocking, streets
Christmas Review: Present simple and continuous; Adverbs of
frequency, can for possibility
Festival: Core: Easter Monday, Easter Sunday, Good Friday, hot cross Other: Christian, cooked (egg), spring, traditions
Easter bun, roll (v), roast lamb
Review: Present simple; have got
11
Components overview
CPT (Classroom Presentation Tool) • six units of nine lessons providing the core teaching material
Classroom Presentation Tool (CPT) with on-screen Class • three Review Units, including a reading-for-pleasure
Book, Activity Book, video and animations, interactive games story as well as a project to engage and assess various
and embedded audio to facilitate dynamic classes. competences and to practically apply linguistic knowledge
The Classroom Presentation Tool contains: • three Festival Units (Halloween, Christmas and Easter)
• an opening video featuring the main character • six Conversation cards to present and practise a functional
introducing the setting for the unit language role play in Lesson 8
• animated song videos
Activity Book with Online Practice
• a culture film introduced by the main character,
showing British children in their own environment, with
comprehension task
• a video for presentation and practice of the Language in
action! functional language in Lesson 3
• a slideshow introducing the cross-curricular topic with a
Quick quiz
• a fully animated story with real-action video introduction
• an animated song video introduced by the main character
and his friends
• a video presenting a functional language dialogue for
role-play in Lesson 8
• vocabulary games in Lessons 1 and 5 • ten pages of practice activities for each unit, with a focus
• vocabulary and grammar games in Lessons 2 and 6 on reading and writing
• a pronunciation game in Lesson 7 • follow-up practice to the Review Units
• a grammar and vocabulary review game in Lesson 8 • All about grammar additional practice pages for the
• Class Book and Activity Book pages with answer grammar presented in Lessons 2 and 6
key-reveal function, for easy reference and navigational • follow-up practice for the Festival Units
support in the classroom • an alphabetical Wordlist of the vocabulary presented in
• all audio tracks Lessons 1 and 5
It also includes: • three pages of exam practice (reading and writing) which
• a Starter Unit video introducing the main character and can be used towards the end of the year
his friends and family • six cut-out speaking cards for the speaking activity in
Lesson 7
Online Practice
Online practice offers a blended approach to learning where
students can use online interactive activities to further
practise language and ideas taught in the Class Book.
Class Book
• a clear syllabus summary showing the language learnt in
each unit
• a Starter Unit introducing the course character, Jack,
and his family and friends, as well as presenting and
practising school vocabulary and adverbs of frequency,
and reviewing family members, activities, personal
information, school subjects, adjectives, present simple
and present continuous
12 Components overview
Teacher’s Pack
A comprehensive Teacher’s Guide containing:
• a full syllabus overview FPO
• an introductory section including Please replace
a components overview, a the top repro
summary of the course concept if ‘All About Us’
and characters, an introduction is legible
to the course, a breakdown of the
methodology behind the course,
and notes on current issues around
accessibility in the classroom, such
as Competences for 21st century • Word skills worksheets providing essential word skills
learning, SEN, mixed-ability classes focus: dictionary skills, spelling rules, synonyms and
and multiple intelligences collocations, etc.
• a Tour of a unit section, presenting an overview of the • Standard and Challenge level tests: six unit tests and three
function of each lesson with a ‘How to’ section outlining term tests
the standard teaching steps and sequence of resources for • listening tracks for the tests
each of the nine lessons
• transcripts, answer keys and teaching notes for all
• suggestions for what to do if the CPT is not available worksheets and tests
• a rapid route with suggestions for how to save time • flashcards for the Starter and Festival Units
• notes on further resources • notes on evaluation and grids for assessing Competences
• transcripts for each lesson for 21st century learning and speaking
• full answer keys for Class Book and Activity Book activities,
as well as explanatory teaching notes where appropriate Classroom Resource Pack
• suggestions for optional starter and finisher activities
Flashcards
• culture notes
• flashcards for presenting
• references to Competences for 21st century learning the core unit vocabulary
• references to worksheets and tests in the Teacher’s
Resource Material in the Teacher’s Resource Centre All About Us 5 Unit 1 © Oxford University Press
• an Ideas bank with games, activities and ideas for how to

4563437_AAU5 Flashcards.indd 31 02/11/2017 10:59
exploit the extra resources (flashcards, posters, etc.). These

include ideas for action and settling games, pronunciation
practice games, grammar games as well as ideas to exploit Posters
the animations, videos and posters.
• Building fluency: a
• useful classroom language and a wordlist large, easy-to-read
• a letter to parents, outlining what Learn with Us offers poster with definitions
of an
Class Audio adjective,
All tracks are provided on the Class Audio CDs and the CPT: adverb, noun,
adverb,
• recordings of all the songs, stories and listening activities
preposition,
• includes karaoke versions of the unit songs pronoun,
Listening tracks for the tests are available on the Teacher’s and how
Resource Centre. to improve
fluency
Teacher’s Resource Centre presented on
• complete access to students’ online practice a large poster
format
Downloadable Teacher’s Resource Material:
• English-speaking countries: a large, easy-to-read poster
• mixed-ability vocabulary and grammar worksheets at
with map of the world and information about the English-
reinforcement and extension level for each of the core units
speaking countries
• Culture & communication worksheets to support the
Culture film in Lesson 3 E-books
• Cross-curricular worksheets to support the Lesson 4 CLIL • Digital versions of the Class Book and Activity Book are
topic and facilitate the Web search available for Levels 1–6
• Story worksheets to enable children to act out the story
Components overview 13
Concept and characters
As every child grows up, his or her year is punctuated by • shopping for a birthday present for Jack’s cousin, Lewis
routines, events and occasions – some are ordinary and (Unit 5)
everyday, such as eating at school or cooking, while others • activities at a summer camp (Unit 6)
are more momentous, such as a birthday or a holiday. It is
these real-life situations and events, as experienced by real Jack accompanies the children throughout the unit,
children, that are at the heart of Learn with Us. grounding their learning in the real-life context and
encouraging them to immerse themselves in the language
All about Jack situation alongside our character.
All about Jack’s family and friends
Jack
Mum Dad
In Learn with Us 5, children follow the real-life experiences of
Jack, a ten-year-old British schoolchild. Jack and his family
and friends inhabit a world the children can easily relate
to – at home, at school or doing activities on holiday. In this
way, children are motivated to learn and use the language of
real-life situations that are relevant to them, while also being
invited to draw comparisons between the main character’s
and their own experiences. Learning alongside a real child
in the UK will also raise their curiosity about English, provide
opportunities to learn about other cultures and encourage
them to develop the skills and competences shown by Jack Sally
and his friends.
In exploring Jack’s world, we also become familiar with
The children are first introduced to Jack in the Starter unit as
his family and friends all around the world, who often
he moves to a new town with his family, starts a new school
accompany him in different situations in the Class Book
and makes two new friends. Through this they learn about
pictures and videos.
his family and interests – before his life is explored further
through each unit. Each unit opens to a different event or a We meet Jack’s mum and dad, as well as his older sister,
day in the life of Jack and his family and friends. Jack, along Sally, and many of his friends from around the world who he
with his friends and family, are introduced first on video as communicates with online.
real people before we enter their world on the page and see
the same characters on the page.
The context for the unit is always introduced via a short
video of Jack. This scene is then visualized in the large
picture shown on the opening Class Book pages. This
integration of video and pictures not only turns the ordinary,
everyday situations into the extraordinary, but is also
stimulating for the children, reflecting their own multimedia
interests and experience.
The real-life contexts for each unit in Learn with Us 5 are:
• an introduction to Jack and his family after their move to a Lisa Alfie
new town, and an introduction to Jack’s friends (Starter Unit)
We also come to know Lisa and Alfie, Jack’s friends from
• celebrating Jack’s birthday with a sports activities party school, who are in the same class as him. Jack, Lisa and Alfie
(Unit 1) all contribute giving their opinions on the stories and by
• a trip to a safari park (Unit 2) presenting the unit songs, providing a realistic and relatable
• getting to know Jack’s new town (Unit 3) context throughout the course.
• a job fair at Jack’s school (Unit 4)
14 Concept and characters

Introduction to Learn with Us
Learn with Us is a six-level course for children learning English colour animations of all the unit stories, and a selection of
from Primary 1 to Primary 6. It is a child-centred course that interactive games and other types of games.
enables children of ALL abilities to learn by doing, to learn The stories form an important feature of the course, with
together, and to learn from each other. a rich variety across all six levels. They not only provide a
Learn with Us provides an unprecedented amount of real-life meaningful context for the language, but bring creativity
video as part of the exciting digital and print resources that and imagination to the classroom, captivating and inspiring
are designed to work independently and in combination, young minds. The stories also provide a useful springboard
allowing for maximum learner engagement and classroom into linked activities, such as the values focus. In this way,
efficiency, whether your classroom has an interactive children form important connections between the values
whiteboard or not. they see played out in the story and their own social
At the heart of Learn with Us is real life. In each level of the development.
course, the children follow the experiences of a British Learn with Us is underpinned by a sound competence-based
schoolchild, and share experiences and learning. This learning methodology, ensuring that the Competences
approach marks an important shift towards language for for 21st century learning are developed. Activity rubrics
communication by structuring language learning around are often competence-based, and include thinking-skills
real children in real situations. In this way, language activities and challenges that require the children to work
presentation can be focused on real-life situations and social collaboratively and stretch themselves cognitively. Likewise,
interaction. a variety of activities which appeal to multiple intelligences,
A new child is introduced at each level of the course to such as individual and collaborative project work, quizzes
reflect the children’s own changing life experiences and and games, ensure every child remains challenged and
interests. As the learners progress through the levels, they active in their learning. Drawing on the real-world content of
can share and compare ideas about themselves and their the course, critical-thinking and self-evaluation skills are also
lives to those of the characters, achieving a real sense of developed by encouraging the children to be curious about
growing up together. and question the world around them, while also reflecting
on their own interactions.
The course is situation-based, with an event in the life of the
child forming the starting point for each unit, e.g. a birthday, Studying English with Learn with Us also naturally activates
a trip, or going on holiday. The situation is introduced by the curiosity about other cultures. By focussing on a day in the
central character via an accompanying video. life of a British child, the opening context for each unit is
overtly cultural, and is also enriched by video clips rooted
The central character then accompanies the children as
in British culture. The children are invited to explore and
they progress through each unit, using more videos to
think about the world presented to them, comparing the
introduce stories, documentary-style culture videos and unit
character’s life to their own.
projects, bringing each to life. In addition to these character-
led videos, there are animated songs, as well as attractive The specific Culture lessons in each unit also vividly bring a
part of British culture to life. The children follow this lesson
with a cross-curricular topic linked to the theme of the unit,
allowing them to continually review and build on their
Learn with Us language-learning. Making links to other subject areas in
Bring learning together. Bring learning to life. this way extends the meaning and perspective of what the
children have learnt, and broadens their horizons.
Learn with Us offers a wide range
of activities and materials that
acknowledge individual learning styles
and allow you to cater for mixed-
abilities within your class. Children are
encouraged to work at their own ability
level, with reinforcement and extension
resources and two-levels of tests to
provide additional flexibility.
Introduction to Learn with Us 15

Learning with Learn with Us
Classroom Presentation Tool (CPT) Activity Book with Online Practice
The CPT presentation materials for Learn with Us are engaging The Activity Book with Online Practice has been designed
and varied. They include unit-introduction videos with to bring together all that the children have learnt in the
Jack, culture films, cross-curricular slideshow presentations, lesson beforehand, consolidating and reinforcing content
story animations, song animations, functional language and language from the Class Book and CPT presentations
conversations, pronunciation games and review games. There and practice. In lessons which aim to practise core
are also interactive practice games designed to be played vocabulary and grammar, the Activity Book serves to provide
during Lessons 1, 2, 5 and 6, providing further exposure to independent reading practice as well as listening practice
core language and allowing for well-timed comprehension and written production. In lessons which centre on other
checking. A bank of these games is also provided in the types of content, e.g. the unit story, culture and cross-
Resources section of the CPT to allow for revision and curricular content, the Activity Book is an effective means of
recycling when needed. checking concepts and understanding, and consolidating
The CPT also offers all the pages of the Class Book and Activity what the children have learnt in the previous stages of the
Book on screen, for easy reference and to aid classroom lesson. The Activity Book also affords the children the chance
management, e.g. for helping the children to navigate to the to review the vocabulary they have been learning and to
correct page in their own printed Class Books / Activity Books, explore and break down the rules of the grammar they
and for quick and easy access to audio tracks or answer keys. are studying, as well as enabling them to input creatively
and imaginatively, by personalizing the content they have
The CPT is easy to navigate with the material clearly divided
learnt. For example, in Lesson 2, the main rules of the target
into units and lessons.
structure are presented through a table which allows the
Class Book children to think about the form and use of the grammar.
In Lessons 3 and 4, the activities allow the children to make
The Class Book lessons have been carefully staged to allow
links to their own country or region and to personalize the
smooth and natural progression: from the presentation
unit language creatively in a way most meaningful to each
stage provided by the CPT material, flashcards or the Class
child. In Lesson 5, children are asked to choose statements
Audio, to simple activities demonstrating active recognition
that apply the story value to their own lives. Finally and
of the language, then finally to practise of the language via
importantly, it provides scaffolding to ensure a successful
engaging activities such as games, role plays, or listening
and motivating outcome for the end-of-unit project in
and speaking activities, supported by further practice games
Lesson 9.
on the CPT.
The rubrics in the Class Book are addressed to the child,
rather than the teacher, and include critical-thinking
challenges that allow the children to personally invest in
the material, as well as scaffolded communication games
and tasks that require the children to work cooperatively.
Likewise, at the end of each unit in the Class Book the
children create a project, which allows them not only to
consolidate their learning, but to also to work independently
and personalize the language they have encountered in the
unit in a way that is meaningful for them. In this way their
enthusiasm for speaking English is heightened.
16 Learning with Learn with Us

Skills On the CPT, new language is always presented alongside
images, so that meaning is clarified first. The option to turn
Listening and speaking off text on the CPT allows the children to focus on the oral
The high-quality audio-visual material supplied on the CPT and aural before they focus on the written form. The ‘text off’
affords the children plenty of aural recognition before they and ‘text on’ option, available for many of the CPT materials,
are required to produce the language. The ideal combination allows the teacher to choose the most suitable version
of clear listening models of spoken English with strong visual according to the point at which the material is being used
support means that the children are able to develop notable and the progress the children have made.
confidence as they hear words and phrases for the first time The Class Book provides plenty of general reading skills
and understand them without ambiguity. Equally, the clear practice from which the children gain exposure to a variety
and easy-to-follow models provided on the Class Audio of different text types; in the Lesson 2 Grammar lesson, in
allow for quick and accessible models that stimulate the the culture and cross-curricular lessons, the unit stories and
children’s accurate recognition of the language before they Jack’s projects. The three end-of-term review stories in the
are expected to produce it themselves. Listening skills and Class Book bring together the language that the children
aural confidence are further developed through listening have learnt over two units in a fun, comic book-style story.
to a range of motivating texts and stories with varied The printed flashcards in the Classroom Resource Pack can
comprehension tasks in both the Class Book and the Activity be used for optional review or further practice at any point
Book. These also help develop learner independence and to during a unit.
prepare the children for practical everyday tasks in English. After exposure to new language in the Class Book, the
In Learn with Us 5, speaking practice at sentence-level children move on to more independent reading and writing
is integrated into every lesson and builds on language in the Activity Book. The approach to reading and writing
the children have already learnt in previous levels. New in the Activity Book is carefully staged to move from word
vocabulary is introduced in the context of a familiar grammar level to sentence level, and on to short paragraphs. As a
structure. Spoken accuracy of new language is developed unit develops, the amount of guidance and scaffolding for
through activities which encourage repetition following writing tasks is graded to encourage learner independence,
a model, provided by the CPT and on the Class Audio for example, moving from using words from a selection
CDs, as well as through oral pairwork activities, songs, oral provided, or copying and completing phrases, to freer and
comprehension questions, speaking dialogues that practise more personalized writing production in Lesson 9.
functional language exchanges, controlled practice games The project preparation and writing tasks in Lesson 9 are
and personalization activities. Speaking cards in the Activity staged carefully to support all learners, challenging the
Book provide practice of exam-style pairwork speaking, and more confident to stretch themselves, while supporting the
the Conversation cards in the Class Book also offer pairwork less confident to a successful writing outcome. The project
practice of longer functional language dialogues. Learn with is the culmination of all the language learning and skills
Us 5 also includes activities designed to actively encourage practice the children have had during the unit. The mix of
the children to formulate and express their opinion in English. listening and reading comprehension, and writing activities
Previously learnt language is actively recycled in oral activities include tasks and tips to help children plan and generate
and the children are encouraged to use this language as ideas, order and structure their writing, and successfully tie
they set up and carry out various tasks. This wide range of their ideas together raising awareness of the cohesion of
motivating oral activities allows for extensive opportunity for texts. Once the children have completed these stages, they
repetition of core language within a clearly defined framework are ready to produce their own personalized written text
in order to help children build their confidence in speaking. at paragraph level, based on the model, with the ultimate
In addition, phonetic awareness and confidence is further aim of presenting their work in project form to an audience.
developed in pronunciation activities designed to raise The writing tasks include several motivating text types (an
awareness of and practise production of key sounds and article about a famous sportsperson, a presentation about
familiarity with the phonetic script. a wild animal, a report about the history of places in your
By the end of a unit, the wide range of graded speaking town, a biography about someone’s job, an informal email
practice should support all learners to successfully present describing summer plans). The performance outcome is
their end-of-unit project with confidence and to the best of also a motivating factor in helping the children write more
their ability, and talk about their performance in the unit. independently whilst bringing together all that they have
learnt over the course of the unit.
Further optional pronunciation and communication games
are detailed in the Ideas bank on pages 167–172 of this Learner training is an important part of developing
Teacher’s Guide. writing skills and the check and revise activity in Lesson 9
encourages children to review each other’s work in order to
Reading and writing develop writing skills such as spelling, punctuation, grammar
and organizing work. Working with a friend to do this gives
Learn with Us takes a systematic approach to both reading each child the opportunity to share their language skills,
and writing throughout the course. In Level 5 children are opinions and receive peer feedback.
introduced to reading the written form as they hear and say
new words or structures. Once the children are familiar with
reading and saying new core language, they move on to
writing it.
Learning with Learn with Us 17

Stories Following the CPT presentation materials, the children are
invited to open their Class Books for a re-telling of the story,
this time in closer view, with full-colour story frames and
accompanying audio. A variety of activities in the Class Book
and Activity Book support consolidation of new vocabulary
and core concepts. The children also further develop learner
independence by being encouraged to evaluate the story
and say what they think about it. The children, as with
previous levels, have the opportunity to act out the story
to recycle the language of the unit in a fun and memorable
way, while allowing learners of all levels to join in with the
performance.
Revision stories are also available in the form of a running
The stories are central to each unit in Learn with Us 5. They cartoon in the Review units and are also available as a scroll-
depart from the real-life context and narrative as presented through storybook on the CPT.
by Jack and instead immerse the children in a fun and
entertaining story that, while still linked to the theme of Values
the unit, is also a completely new and exciting adventure,
All about values

with a different storyline and set of new characters in each
unit. A rich variety of different story genres are explored:
from traditional fables and fairy tales to true life stories and
adventure. All the stories have been specially chosen to
appeal to the children’s imagination and diverse interests.
The unit stories in Lesson 5 play an important role with
regard to language development, as they not only present
the second vocabulary set and target grammar in context,
but they also revise previously learnt language (both core
and incidental). Hearing this recycled language in a rich
story narrative provides the children with an important
opportunity to practise recognizing larger language outputs,
i.e. the lexical ‘chunks’ that form the building blocks of
English that they will encounter time and time again. There is a strong emphasis in Learn with Us on values and
The stories also provide the opportunity to develop listening developing the whole child. In Learn with Us 5, the values
skills (via the CPT or the Class Audio CDs) and reading skills. focus is presented in Lesson 5 through the story, with
All story text is provided on the page, allowing the children a focused ‘All about values’ feature clearly linked to the
to follow while they listen and thereby boosting their content of the story. The children are encouraged to discuss
confidence and ability to recognize known words. and relate the value to their own lives, raising awareness
The children’s first experience of the unit stories is via the of the children’s own social growth as well as promoting
CPT, where they can enjoy a beautiful, fully animated version self-esteem, positive attitudes, and tolerance and respect
of the story, maximizing the story’s motivational potential as towards others.
well its function as a learning tool. Each story is first chosen In the Activity Book follow-up task in Lesson 5, the children
for us by our central character, Jack, smoothly embedding consolidate the value by doing a personalization task which
the imaginary in the real-world context so central to Learn helps internalize the value and make it more relevant to their
with Us, while also helping the children to transition into and real-life experience.
build excitement about the new content.

Songs The culture lesson also helps the children take a step
Songs form a natural part of childhood and are therefore towards integration into the culture of the language they
something immediately familiar to primary-aged children. are learning by giving them useful expressions, in the
They are also an invaluable way of practising and assimilating form of common everyday language, in the Language in
new language, as they naturally include repetition, provide action! activity. A simple, high frequency social exchange is
clear models for correct pronunciation and greatly aid memory modelled by children in the video clip, so that leaners can
through their use of rhythm. The children will naturally listen and repeat it easily. These exchanges have also been
participate, meaning they will be active and having fun while chosen taking into consideration the language syllabi of the
at the same time gaining valuable exposure to the language, GESE Trinity and Cambridge English: Young Learners external
increasing the likelihood of retention. For this reason, songs exams, in which social English plays a key role.
are an integral part of Learn with Us, with the CPT providing an
extra audio-visual dimension through an animated song for Evaluation
the Lesson 7 songs. Evaluation in Primary should be an integral part of the
Each unit of Learn with Us 5 contains one song. They review teaching and learning process, and, above all, formative.
and consolidate language presented in previous lessons in the Evaluation material is therefore provided as part of the Learn
unit. The songs cover a variety of musical genres specifically with Us 5 course. The evaluation programme is carefully
designed to encompass the diverse range of musical styles designed to support continuous and systematic evaluation
children enjoy in the real world. The song is supported with an of the children using a variety of tools.
animation available on the CPT. The Learn with Us 5 tests can be found in the Teacher’s
Resource Material in the Teacher’s Resource Centre. They
Culture cover all the target language from the level and are divided
Authentic British into six unit and three term tests. Importantly, the term tests
culture has been are cumulative, with the language from Units 1 and 2 tested
brought to the in the Term 1 test, Units 1–4 in the Term 2 test, and Units
forefront in Learn with 1–6 in the Term 3 test. In this way, long-term retention of
Us and is regarded as the language the children have encountered throughout
an essential part of the duration of the course can be tested, aiming towards
language learning. longer-term learning. Moreover, the activity types in the
From the very term tests have all been carefully designed to echo the latest
beginning of each Cambridge Young Learners English test (Movers level). This
unit, the content is grounded in the real world, immersing can help the children start to familiarize themselves with the
and inviting the children to participate in the life of a British test in a non-intimidating way, enhancing their confidence
child. In Learn with Us 5, the wider English-speaking world with regard to sitting external exams.
is also integrated into the Culture lessons. This approach to There are two levels of each of the unit and term tests:
structuring language learning around day-to-day situations ‘Standard’ and ‘Challenge’, allowing you to select the level
naturally inspires the children to compare the character’s appropriate to the ability of the different children in the class.
world with their own. The details and conventions of British At both levels, all four skills are systematically tested across
everyday culture are brought to life in supporting video both the unit and term tests. To provide more flexibility in
clips at the start of each unit, helping to make British culture administration, speaking skills are assessed continuously and
relevant and interesting to the children’s own lives. The mix after every two units in the term tests. Grids are provided
of documentary and drama footage which make up the unit in the Evaluation section in the Teacher’s Resource Material
culture films provide a motivating insight into British culture, to help with the continuous assessment of speaking using
and the follow up pages in the Class Book and Activity Book various unit activities and appropriate criteria for evaluation.
all provide interest and the opportunity for cross-cultural
comparison.
The children are encouraged to understand and reflect on
the differences and similarities between their own and other
cultures in order to develop Competences for 21st century
learning in particular Social and civic competences and
Cultural awareness and expression.

Clear and practical notes are provided to help with Exciting visual and auditory presentation tools are used to
administering the speaking sections of the term tests. The tests introduce and exploit the concept in every unit. An engaging
are available as printable PDFs or editable documents on the slideshow-style presentation with a Quick quiz introducing the
Teacher’s Resource Centre, so you can choose to adapt the subject matter is available on the CPT for easy-to-use, effective
material to suit your class. Audio for the tests is available on the presentation of the cross-curricular concept and new cross-
Teacher’s Resource Centre. curricular words, and this is reinforced in the Class Book with
Additional opportunities for evaluation in Learn with Us 5 tasks developing reading, listening and speaking skills.
come in the Lesson 3 Language in action! tasks, Lesson 7
speaking cards activity, Lesson 8 Conversation cards activity Collaborative learning
and Lesson 9 unit project, establishing a more holistic
approach to the assessment of the children. The criteria
for assessment of the projects is matched to learning
standards for this level and Competences for 21st century
learning. Opportunities for evaluation in the project lesson
is identified in the Class Book with a key symbol. Guidance
notes and grids for assessment of the projects can be
found in the Teacher’s Resource Material and allow you to
continuously assess the children’s progress and provide
them and their parents / carers with feedback.
Allowing your children to evaluate and reflect on the
work that they have done is also an integral part of the
learning process, and links directly to the Learning to learn
competence. Studies have shown that children who are Language-learning is a pre-eminently collaborative activity,
given opportunities to reflect on their work tend to be better and it is for this reason that Learn with Us offers a wide
engaged, have a more positive attitude towards learning, range of activities and materials that inspire the children
and therefore absorb much more. For this reason, Learn to experience English together by working collaboratively.
with Us 5 provides opportunities for reflection and self- Children are encouraged to work together in a variety
evaluation, allowing the children to think about what they of communicative speaking activities, grammar practice
are learning, check what they know and record how they are activities and project activities, helping to develop the
progressing. Children are encouraged to evaluate their own children’s social and civic competence.
projects, and the unit tests each contain an ‘All about my test’
feature, allowing for self-reflection on how well the child has
performed at the end of the unit.
Cross-curricular focus
One core lesson in each
unit of Learn with Us covers
content from other subjects
across the curriculum,
providing the opportunity
to transfer useful, practical
English language to a
range of different areas
of the curriculum, including Social and Natural Science and
Music. These lessons are linked to the theme of the unit and
complement the culture lesson that has come before. This
allows vital links to be formed in the children’s language-
learning, as well as providing a meaningful context for the
topic area via a ‘learning through meaning’ approach.
The content ranges from why exercise is good for us to music
compositions and an orchestra, to styles of art and the world
of water, and the concept is always consolidated with clear
illustrations and activities in the Class Book, with further
practice in the Activity Book. Within these lessons, the children
will encounter new vocabulary specific to each topic, but the
focus is on understanding the concept rather than retaining all
the new language.

Think
Learn with Us encourages the development of thinking
and communication skills through engaging collaborative
activities which promote truly meaningful communication.
The Think icon in the Class Book and Activity Book denotes
activities which encourage children to formulate and express
their own opinion. The language they need to do this is
clearly modelled and they are encouraged to share their
opinions with others. They are encouraged to respect each
other’s opinions, and are reminded of the need to take turns
in a conversation and appreciate that there is more than one
perspective on most things. As this features regularly, they
will gain in confidence as the year progresses.
Likewise, the projects that appear in each unit are an
example of how collaborative work not only facilitates
appreciation of each other’s ideas but also develops personal
initiative. In these tasks, the children are asked to work in
pairs to check and revise their project. This collaboration
allows children to learn from and instruct each other on how
to improve their work.
Parental involvement
English at home
The support and involvement of parents and family members
is a key motivating factor for children across all subjects. The
children will enjoy sharing what they have learnt with their
parents or carers, and for this reason, Learn with Us uses a
variety of approaches to help establish a vital home–school
link for the children.
The ‘English at home’ icon appears in several places throughout
the Class Book and Activity Book, clearly signposting
opportunities for children to share their learning with their
parents or carers.
Establishing clear and transparent communication with
parents is also essential in developing a cooperative
relationship between home and school. It’s important to keep
parents informed about what their children are learning.

All about accessibility
Competences for 21st century learning The methodology of the course ensures that the competences
The Competences for 21st century learning describe a range are developed methodically, and that they are clearly highlighted
of skills, knowledge, attitudes and behaviours that will serve and explained throughout the teacher’s notes.
children for life and learning outside the classroom.Social
Theyand civic competences
The lesson notes in this Teacher’s Guide provide information in
go beyond the classroom, as they are essential for personal how the syllabus maps to the Competences for 21st century
development, social inclusion, active citizenship and learning enabling you to track the children’s development
successful employment. through the course. A more detailed explanation of how
Cultural awareness and expression
There are seven Competences for 21st century learning in learning a foreign language can develop the Competences
the Spanish education system, defined as follows: for 21st century learning can also be found on the Learn with
Learning to learn Us 5 Teacher’s Resource Material in the Teacher’s Resource
Centre, along with ideas and material for further exploitation
of Competences for 21st century learning.
Linguistic communication
Linguistic competence
The children will use and develop their linguistic
Social and civic competence
Social and civic competences
competence in all the activities in Learn with Us.
Digital competence
This encompasses effective communication and

This describes the range of social, interpersonal
expression across the four skills of reading,Mathematical
writing,competence and basic competences
and intercultural skills and behaviours that equip Cultural awareness and expression
listening and speaking. in science and technology
individuals to participate effectively in society. The
children practise this competence when Culturalthey
awareness do
and expression
Learning to learn
activities that require participation, cooperation,
Sense of initiative and entrepreneurship
and respect for themselves and others, both in the
Learning to learn
classroom and in society, such as the collaborativeLinguistic communication
speaking tasks.
Learning to learn
Learning to learn
This encompasses the development of a positive Digital competence
attitude towards learning, both inside andcommunication

Linguistic outside
Learning to learn
of the classroom, as well as the study skills to Digital competence
help learners do this. The children also use this Digital competence Mathematical competence and basic
in science and technology
competence when they are asked toDigital competence

reflect on and
This involves the confident use of ICT and develops
Mathematical competence and basic competences
evaluate their progress. the skills to use IT safely and responsibly. The
in science and children
technology
Sense of initiative and entrepreneurs
Mathematical competence and basic competences use this competence whenever they employ digital
Digital competence
tools, such as when they use the interactive IWB
games, when they carry out searches online or use
Mathematical technology to communicate in English.
competence and basic competences
Social and civic
Sense of initiative and Sense of initiative and entrepreneurship
entrepreneurship Social and civic competences

Cultural aware
Like ‘Learning to learn’ this competence encourages a Cultural awareness and expression
positive attitude towards problem-solving and develops This encouragesCultural
the creative expression of ideas,
awareness and expression
values such as perseverance and self-esteem. The experiences and emotions in different ways; for Learning to lear
children use this competence in activities that involve example, through music, performance and craft. The
teamwork or individual initiative, for example decision- children also develop
Learning to this
learn competence when they learn
Linguistic comm
making skills, cooperating and negotiation, planning, about the culture of English-speaking communities and
organizing, and when completing the projects. reflect on their own culture, as they are encouraged to
do throughout the whole course.
Digital competen
Digital competence Mathematical c

in science and te
Mathematical competence and basic Mathematical competence and basic competences
competences in science and technology

in science and technology Sense of initiativ
This is the ability to apply mathematical, scientific and

technological thinking in order to identify questions and solve Sense of initiative and entrepreneurship
problems. The children practise this competence when they

do tasks that require them to interpret numbers or engage
with scientific content, such as in the cross-curricular lessons.
22 All about accessibility

Special Educational Needs in the ELT classroom Tip 3: Avoid judgements of behaviour
What is SEN? Do not label a child as lazy or not trying. Children with SEN
are often trying hard and get criticized unfairly by teachers.
Special Educational Needs (SEN) is the term we use to
They might seem to be daydreaming in class but their brains
refer to the requirements of a child who has a difficulty
might be overloaded with information which they cannot
or disability which makes learning harder for them than
process and they need a short brain break. These children
for other children their age. Note that gifted and talented
also need positive feedback on behaviour, so make sure that
children are also considered to have special needs as they
you notice when they are behaving. Many children with SEN
require specialized, more challenging materials.
and behavioural difficulties only get noticed negatively by
Strengths, not just weaknesses the teacher.
Children make progress at different rates and vary widely Tip 4: Celebrate difference and diversity
in how they learn most effectively. Although children with
The classroom and the world would be a boring place
special needs may have difficulties in some areas, there
if everyone was the same. You can use the differences
will also be areas of strength. Recognizing and utilizing
between children to learn from and about each other.
these strengths is important to the children’s academic
development as well as their self-esteem. Your daily contact Tip 5: Teach in a multi-sensory way
with these children will help you understand what works Children all learn in different ways. Some like to see
best for each individual and choose the most appropriate information, some like to hear it and some like to get up,
techniques. do and touch things. Children with SEN particularly need
You can do it! practice in all the senses because they find it difficult to learn
in traditional ways. Use a multi-sensory approach to present
You might be worried about trying to include children
and practise information in your lessons.
with SEN in your class. It can feel like it requires specialist
knowledge and extra work for you, the teacher. This does Tip 6: Plan ways to adapt your lesson plan
not have to be the case. As a teacher you are used to dealing You will sometimes need to adapt your lesson plans. This is
with different personalities and abilities in your class – you called ‘differentiation’. Differentiation means planning and
are probably always adapting to widely differing needs teaching to take account of all children in the class, whatever
from the children each day. Children with SEN are simply their level. The children can make progress in their learning
part of this variety and challenge. In addition, the teaching wherever they start from. All children should achieve the
techniques which help to support children with SEN are same main aim, but they may do this in different ways.
good, practical techniques which will benefit all children.
Tip 7: Work on classroom management
Top tips for creating an inclusive classroom
Clear, consistent classroom management is very important for
You do not need to be an expert on SEN to teach children children with SEN. They often have problems understanding
with SEN. You do need to want to work with these children and following rules and instructions, so it is important to think
and to be prepared to learn from them. about the best way to do this. It is a good idea, for example, to
Tip 1: Be a role model give careful thought to your seating plan.
Children will take their lead from their teacher. It is important Tip 8: Work cooperatively with adults and children
to show that you respect and celebrate differences between Teamwork is the best approach to teaching children with
people. For example, if you notice some children do not SEN. It is particularly important to work with parents /
want to work with a child, make sure you talk to those carers, as they know their child best and will often have
children privately about their behaviour and give praise and helpful strategies to suggest. Other people who can help
rewards to the children who are working well in teams. you include school psychologists, counsellors, speech
Tip 2: See the person not the label and language therapists, occupational therapists, SEN
organizations and charities. Try to find out what’s available in
It is very important to get to know each child individually
your local area and keep a list of useful contacts.
and to not label them according to their SEN. If you have
children who wear glasses in your classes, you do not Tip 9: Work with children’s strengths
assume that they have all got the same personality. In the Try to find out what your child’s strengths and interests
same way, you should not assume every child with SEN are and include these in your teaching. Children who have
is the same. Find out their interests and their strengths. problems reading can sometimes be good at drawing and
Remember also that the range of SEN is wide so take time acting instead. Children who find it hard to sit still might be
to find out the level of a child’s difficulty. Do not assume, very good at organizing teams and roleplay. Children who
for example, that a visually impaired person cannot see are struggling academically might be very kind and helpful.
anything – they may have some sight.
All about accessibility 23

Dyslexia: an example of SEN Simple tips for helping a dyslexic child
Dyslexia affects approximately 10% of the population, so • Children with dyslexia learn better if vocabulary is taught
each classroom may have two or three children with this in context, or anchored to an image. The anchoring of
learning difficulty. Dyslexia is a neurological condition language in the real-world context in Learn with Us will
that causes the brain to process and interpret information help with this.
differently, which makes language learning challenging. It • Children with dyslexia often engage well with electronic
is not a sign of low intelligence or laziness, or the result of or interactive devices, so the CPT games will help them
impaired hearing or vision. with learning and reviewing vocabulary at their own pace.
• Multi-sensory and multi-channel formats, such as the
What problems do dyslexic children have? animations, games and videos on the CPT and reading
Dyslexia can manifest itself in a variety of ways, through with audio in the Class Book, are well suited to children
linguistic problems such as: with dyslexia.
• slow reading speed • Give children short instructions, perhaps one step
• difficulties with word recognition and spelling at a time. Set realistic targets, so they gain a sense of
• a smaller range of vocabulary in the mother tongue accomplishment.
Dyslexia is also apparent in non-linguistic problems, such as: • Children with dyslexia do not need an entirely different set
of materials from the rest of the class. Focus their attention
• a more limited memory span
on particular sections instead, or select from the Activity
• difficulties with handwriting and motor skills Book or from the mixed-ability worksheets in the Teacher’s
• difficulties with time management and organization Resource Material.
of work • Children with dyslexia may benefit from a more structured
• slowness in automating new skills approach to learning, with controlled oral practice, plenty
These difficulties will vary in their severity or seriousness in of examples, and opportunities to plan their work. The
different individuals, and some people will experience some, structured approach to lessons in Learn with Us and
but not all, of these problems. the models and examples on the CPT videos and the
Class Audio, for example, will support dyslexic children’s
Children with dyslexia can become competent and skilled
communication skills.
second-language users, especially when a supportive
school with a warm and positive classroom environment • Allow children who need longer to process information to
fosters their confidence. Even small steps, such as ensuring do what they can in class, and encourage them to finish at
that a child is sitting comfortably at their desk with a well- home if possible.
positioned writing surface, can have a positive impact. • Children with learning difficulties tend to respond well to
extensive repetition and practice, and explicit explanation.
English: some areas of difficulty
You may find that doing language drills in class, focusing
• Children with dyslexia may struggle with the spelling of on a small set of core vocabulary or one grammatical
words in English since the spelling rules and conventions feature at a time, will be helpful. Remember that similar-
can appear unpredictable; specific sounds are spelt sounding words or words with a similar meaning may
in many different ways, and certain letters can be cause confusion, so present them separately.
pronounced differently.
• Encourage children to create mind maps or visual
• Children with dyslexia may find it more difficult to learn representations of vocabulary in vocabulary notebooks, so
abstract words than concrete nouns, and may find it easier that they can review new language regularly.
to learn nouns than verbs and adjectives. They may find it
hard to distinguish between words with similar sounds or Mixed-ability and multiple intelligences
that are close in meaning.
No two children in any class are the same. Children learn
• Speaking and listening skills seem to be affected less than at different speeds and have different styles of learning.
the literacy-based skills of reading and writing. In every class, there will be a variety of interests, likes and
• Questions which require open-ended answers and dislikes. In addition, some children may have different
pronunciation activities may be difficult for children with cultural backgrounds from the rest of the group. Whatever
dyslexia or other special educational needs. the extent of the diversity within a class, it is important to
• Children with dyslexia may struggle with the organization help all the children feel part of the group during the English
of their work and their classroom equipment, and this lesson. For this reason, Learn with Us offers strategies and
may impact on their learning. materials to help teachers adapt their lessons to meet the
needs of individual children.

Mixed-ability and Learn with Us • The high frequency of collaborative tasks throughout the
Naturally, in classes where there is a wide range of abilities, Class Book and Activity Book encourages cooperation
there will be times when children’s needs will be different. amongst children: if you put a stronger child with a less
Some children will require extra support for even the basics able child, he / she can support this child. The child who
and others will require reinforcement of what they have needs more support also feels less under pressure in this
learnt, while the most able will benefit from extension and way. Similarly in group games and activities, every child
further practice. In a mixed-ability class, it is very important can feel supported by the group and can participate as
that everyone can take part in activities, whatever their ability, much as he / she is able.
which can present a challenge for the teacher. This is why Learn • In Learn with Us, many activities in the units and others
with Us is carefully designed to offer graded and structured in the Ideas bank of the Teacher’s Guide encourage
activities to support all children’s language learning. communication and co-operation, which in turn involve
Learn with Us caters for mixed-ability children in a number of everyone in the group. The teaching notes include many
different ways: activities to help you create a relaxed atmosphere so
children of different abilities can integrate more easily.
The CPT, with its wealth of visual support, allows children to
benefit from the many non-linguistic aspects of the video • The Activity Book provides practice of the language
presentations. Practically, it also provides one clear focus in introduced in the Class Book. Moreover, it contains
the classroom, allowing the class to work together but at a slightly higher-level reading and writing tasks than those
different pace. presented in the Class Book. There is also a special Extra
feature at the bottom of the Activity Book pages, which
The receptive nature of many of the CPT games at this level
suggests a further activity to allow for extension of the
mean that they allow even children with the lowest level
lesson content.
of English to participate without feeling under pressure,
because everyone joins in. • The Teacher’s Resource Material offers mixed-ability
worksheets at extension and reinforcement level, which
Systematic revision of all core language has been carefully
can be used when required with the children who
built into the course, with continual revision opportunities
need them. The reinforcement activities can be used to
provided within each unit, as well as opportunities for the
consolidate learning, while the extension activities allow
recycling of language from previous units. For example,
more able children to expand on what they have learnt.
the Culture and Cross-curricular lessons regularly reinforce
Children should be grouped together with others of a
previously presented vocabulary and structures in a new
similar ability to work on worksheets that suit their level.
context, and the songs and chants which punctuate each
unit offer the chance for fun and meaningful revision of the • Also in the Teacher’s Resource Material are two levels of
unit vocabulary. each of the unit and term tests: ‘Standard’, which matches
the reading and writing development of the Class Book,
• In addition to the continual recycling within the main
and ‘Challenge’, which follows the approach in the Activity
units, an end-of-term review is provided through the
Book and tests more reading and writing. This allows all
dedicated Review units. These lessons draw together all
children to participate in testing to the best of their ability.
the core vocabulary and target grammar from two units
in a new setting, with a practical and tangible outcome in
the form of the project.
Multiple intelligences and Learn with Us
• The recycling and revision of language from previous
years is also given great importance throughout Learn The theory of multiple intelligences, as first developed
with Us. For example, in Learn with Us 5, the reading by American psychologist Howard Gardner, views
and speaking activities in Lesson 1 and Jack’s question intelligence as being multi-dimensional. Instead of thinking
in Lesson 1 of every core unit revise vocabulary and of intelligence as something connected to cognitive or
grammar from previous levels and units, making academic skills that you have more or less of, Gardner
important links in the children’s language-learning believes that it is more useful to think of humans as having
journey. a range of eight different ‘intelligences’, and that we all have
these intelligences in different strengths and combinations.
• The extension vocabulary activity provided in Lesson 1
of each main unit provides an opportunity for more able
children to expand on what they have learnt.

These eight intelligences are: different types of input carefully designed to serve all
• Verbal-linguistic: Being good with words and language, children by reaching out to their multiple ways of learning.
reading and writing Each lesson in Learn with Us 5 has been deliberately set out
to appeal to a wider range of intelligences, offering a variety
• Logical-mathematical: Being good with numbers,
of activities which cater at different times for children with
Maths, logical processes, patterns, relationships between
different learning styles or intelligences.
things and abstract concepts
For example, a typical lesson may start with a warm-up
• Visual-spatial: Being good with pictures, diagrams, maps
matching game (verbal-linguistic and bodily-kinaesthetic),
and visual representations
followed by an introductory video on the digital CPT (visual-
• Musical-rhythmic: Being good with music, noticing spatial), followed by singing a song (musical-rhythmic)
sounds and recognizing tunes and finally a pairwork speaking activity (interpersonal and
• Bodily-kinaesthetic: Being good with physical skills, verbal-linguistic). Follow-up tasks are provided in the Activity
sports, activities and tangible objects, dance, mime and Book with Online Practice and in worksheets in the Teacher’s
acting Resource Material, allowing children to reflect on their
• Interpersonal: Being good with other people; being learning (intrapersonal) in a variety of ways. In this way, the
good at communication and social skills inherent diversity of the classroom is purposefully catered for
• Intrapersonal: Being reflective and insightful about your in each lesson.
own psychology and internal life; being intuitive and Learn with Us taps into children’s natural talents, thus
self-confident allowing you to provide motivating educational experiences
• Naturalistic: Being good at recognizing and which help develop the confidence and language skills your
understanding aspects of the natural world around us, e.g. children need to communicate both with their classmates
animals, birds, plants and with the English-speaking world.
In the context of the ELT primary classroom, this clearly Mixed-ability extra ideas
acknowledges that every child has different kinds of mental
The following is a list of optional extra activities that can be
abilities, and responds in their own way to different stimuli. As
used in each lesson of every core unit to cater for mixed-
teachers, we know that children each have their own natural
ability children.
talents and multiple ways of learning. For example, some
children may respond well to artistic or musical activities, such Lesson 1 Give out the flashcards to children or pairs
as painting or singing, while others may be more engaged of children around the room. Ask them to hold up their
when movement or logic are involved, such as during flashcards in turn for the class to say the word. Ask each child
dancing activities or number games. or pair to come to the front of the class, stick their flashcard
on the board and say the word. In a more confident class, ask
It follows, then, that in order to keep our children engaged
the children to write the words next to the flashcards.
and involved during language learning, we need to include
a variety of tasks that activate different intelligences. Lesson 2 Divide the class into two groups. Divide the unit
Although we cannot teach directly to each individual child flashcards equally between the two groups. Group A holds
in our classes all the time, we can provide opportunities for up a flashcard for Group B to make a correct sentence
diversity. When we allow for this diverse range of language referring to the All about grammar box. Leave it completely
activities that match our children’s intelligence strengths, we open what type of sentence they make or give instructions
multiply the opportunities for a ‘hook’ through which English directing the sentence you want them to form. If their
can be acquired. sentence is correct they get to take the card. Then swap
roles. Alternatively, do this in pairs using the Class Book page
Likewise, it is clear that learning a foreign language at an
photos.
early age can positively help to develop and stimulate all of
a child’s intelligences. In the ELT primary classroom, all eight Lesson 3 After listening to the message between Jack and
of Gardner’s intelligences can be quite clearly activated in his friend, divide the class into two groups. Group A read
a number of ways through the language-learning process, Jack’s lines and Group B read his friend’s lines. Ask pairs or
allowing our children to build on their natural talents, while small mixed ability groups within Groups A and B to find
also encouraging the development of their other abilities. examples of the target language from Activity 3 in the
Simply put, all intelligences can be learnt, and that is why message. See if together the two groups can find all the
we must help our children to develop all their intelligences main examples in the message.
through creating an attractive, encouraging and motivating Lesson 4 Put the class into small mixed-ability groups. Ask
atmosphere in the ELT primary classroom. one child from each group to come to the front of the class
This is why Learn with Us contains activities, tools and and show them one of the new cross-curricular words. They
return to their group and draw a picture representing that
word. Give them a time-limit. The rest of the group guess
which word it is. Repeat with another child and the other
words.

Lesson 5 Ask two or three confident children to come to
the front of the class and mime one of the story frames.
The rest of the class guess which frame they were miming.
Lesson 6 Divide the class into small mixed ability groups
and ask them to think of and write as many examples as
they can of one of the items in the All about grammar box
on a large piece of paper. Display the pieces of paper around
the room and allow groups to walk around and add to them.
Use this to see what errors the class are making and review
these areas with them later.
Lesson 7 To help children familiarize themselves with the
pronunciation, write the two sounds on separate pieces
of paper and place them on opposite sides of the room.
Pronounce a sound and ask the class to walk or point to the
correct side of the room. Review and mix in sounds from
previous units and have three or four sounds placed around
the room. Once the children are familiar with the sound and
words that contain it, say a word with the sound and ask
them to walk /point to the correct side of the room.
To have some fun with pronunciation, ask the class to say
the rhyme in different ways – first slowly and then quickly,
quietly and then loudly (and vice versa), happily and in a sad
way, etc.
Lesson 8 Go through the questions in activities 1 and
2 before the children listen to the dialogue and check
comprehension together as a class. Put the class into small
mixed-ability groups to read the questions again and predict
the answers. Invite them to be as creative or as inventive as
they like and to give reasons for their answers. Feed back
some answers from the class. After doing the ‘listen and
match’ opinions activity in the Class Book, make the activity
interactive by designating areas of the classroom as the
‘three opinions’. Children walk to the area which reflects their
opinion and say their opinion out loud.
Lesson 9 When the children check each other’s work,
encourage mixed-ability pairs or different pairs each time so
that they bring out each other’s strengths and support each
other, but do consider how well they work together and get
along outside the classroom. They need to feel comfortable
working together to make the most of their English and
have fun.

Tour of a unit
Lesson 1 Vocabulary
Objectives
Become familiar with Jack’s everyday context for the unit. Do a speaking activity with the new vocabulary and
Teaching tip
Listen and say Vocabulary Set 1. the revised structure. Select an additional flashcard game to
Listen and identify the new vocabulary in context Read and write the new vocabulary and the revised supplement the presentation of the vocabulary
using revised language. structure. set and activities on the page, if you feel the
Read and identify the new vocabulary in context from class needs more practice. See the Ideas bank
descriptions using revised vocabulary and a revised on pages 167–172 .
structure
Flashcards are found as printed cards in the

Core vocabulary is CPT Class Book Classroom Resource Pack, as an optional way of
contextualized in the main presenting and practising the new vocabulary.
character’s world.
What sports and activities

do you like doing?
Jack’s question
encourages the children
to talk about themselves
The main character, Jack, and personalize the topic
introduces the unit theme in of the unit.
a short, live-action film.
The main aim for each unit

is presented clearly for the
class. The star learner activity supports your
mixed-ability class by highlighting an optional way
Activity 4 provides an of reviewing and extending vocabulary.
opportunity to read and identify
the new vocabulary in the
context of the revised structure. Activity 2 provides an opportunity to hear and
The revised structure is say the vocabulary set.
highlighted in the review tab.
Activity 5 provides supported Audio can be launched
Activity 3 provides an opportunity to hear and
speaking practice of the from the CPT or the
identify the vocabulary in the context of revised
vocabulary set and the revised Class Audio CDs
vocabulary and a revised structure.
structure.
Mixed-ability See extra ideas on page 26 –27.

28
Activity Book Other useful resources
In the Classroom Resource Pack:
Activity 1 provides reading Set 1 flashcards
and writing practice of the
vocabulary set at word level.
Answer keys are

included on the CPT. Activity 3 provides
speaking and writing
practice of the
vocabulary set with a
revised structure.
Activity 2 provides
oral spelling
practice of the This Extra feature
vocabulary set. suggests a further
writing activity for fast
finishers.
How to teach Lesson 1
Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book Optional

Starting the lesson 1 Play the unit introduction 3 Play the audio for children to listen, point to 9 Play the vocabulary 10 Ask the children Ending the lesson
Follow the suggestions film. and repeat the vocabulary. practice game. to complete Follow the suggestions
4 Play the audio for children to listen and say Activities 1, 2
in the lesson notes for Classroom Resource Pack No CPT today?
in the lesson notes for
each unit. the missing number of the item described. and 3 to practise each unit.
2 Use the flashcards from the 5 Read and say the activity described. Play a game from reading, spelling
Classroom Resource Pack to 6 Read the model dialogue then set up the the Ideas bank on and writing the
present the vocabulary. speaking game and monitor while children pages 167–172. core vocabulary
play. and revised
7 Ask the children Jack’s question to personalize structure.
the topic of the unit. 11 Ask any fast
8 Optional: Ask the children the Star learner finishers to
question and encourage them to answer using complete the
language they know from previous lessons or Extra activity.
levels.
29
Lesson 2 Grammar & Communication
Objectives Teaching tip

Read and listen to a text with a new grammar structure and the Set 1 vocabulary. Answer a question for specific information. Work through the All about grammar
Read and say the new grammar using a simple grammar table. box and elicit or give children lots of
Do a speaking activity using the grammar structure and vocabulary Set 1. additional examples to illustrate the
grammar point. Use the language in
the text for additional examples.
CPT Class Book
The Activity 1 reading text

provides examples of the new
grammar in context.
The Activity 2 grammar

table provides a clear model
of the new target grammar.
Children practise and
internalize its structure.
The Activity 3 speaking game allows

children to use the target grammar and
internalize its meaning.
On the CPT a game practises the Lesson
2 target grammar with the Lesson 1
vocabulary.
Mixed-ability See extra ideas on page 26–27.
30
Activity Book
Other useful resources
The Activity 1 listening In the Teacher’s Resource Material:
and writing activity Lesson 2 Reinforcement and Extension
provides practice of the worksheets
new grammar with the
vocabulary from Lesson 1.
Activity 2 allows the children

to elicit the grammar rules
of the target grammar.
Grammar pages at the

back of the Activity Book
provide extra consolidation
activities.
Optional Class Book ➜ CPT ➜ Activity Book Optional

Starting the 1 Read and listen to the text and answer 4 Play the vocabulary 5 Ask the children to Ending the
lesson the question. and grammar complete the Activity lesson
Follow the 2 Focus on the All about grammar box practice game. Book activities to Follow the
suggestions in to learn about the structure. Read the No CPT today? practise listening, suggestions in
the lesson notes sentences to practise the language. Play a flashcard speaking, reading and the lesson notes
for each unit. 3 Read the model dialogue then set up game from the writing of the core for each unit.
Ideas bank on pages grammar.
the speaking game and monitor while
167–172 to practise 6 Ask the children to
children play.
the target grammar. complete the All about
grammar page.
31
Lesson 3 Culture & Communication

Understand the main ideas in a video about an aspect of British culture, practising integrated Remind the class that they don’t have to understand every
skills in a real-life context. single word in the text. Encourage the children to look for the
Read and understand a conversation about the Culture topic in the English-speaking world. key words in Activity 3 in the reading text to help them identify
Think about and write notes about your life in connection with the Culture topic. example answers that they can adapt for themselves for their
Watch or listen to the Language in action! conversation using functional language notes. Their preparation in Activity 3 will help them when they
Exchange opinions and act out the Language in action! conversation. come to speak in Activity 4.
Reflect on the differences and similarities on the topic in your country.
CPT Class Book
The Activity 2 text message between

Jack and one of his friends further
reviews the unit language, providing
a link to not only the culture topic
and English-speaking world, but to
The culture film is introduced by
the Cross-curricular lesson to follow.
Jack and recycles and extends
language from Lessons 1 and 2
in a real-world context.
Children watch or listen to a conversation and
Each film presents a motivating then practise the exchange with their friends
glimpse into an element of British and personalize it to themselves.
culture, chosen to be of interest
to your students. It activates the
children’s language and raises interest
before they read in Activity 2.
The target functional language
is highlighted on the page for
Activity 3 activates the children’s children to refer to if needed.
language and caters to mixed-ability
by allowing interaction with the page
at the child’s own level whilst recycling The culture question encourages children
language from previous lessons. to make comparisons between their own
culture and the UK.
32
Activity Book
Activities 1 and 2 provide
integrated skills practice Other useful resources
as children listen to, read In the Teacher’s Resource Material:
and write language revised Culture & Communication worksheet
from previous units and Speaking assessment grid
levels in the context of the
culture lesson.
Activity 3 consolidates
the Language in action!
exchange.
This Extra feature suggests
a further writing activity for
fast finishers.
Optional CPT ➜ Class Book ➜ CPT ➜ Class Book ➜ Activity Book

Starting the lesson 1 Set the gist task and watch the film. 3 Ask the children 5 Play the 6 Read the 8 Ask the children to do Activities
Follow the 2 Watch the film again and ask children to read and Language in Language in 1 and 2 for further reading
suggestions in the to answer the comprehension listen to the text action! video action! box and writing practice of the
lesson notes for questions at the end of the film. and answer the conversation for and ask the language.
each unit. questions. children to listen children to 9 Ask the children to do the
No CPT today? 4 Read the example and repeat. act out the writing activity to consolidate
Use the photos on the Class Book sentences and conversation. the Language in action!
page to present the culture topic. Ask words in the No CPT today? 7 Discuss the
the children what they can see using box and ask the Play the Class cross-cultural
language they know from earlier children to think Audio track for question with
lessons. Ask them questions about about their life children to listen the class.
the photos, where the people are, and write notes and repeat the Optional
what they have got, etc. Encourage using the words. dialogue.
them to compare the photos of the Ending the lesson
UK with life in their own country. Follow the suggestions in the lesson
33 notes for each unit.
Lesson 4 Cross-curricular

Learn about another area of the curriculum. Highlight the new cross-curricular
Read, listen to and understand a text. vocabulary by pointing to or zooming
Identify and say the new cross-curricular vocabulary. in on the items during the slideshow.
Read and write the new cross-curricular vocabulary.
Research and write about an aspect linked to the topic.
CPT Class Book
The Class Book activities

consolidate the CPT
presentation and develop
listening and reading skills.
A follow-up activity checks comprehension

of the main concepts and the new A practical activity allows children to
vocabulary set. personalize the topic and do further
research via the internet.
34
Activity Book
Teaching tip
Cross-curricular lessons suit mixed-ability classes as the
concepts are accessible to all children whatever their ability in
These activities check
English. They also provide a rich and varied context for learning
comprehension of the
English which is motivating to children. Encourage them to
concepts and provide
explore areas they are interested in and consider using the
reading and writing
cross-curricular themes as a basis for project work.
practice of the cross-
curricular language.
This activity allows the
children to personalize the
cross-curricular content.

One activity in every
Cross-curricular In the Teacher’s Resource Material:
lesson allows pupils to Cross-curricular worksheet
practise a task-type This Extra feature suggests
which is familiar to the an extension option for fast
curriculum subject. finishers to research.
Optional CPT ➜ Class Book ➜ Activity Book Optional

Starting the lesson 1 Play the cross-curricular 2 Play the audio and ask the 5 Ask the children to complete the Ending the lesson
Follow the suggestions slideshow and do the Quick children to read the text and Activity Book activities. Follow the suggestions
in the lesson notes for quiz. answer the question. 6 Ask any fast finishers to complete in the lesson notes for
each unit. 3 Ask the children to read the the Extra activity. each unit.
No CPT today?
Use the photos or pictures on text again and answer the
the Class Book page to present comprehension questions.
the cross-curricular topic and 4 Use the Cross-curricular
introduce the vocabulary set. worksheet to do the Web search.
Use the slideshow transcript
in the teaching notes to talk
through the visuals.
35
Lesson 5 Story & Vocabulary

Listen to and understand a story presenting Listen to and give an opinion about the story. Put the class into groups to act out the story. This provides a
Vocabulary Set 2 and a new grammar structure. Read and write the new vocabulary. means to internalize the language in a fun, memorable and
Listen, identify and say the new vocabulary. Write how the story value applies to your life. inclusive way.
Read and do a story comprehension task.
Discuss a value related to the story.
CPT Class Book In Activity 2, children listen to

the story audio and follow the
pictures in their Class Book.
They read, say and find the
new vocabulary set in the story.
Printed flashcards are found in
On the CPT the story is brought to life in an the Classroom Resource Pack.
animation with a real-action video introduction. In Activity 3, children do a
post-story activity to check
The story genre is presented clearly for the class. comprehension.
The value of the story relates to

the children’s own social growth
and is inspired by the theme of
the story.
All About Us 5 Unit 1 © Oxford University Press
4563437_AAU5 Flashcards.indd 31 02/11/2017 10:59
Flashcards in the Classroom Resource Pack can be

used to present and practise the new vocabulary set. A practical activity allows children
The animated story presents the new vocabulary in a to personalize the topic and do
clear context, allowing presentation with the flashcards further internet research linked to
after watching. the topic of the story.
In Activity 4, children evaluate the story On the CPT the

for themselves in this speaking activity game practises
designed to practise the Learning to learn the vocabulary set.
competence and functional expressions, while
developing speaking and listening skills.
36
Activity Book
Activity 1 provides a review In the Classroom Resource Pack:
of and general summary Set 2 flashcards
of the story. It also
allows children to check In the Teacher’s Resource Material:
their comprehension and Story playscript
provides practise of the Word skills worksheet (Word
written form of the new skills worksheets are provided in
and revised language. different lessons every unit to offer
complimentary word skills tasks when
children most need them)
Children further internalize
In Activity 2, children the value by identifying how
express their opinion it relates to their lives.
on the story, building on
their Learning to learn This Extra feature suggests
competence. a creative extension option
for fast finishers to allow
them to invent what
happens next in the story.
Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book

Starting the lesson 1 Play the story animation and 3 Play the story audio for the children to listen. Ask 8 Play the 9 Ask the children to complete the
Follow the suggestions ask the children questions them to look at the pictures in the Class Book. vocabulary Activity Book activities to practise
in the lesson notes for about the story in their own 4 Read, say and ask the children to find the new practice game. reading and writing of the new
each unit. language. words in the story. and revised vocabulary and to
5 Focus on the value. Discuss with the class why the No CPT today? consolidate the story value.
Classroom Resource Pack Play a flashcard
value is important.
2 Play the Class Audio and game from the
6 Ask the children to complete the post-story Ideas bank on
use the Class Book. Use the comprehension activity.
flashcards from the Classroom pages 167–172
7 Ask the children to evaluate the story by listening to to practise
Resource Pack to present the
vocabulary. the phrases and then giving their own opinion. the target
grammar. Optional
Ending the lesson
Follow the suggestions in the lesson notes
37 for each unit.
Lesson 6 Story, Grammar & Communication

Review the story and vocabulary from the unit. Do a speaking activity to practise the new It is very motivating for children
Read and understand the new grammar in the vocabulary and structure. to practise the grammar through
context of the story. Read and write the new grammar. personalizing it to themselves. The star
Say the new grammar using a simple grammar table. learner activity provides a challenge for
pairs to listen carefully and remember
what their partner tells them.
CPT Class Book Activity 2 provides a clear model of the

new target grammar in the grammar
In Activity 1, identifying table and enables children to internalize
missing words in sentences its structure and meaning with a fun Beat
from the story helps children the clock challenge.
familiarize themselves with the
new structure, by identifying
key words. Children review an aspect of
grammar they already know
alongside the new structure.
The Activity 3 speaking task

provides controlled and meaningful
The star learner activity speaking practice of the target
supports your mixed-ability grammar.
class by highlighting an
optional opportunity to
extend the personalized Activity 4 provides personalized
speaking activity. speaking practice of the target
grammar.
On the CPT, the game practises the

Lesson 6 target grammar with the
Lesson 5 vocabulary.
38
Activity Book
In the Classroom Resource Pack:
A variety of listening,
Set 2 flashcards
reading and writing
activities provide practice In the Teacher’s Resource Material:
of the new grammar Lesson 6 Reinforcement and Extension worksheets
with the vocabulary from Speaking assessment grid
Lesson 5.
Grammar pages at
the back of the Activity
Book provide extra
consolidation activities.
Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book

Starting the 1 Watch the story animation 2 Review the story and find the missing 6 Play the vocabulary 7 Ask the children
lesson again to review the story. words from the sentences using the and grammar practice to complete the
Follow the Class Book and Class Audio. game. Activity Book
suggestions in No CPT today? 3 Focus on the All about grammar box. activities.
Review the story using the Read through the sentences and No CPT today?
the lesson notes
Class Book and Class Audio. check understanding of the structure. Play a flashcard game
for each unit.
Use the flashcards from the Ask the children to do the Beat the from the Ideas bank
Classroom Resource Pack to clock challenge. Feed back answers. on pages 167–172 to Optional
review the vocabulary. 4 Ask the children to do the speaking practise the new target
Ending the lesson
activities to consolidate and grammar.
Follow the suggestions
personalize the language.
5 Optional: Star learner activity.
each unit.
39
Lesson 7 Song & Skills
Teaching tip
Objectives
The songs presented by Jack and his friends
Review the unit language and develop Develop pronunciation awareness by identifying provide a fresh context in which to read and hear
pronunciation skills. and practising two sounds by listening to and the language the children have already learnt.
Read, understand and sing a song. reading a short pronunciation rhyme. Encourage the children to create their own new
Give an opinion about the song. Exam practice: Review the language from the verses for the songs.
unit in a pairwork speaking activity.
CPT Class Book
Reading the song and answering a

gist question in Activity 2 provides
an opportunity for children to
The animated song in Activity 1 reviews consolidate both the vocabulary
the language from the unit. The songs and the grammar from the unit.
are introduced by Jack and his friends.
In Activity 3, children sing the song
Activities 4 and 5 provide opportunities for active and give their opinion about it.
production of the target sounds using previously
taught vocabulary. A fun tongue twister allows
the children to practise the target sounds in
a meaningful context. The written form of the
sounds and the sounds are clearly highlighted. This Activity 6 pairwork task provides
controlled exam style speaking practice.
On the CPT the children practise listening
to and identifying two target sounds
in a controlled way via an interactive
pronunciation game.
The ‘English at home’

icon suggests ways for
children to share their
learning at home. Mixed-ability See extra ideas on page 26 –27.
40
Activity 1 allows the Activity Book
children to review the key
language of the unit in
the context of the song. Other useful resources
Opportunities to make In the Teacher’s Resource Material:
new verses allow children Speaking assessment grid
to use their imagination
and make the song
meaningful to themselves.
The Activity 2 and 3 listening

and writing activities, which
focus on the target sounds,
allow children to further
identify the target sounds.
This Extra feature
suggests a further
activity for fast
finishers.
Optional CPT ➜ Class Book ➜ Activity Book ➜ CPT ➜ Activity Book

Starting the 1 Play the song. 2 Read the song and answer the 6 Ask the children 7 Practise the target sound 8 Ask the children to
lesson question. to work in pairs with the pronunciation complete the Activity
No CPT today? 3 Play the audio for children and complete game. Book activities.
Follow the
Use the Class to listen and sing the song. their speaking
suggestions in
Book and Ask the children to give their cards and do the No CPT today?
the lesson notes
Class Audio opinion about the song. speaking activity. Ask the children to say the
for each unit.
to present the 4 Focus on the pronunciation box. tongue twister quietly, loudly, Optional
song. Listen and repeat the words and slowly, quickly. Use the Class
check understanding. Book and the Class Audio. Ending the lesson
5 Play the tongue twister for the Play a pronunciation game Follow the suggestions in the
children to listen to. Then play it from the Ideas bank on lesson notes for each unit.
again for them to repeat. pages 167–172.
41
Lesson 8 Language review & Communication
Teaching tip
Objectives Functional language practice is important for improving your
Review the unit language and develop reading, writing, listening and children’s fluency. Once the children are confident doing the Activity
speaking skills through the following: 5 role-play, encourage them to do it without reading from the books.
Listen to and understand a dialogue. It isn’t important for them to remember every word, and it isn’t
Use pictures to identify and say the unit language. important if they replace some words with other words they know
Complete and say a dialogue. that fit with the context. Speaking freely will prepare them for the
Do a functional language role-play in pairs. real world.
CPT Class Book

Activity 5 provides a model for the
In Activities 1 and 2, listening Conversation cards at the back of
and reading skills are integrated the Class Book which offer controlled
in an activity reviewing the and staged practice of functional
unit vocabulary and grammar language linked to the unit topic.
structures.
In Activity 3, the speaking

The aims of the
activity further consolidates and
speaking activity are
reviews the language of the unit. Various options are given to
presented clearly for
Reading the dialogue or text the class. allow children to personalize
reviews the unit language in the conversation and to
context. provide variety.
The target language is
clearly listed here.
The language tip feature
The culture question highlights key points to be
encourages children aware of in producing the
to make comparisons language for the role-play.
between their own
culture and the UK.
The Star learner activity supports your mixed-ability
class by highlighting an optional opportunity to extend
the review. Mixed-ability See extra ideas on page 26 –27.
42
Activity Book
Activities 1, 2 and 3 contain

a variety of reading, Other useful resources
writing and listening tasks Teacher’s Resource Material:
which review language Speaking assessment grid
form the unit.
The Activity 4 listening

task provides exam-style
practice.
Optional Class Book ➜ CPT ➜ Class Book ➜ Activity Book

Starting the lesson 1 Play the audio for children to 5 Watch the 6 Work through the 8 Ask the children
Follow the listen and choose the correct role-play. Conversation card at to complete the
suggestions in the items. the back of the Class Activity Book
No CPT today?
lesson notes for 2 Play the audio again for children Book. activities.
Use the Class
each unit. to listen and complete the 7 Optional: Star learner
Audio track.
questions. activity.
3 Read the model dialogue and ask Optional
children to use the target language
Ending the lesson
to make and say sentences.
Follow the suggestions
4 Ask children to read the dialogue
and say the missing words.
each unit.
43
Lesson 9 Think, do & review: My project

Review the vocabulary and grammar from the unit by reading and listening to Jack’s project. Take the opportunity to go back through
Practise listening, writing and speaking skills to plan and create a personalized unit project and present it to the unit and review what the children have
the class. learnt. Ask them to say which activities they
liked best and to evaluate their performance
in them. Thinking about what they liked and
how they did will help them to develop the
Learn to learn competence.
CPT Class Book
The focus of the project is

The first stage of the lesson presented clearly for the class.
(Activity 1) prepares the children
for the project through a listening The children complete the relevant Activity
activity. The listening task Book activities to create their project.
contextualizes Jack’s project and
presents his initial research.
Jack’s project, in Activity 2,

provides a realistic and relatable
model for the children’s own
project and encourages children
to review the language they have
learnt in the unit.
Key aspects of the piece of

writing are highlighted and
comprehension questions check
understanding. The Learn to learn feature prompts children to
think about particular phrases or language that
they may use in their written work. Mixed-ability See extra ideas on page 26 –27.
44
Teaching tip
The Lesson 9 project is an opportunity for
Activity Book all children to showcase what they know.
Encourage more confident children to do
independent research for their project. All
children will benefit from the structured
thinking and planning tasks. You could
Activities 1, 2 and 3 also consider recording the projects
prepare children to to show parents and give the children
create a unit project an even greater sense of achievement,
and focus on reading developing the digital competence at the
and writing skills. By same time.
looking at how Jack has
prepared and planned
for his project, children
have a clear model Clear tips highlight key areas
and structure to follow, to check regarding organization,
from thinking about grammar and spelling.
ideas to planning and
gathering information and
structuring their writing.
The project in each unit
encourages the children Peer support and review, found in Activity 5,
to work autonomously is a valuable skill and stage of each project.
with some aspects It aids mixed-ability classes and enables the
requiring work in a group. children to learn from each other.
The research questions in Activity 3 help children The children are encouraged to present
to direct their research in order to include useful their project to the whole class.
and interesting information.

45
Optional
Optional Class Book ➜ Activity Book
Ending the lesson
Starting the lesson 1 Play the Class Audio of Jack’s pre-project research 6 Go through the activities for the Follow the
Follow the dialogue. project and work through the suggestions in the
suggestions in the 2 Read Jack’s project and discuss what type of text it is preparation, planning and research lesson notes for
lesson notes for and where we usually find this type of text. Ask the class stages. Encourage the children to each unit.
each unit. what they know about the topic. refer to the tips and Jack’s project for
3 Ask the children to listen and find the mistakes in the support when they start writing.
text on the audio by listening and reading. 7 Put children into pairs to help each
4 Answer the questions and discuss the key elements of other check their work, using the
the structure of the text and encourage children to give question prompts and tip boxes to
their opinion on it. guide them.
5 Focus on the Learn to learn box and find the expressions 8 Present the projects formally and ask
in the text. Remind children to use these in their project. the children to rate their project.
46
Learn with Us 5 posters
There are two posters provided with Learn with Us 5, intended to be hung up in the class The poster can also be used whenever you want to remind the class to use a dictionary,
and referred to whenever you wish to review the language, or as general support for the thesaurus, or the internet to find information. It can be used as an aid for mixed-ability
class. Additional ideas for using the posters in the class can be found in the Ideas bank on classes, to aid collaboration in group and project work and to support children who
pages 167–172. may need additional support with vocabulary and spelling. At appropriate moments,
encourage the class to use these tools when they encounter a new word in the stories
Building fluency poster or texts they read. Remind children, however, that they don’t always have to know the
The Learn with Us Building meaning of every single word in a text in order to understand it.
fluency poster is designed
to introduce children English-speaking countries poster
to fluency skills in the The Learn with Us 5 English-
English classroom, to raise speaking countries poster
their awareness of what presents information about
information can be found in English speaking countries,
a dictionary, a thesaurus and including some of the
online and to encourage countries where Jack’s friends
the children to use them to live (who the children meet in
improve their English. Lesson 3s).
The large, easy-to-read Learn with Us aims to
poster includes clear and raise children’s curiosity
simple definitions of parts about English and provide
of speech, e.g. what is an opportunities for children to
adjective, a noun, an adverb, etc. It also highlights how we can build sentences using the learn about other cultures
parts of speech, and how we can improve our fluency by using a dictionary, thesaurus or the and to give their learning
internet to find more interesting words. meaning.
Hang the poster in the classroom where it is easy for children to refer to it. At the The English-speaking countries poster provides a clear display in map form of some of
beginning of the year, refer the children to the poster and read through and discuss with the places around the world where English is spoken and points of information about the
the class each part of speech. Put children into pairs and give each pair a dictionary, or English-speaking world. This reminds children of the huge network of English-language
have them work with an online dictionary. As you work through each part of speech on speakers there are.
the poster, ask pairs to locate the information in their dictionary. Place the poster at the front of the classroom where everyone can see, and refer to it during
Create a dictionary corner in the classroom where children can easily find and use a the class. At the start of the year, look at the poster as a class. As you work through the course,
dictionary or thesaurus in the lesson. Encourage the class to use these when they don’t encourage the children to refer to the poster to see where some of Jack’s friends come from
know the meaning or the spelling of a word. and find out what children already know about this country.
Do a dictionary quiz with the class. Ask the children to list a set of words alphabetically –
this could be the vocabulary set you are working on in the unit, or names of the children
in the class or a set of random words they are familiar with. Give children a set of questions
with an unknown word in and ask them to look up the meaning of the word in order
to answer the question. Give children short lists with words reflecting different parts of
speech. Include one odd word out for the children to find.
47
Review lessons
Objectives
Review and practise vocabulary and grammar from the term.
In the Teacher’s Resource Material:
Develop listening, speaking, reading and writing skills.
Term test 1, 2 or 3 (Standard or Challenge)
Produce a group project that relies on prior knowledge of the
Competences for 21st century learning
previous two units’ language.
assessment grids
CPT Class Book The communicative Activity Book

group project requires
the children to recycle
their understanding
of the language from
the previous units and
collaborate to put on
a play based on the
Review story, engaging
various competences.
The children work
together to prepare
the play, considering
the important aspects
of the story and their
individual character.
The children allocate
roles, name their
The reading-for-pleasure Comprehension questions This activity provides an group and consider The children work The children work as a group The children
story reviews the core check children’s opportunity to evaluate what they will need to together and practise and individually to make an perform their plays
vocabulary and target understanding and review against the learning put on their play. their play and the aid for the performance of and give feedback
grammar from the previous core language. standards for this level songs from the two their play (a mask, a poster, to other groups
two units in a new context. and Competences. for previous units. a programme). about their plays.
21st century learning
48
Festival lessons
In the Teacher’s Resource Material:
Objectives Festival Culture & Communication
Read and listen to a text about a festival and Read and do a story comprehension task. worksheets
presenting the festival vocabulary. Talk about the festival.
Develop an awareness of British culture and Do a speaking activity with the new vocabulary.
traditions. Read and write the new vocabulary.
Halloween Christmas Easter

Class Book
The Class Book presents the
written and spoken festival words Class Book Class Book Class Book
in a text for children to read and
listen to.
Comprehension questions
A personalized activity provides check children’s
further meaningful speaking understanding of the key
practice of the target vocabulary concepts.
and the topic.
A fun craft activity
activates and consolidates
A pairwork game consolidates the the festival language.
new vocabulary.
Activity Book Activity Book Activity Book Activity Book
The Activity Book activities provide The children use the language they
reading and writing practice of the have learnt in the class to create a
festival vocabulary. game for their family at home.
The Activity Book contains follow-up

activities to help consolidate the
festival language and theme.
Flashcards are available

49 in the Teacher’s Resource
© Copyright Oxford University Press Material.
Rapid route
Outlined here is advice for teachers with reduced timetables the content of each lesson as well as reduce the length of
and teachers who may sometimes need to shorten lessons. a unit by omitting one lesson entirely, whilst still ensuring
You will find suggested reduced lesson structures in the ‘Tour plenty of practice of the unit language and a suitable
of a unit’ below, as well as lots of useful time-saving tips. balance of activities.
These have been carefully considered to ensure your class
Use the guidance provided here and your Teacher’s Guide to
gets the most out of Learn with Us, even with limited time.
plan your reduced lessons. And remember that if you ever
The reduced lesson structure applies to the main units in feel your class requires a bit more practice, you can easily
the Class Book only; it is recommended that you teach the add some of the omitted lesson stages back into your unit
Starter Unit in full, and that the Activity Book is assigned for structure or take advantage of the CPT games and resources
the children to complete at home. The suggestions listed to reinforce the content when needed.
here will show you how to reduce
The plan below outlines the stages for each of the existing lessons, but with a
Tour of a unit few suggested omissions and time-saving recommendations ( ✔ ). Note that the
original Lesson 4 (cross-curricular) can be omitted completely.
Lesson 1: Vocabulary Starting the lesson routine ✔ In all lessons you can cut down the amount of time by omitting
CPT, Classroom Resource Pack the warmer game that is suggested in the teaching notes.
1 Unit introduction film
2 Flashcards
Class Book
3 Listening activities To save time, do Activity 3 only.
4 Reading and matching activity
5 Jack’s question
6 Optional: Star learner activity
Ending the lesson routine ✔ As with the Starting the lesson routine, cut down the amount of
time by omitting the suggested closing game.
Lesson 2: Grammar & Starting the lesson routine ✔

Communication Class Book
1 Read and listen activity
2 All about grammar activity
3 Speaking activity
CPT (Classroom Presentation Tool)
4 Vocabulary and grammar game The children can play the vocabulary and grammar game on
the course website.
Ending the lesson routine ✔
Lesson 3: Culture Starting the lesson routine ✔

& Communication To save time, you can omit the video and listen using the Class
CPT Audio and Class Book pages (or vice versa).
1 Culture film
Class Book Lesson 4: Cross-curricular
2 Reading and listening activity To save time, you can omit this lesson from each
3 Writing activity unit entirely. If you wish, you could try to integrate
4 Language in action! conversation video ✔ some of the content into your other classes in the
5 Acting out the conversation relevant curriculum area; for example, you could
6 Let’s compare culture question use content from the Unit 1 lesson about exercise
Ending the lesson routine ✔ in one of your Science lessons.
Lesson 5: Story & Starting the lesson routine ✔

Vocabulary To save time, choose before class whether
CPT, Classroom Resource Pack
you would like your class to watch the story
1 Story animation ✔
[CB1 pp10-11] animation on the CPT or listen to the story using
2 Flashcards
the Class Audio CD. Have the CPT loaded or
Class Book the correct track selected before the lesson to
3 Story audio and find the words activity ✔ maximize teaching time in class.
4 All about values’ activity ✔
5 Story follow-up activity
6 Story evaluation activity
To save time, set the Web search activity for
7 Web search activity
homework.
CPT
8 Vocabulary practice game ✔ The children can play the vocabulary and
Ending the lesson routine ✔ grammar game on the course website.
50
Time-saving tips
Routines Your class will soon pick up on the routine and, once it is
Even if you have less time for English, in 3rd cycle it is still familiar to them, you will quickly be able to make the most of
important to have a set routine for your lessons, and to your English time together.
establish this routine with your class from the start. A well- Maximizing your time
conducted routine helps you organize your lessons and
There are lots of other things you can do before, during and
makes the children aware of what you want them to do
after your lessons to maximize teaching time in class.
and how you expect them to behave.
Multimedia At the start of each lesson, ensure the CPT
In Learn with Us 5, the lessons in each unit are designed or Class Audio CD is ready to use, and the resource or
to follow a familiar structure and set of routines. It is track you need for the lesson is loaded and ready to play.
recommended, therefore, that any time-saving amends CPT Remember that you can use the CPT for quick and
made to a lesson structure in Unit 1 are also carried easy-to-follow navigational support in the classroom
through to the lessons in the units that follow. The starting by displaying the Class Book pages on your IWB, as well
and ending the lesson routines for Learn with Us 5 have as using it as a way to quickly check answers as a whole
also been designed to be flexible, and so timesaver class using the answer-key reveal function.
suggestions have been provided in this reduced lesson
planner for how these can be shortened when needed.
Lesson 6: Story, Starting the lesson routine ✔

Grammar & Communication
1 Story animation Review the story using the Class Book only.
2 Flashcards
Class Book
2 Reading activity
3 All about grammar activity Ask the children to write / draw ideas for homework
4 Speaking activities ✔ and do this activity as a warmer in the following
5 Optional: Star learner activity lesson.
CPT
6 Vocabulary and grammar game The children can play the vocabulary and grammar
Ending the lesson routine ✔ game on the course website.
Lesson 7: Song & Skills Starting the lesson routine ✔ To save time, you can omit the song animation and
CPT just sing the song using the Class Audio and Class Book
1 Song animation ✔ pages (or vice versa).
Class Book
2 Song activities As the pronunciation lesson in each unit focuses on key
3 Pronunciation activities sounds which relate to the vocabulary of the unit, to save
4 Exam practice speaking activity time, you can use this audio at the beginning of the unit
CPT to introduce the target sounds, and then focus on these
sounds as and when they appear throughout the unit. You
5 Pronunciation game
can then choose to omit all of the activities that follow or
use them to review the sounds later in the unit.
Lesson 8: Language Starting the lesson routine ✔

review & Communication
Class Book
1 Listening activities
2 Speaking activities
CPT
To save time, you can omit the video and just use the
3 Role-play video
Class Book pages.
Class Book
4 Role-play activities You could save this activity for a rainy day or for another
5 Optional: Star question activity lesson when you have more time.
CPT
6 Grammar and vocabulary review game The children can play the grammar and vocabulary
Ending the lesson routine ✔ review game on the course website.
Lesson 9: Think, do Starting the lesson routine ✔ Work through the project in sections if you don’t have
& review: My project Class Book much time. Do activities 1, 2 and 3 in class together and
1 Listening activity go through the tips in Activity 4. Children can write their
2 Project reading activities text for homework. Allocate a specific amount of time in
Activity Book class for children to check their work. They can revise it and
3 Prepare your project prepare their presentation as homework.
51
Using Graded Readers
with
Using graded Readers in the Primary classroom is an effective way to engage children of all abilities and learning needs.
By motivating children to read for pleasure, you give them the opportunity to learn without the fear of failure.
Our graded Readers are available at a number of different levels and across a broad range of topics, both fiction and
non-fiction, so each child will be able to find a book suitable for them from our award-winning collections:
• Dolphin Readers
• Classic Tales
• Oxford Read and Discover
• Oxford Read and Imagine
• Dominoes
Convenient bookmark shaped Reading Guides, offer a simple way to select titles that correspond
to each unit of Learn with Us.
Download the full set of Reading Guides from www.oup.com/elt/recommendedreaders
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52
Supplementary Material
The most trusted materials for learners of English
Oxford Children’s Picture Dictionary Get Ready for … 2nd edition
Motivating and
A first dictionary for young comprehensive preparation
learners, this beautifully for the Cambridge English
illustrated topic-based Qualifications Young
dictionary contains over Learners exams.
850 words and 40 topics.
Available in print and This series supplements any
interactive e-Book. coursebook and is ideal for
use in class or self-study
at home.
STARTERS, MOVERS, FLYERS
Oxford Skills World Oxford Grammar

for Schools
A six-level, paired skills series for lower primary and
upper primary that focuses on developing students’ A five-level series with
receptive and productive skills. clear explanations and
communicative activities
that helps young learners
and teenagers understand
and practise grammar.
Each level in the series LEVEL 1-5 AVAILABLE

covers all the grammar
students need to know
for the Cambridge English
Qualifications:
Level 1 - Pre A1 Starters

Level 2 - A1 Movers
Level 3 - A2 Flyers
Level 4 - B1 Preliminary for Schools
Level 5 - B1 Preliminary for Schools
Oxford Professional Development

Oxford Teachers’ A range of professional
development titles to support
Academy: your teaching.

Into the Classroom is a series of
Teaching English short, practical guides focused on
a methodology or technique with
to Young Learners ideas to help you introduce it into
your classes.
53
Starter All about me and my family
Lesson 1: Vocabulary Jack Who’s at the door?

Alfie Hi, I’m Alfie. I live at number seventeen.
Language Lisa And I’m Lisa. What’s your name?
Revised: Activities; Animals; Family members; Food; Jack I’m Jack. This is my dad.
Personal information; School subjects; Times; Possessive Dad Hello.
’s; Personal pronouns; I’m (Jack). This is (Jack’s). These are Alfie and Lisa Hi.
(his mum’s). I love (dancing). I like (Science). What about you? Alfie I’ve got some biscuits for you.
Dad Thanks, Alfie. That’s very kind of you.
Other: excited, home, nervous, tea
Alfie How old are you, Jack?
Jack I’m ten.
Starting the lesson (optional) Alfie Cool! You’re in our class at school.
• Introduce yourself to the class saying Hello, everyone! I’m Lisa We always go to school at half past eight. We can walk
… I’m great today. Ask around the room What’s your name? together tomorrow.
and How are you today? Encourage the children to reply Jack Great. See you tomorrow.
saying Hello! I’m … I’m fine / great / OK, thank you. Alfie and Lisa Bye!
• Ask the children to turn to the person next to them, shake
hands and ask and answer What’s your name? I’m … How Class Book page 2
are you today?
2 Look and say.
• Tell the children they’re going to meet the new course
character in Learn with Us Level 5. Ask the class what they • Look at the photos of the belongings on page 3 and elicit
think his name is and how old he is. what the children can see. Read the labels below each
photo and ask Who likes (writing)?, etc.
TEACHING TIP: • Read the two speech bubbles and point to Jack’s
Learning the children’s names early on will help you to get notebook and Mum’s gloves. Review with the class when
to know them and to manage the class. we use This is and These are (for singular and plural items)
and how we use the possessive pronoun his. Then point
out the possessive ’s at the end of each name.
Classroom Presentation Tool (CPT) • Put the children into pairs to take turns pointing to a
Unit introduction: 1 Watch. Who loves playing the photo and saying the number and who the item belongs
guitar? to. Monitor, help and praise throughout.
• Watch the video and check the children’s predictions ANSWERS
about the new character. Ask the class Who likes playing 1 This is Jack’s (notebook). 2 These are his mum’s
the guitar? (Jack’s Dad.) (gardening gloves). 3 This is his sister’s / Sally’s (sports
• Play the video again and ask the children questions about bag). 4 This is his dad’s (guitar). 5 This is his mum’s
the clip in English: Where is Jack? (In his new house in a (mug). 6 This is his sister’s / Sally’s (magazine). 7 These
new town.) Who is in his family? (His mum, dad and sister, are Jack’s (goggles). 8 These are his dad’s (trainers).
Sally.) What does Jack love? (Music, writing and swimming.)
3 Beat the clock. How many words can you say in
And Jack’s mum? (Gardening and drinking tea.) And Jack’s
3 minutes?
dad? (Playing the guitar and running.) And Sally? (Reading
and sports.) Who visits Jack? (Alfie and Lisa.) What does Alfie • Read the five categories and check the children’s
bring Jack’s family? (Biscuits) How does Jack feel? (Happy) understanding. Tell the children they have got 3 minutes
What time do Alfie and Lisa go to school? (At half past eight.) to write as many words connected with each topic as
they can. Set a timer on your IWB, phone, or clock. Play in
Transcript teams or in pairs.
Jack Hi, I’m Jack. I’m ten. This is my new home in my new • Feed back words and write them on the board or invite
town. I start my new school tomorrow. I’m excited, but a bit the children to come up and write them.
nervous. Today is moving day. This is my box. I love music,
writing, and swimming. This is my mum. 4 Ask and answer.
Mum Hello! • Point to the conversation and read the introductions.
Jack Mum loves gardening … • Demonstrate the activity with a confident child. Introduce
Mum and drinking tea! yourself, saying how old you are and what you love doing
Jack This is my dad. and shake hands. Ask the children to stand up and walk
Dad Hello! around the room and introduce themselves to everyone
Jack Dad loves playing the guitar and running. else. Monitor, help and praise throughout.
Sally Jack!
Jack And this is my sister, Sally.
Sally Oh, hi!
Jack Sally loves reading as you can see, and sports.
54 Starter
COMPETENCES FOR 21ST CENTURY LEARNING: Lesson 2: Grammar
This lesson recycles language from previous levels in a Language
meaningful and constructive way. It helps the children get Revised: Adjectives of appearance; Adjectives of
to get to know one another as well. Both help the children personality; Dates; Personal information; I’ve / He’s / She’s
to consolidate their learning and in turn give them got (blue eyes). Has he / she got (fair hair)? Yes he / she has.
confidence in speaking in English. No, he / she hasn’t. I’m / He’s / She’s (funny). My birthday is …
Other: Description; Personality
Star question (optional)
• Read the star question. Encourage the children to think of Starting the lesson (optional)
other things they can say about themselves. • Play Jumping the line to review personality adjectives and
ANSWERS physical descriptions (see Ideas bank page 167). Describe
Suggestions: people in their family, pets and toys they’ve different children in the class, correctly or incorrectly.
got, school subjects they like, activities they like doing, • Put the children into pairs. Give them 30 seconds to talk
their favourite things, food they don’t like, what they are to their partner about themselves (saying their name
wearing today, etc. /age / likes/ dislikes, etc.). Their partner listens, then they
swap roles.
Classroom Presentation Tool (CPT)
Class Book page 3
Vocabulary practice: game
• See instructions for Snap on page 163. 1 Listen and write the missing information. w 1.01
• Ask the children to read the information about Jack and
Activity Book page 2 his family. Ask them to think about what information is
missing for each person.
1 Read and match. Label the photos. • Play the audio for the children to listen and write the
• The children read the sentences and match them to the missing information in their notebooks. The children
photos of the family members by writing the letter in check their answers in pairs before feeding back.
the box. Then they write the name of the family member
below each picture. Transcript
Jack I’m Jack. I’m 10. I’ve got blue eyes. I’m clever and
ANSWERS friendly.
1 b Mum 2 d Sally 3 c Dad 4 a Jack Sally I’m Sally. I’m 13. I’ve got long hair. I’m quiet and sporty.
2 Look and write sentences. Jack’s mum I’m Jack’s mum. I’m 41. I’ve got fair hair. I’m clever
and lively.
• The children look at the pictures and write sentences Jack’s dad I’m Jack’s dad. I’m 46. I’ve got brown eyes. I’m
saying whose it is and what they like doing.
sporty and funny.
ANSWERS
ANSWERS
1 This is Jack’s. Jack likes writing.
1 blue 2 13 3 clever 4 brown eyes
2 These are Mum’s. Mum likes gardening.
3 This is Sally’s. Sally likes sports. COMPETENCES FOR 21ST CENTURY LEARNING:
4 This is Dad’s. Dad likes playing the guitar. Linguistic competence
5 This is Mum’s. Mum likes drinking tea. Listening for missing information in a text helps develop
6 This is Sally’s. Sally likes reading. the children’s skill in listening for specific information.
7 These are Jack’s. Jack likes swimming. Considering the context and possible answers before the
8 These are Dad’s. Dad likes running. children listen is a useful exam technique.
3 Write about what you like and love.
• Ask the children to write 3–4 sentences about what they 2 Look and say.
like and love doing in space provided. Put the children • Put the children into pairs. They take turns to ask and
into pairs to tell their partner if you have time. answer questions 1–4. Elicit the two possible answers
before they do this by asking, e.g. Has Jack got (curly hair)?
Extra No, he hasn’t. He’s got straight hair. Has Sally got (fair hair)?
• Fast finishers write about what members of their family Yes, she has. Remind them to use he and she correctly.
like and love. ANSWERS
1 No, he hasn’t. 2 Yes, she has. 3 No, she hasn’t.
Ending the lesson (optional)
4 Yes, he has.
• Play The first letter to review food, activities, animals and
school subjects (see Ideas bank page 169).
Starter 55
3 Describe yourself to your friend. Lesson 3: Song and Vocabulary
• Read the descriptions in the speech bubbles. Put the
children into pairs. They take turns describing their Language
appearance to their partner using I’ve got … + physical Core: assembly, break, Cookery Club, Craft club, ICT,
description, I’m + adjective of personality and My birthday Geography, registration, Spanish
is on … + date. Monitor and help throughout. Core sound: /æ/ Alfie, and, has, salad, sandwich, Spanish
/ʌ/ club, loves, lunch, sometimes
OPTION:
Before the children describe themselves, practise saying Revised: classroom, fast, good, happy, interesting, modern,
dates. Ask the class, What’s the date today? Elicit the correct salad, sandwich
ordinal number and remind the class that we say ‘the (4th) Other: first, never, straight after; Don’t be late! I think it’s
of (September)’. Use the date flashcards in the Teacher's (good).
Resource Material to practise more dates. Ask the children
the question When’s your birthday? It’s on the (12th) of Starting the lesson (optional)
(March). • Play Sharkman to review school subjects and adjectives of
opinion (see Ideas bank page 170).
• The children use the language from the lesson to write Classroom Presentation Tool (CPT)
sentences about a family member in their notebooks.
Check the children’s work. 1 Watch.
• Tell the class that in each unit Jack and his friends, Alfie
Classroom Presentation Tool (CPT) and Lisa present a video about their song.
• Ask What’s the song about? Take ideas from the class before
Vocabulary and grammar practice: game you watch, then play the video (It’s about Jack’s new
• See instructions for Cloudburst on page 162. school in his new town).
Activity Book page 3 Transcript

Jack I can’t wait for everyone to watch our songs on our new
1 Complete the texts about Jack and his family. video channel. I hope everyone likes them.
• The children look at the photos and complete the Lisa Don’t worry! The songs are great.
descriptions about Jack and his family using the words in Alfie Quick, switch on the webcam.
the word bank. Jack Hi, I’m Jack.
Lisa I’m Lisa.
ANSWERS Alfie And I’m Alfie.
1 friendly / ten Jack I hope you enjoy our first song. It’s about my new
2 long / quiet / old school in my new town.
3 hair / lively / 41
4 brown / sporty / years OPTION:
Use the flashcards to present the new vocabulary. Place
2 Complete the information about your family. the flashcards on the board and ask the class to say the
Describe someone from your family to your friend. words with you. Choose a game from the Ideas bank on
• Tell the children to think about a family member and pages 167–172.
add information to the table about them. They use the
information in the table to write a paragraph about that
family member. Refer the children to the Class Book and Class Book page 4
Activity 1 for support.
2 Read the song. What always starts at nine? Listen
• Put the children into pairs to take turns talking about their
and check. w 1.02
family member.
• Ask the class to read the song silently and write what
3 Draw and describe yourself. always starts at nine o’clock. Ask the children to compare
• The children draw a picture of themselves in the box on their answer with a partner.
the left. They write a paragraph describing themselves • Play the song for the children to listen again and check.
using Activity 2 for support. Ask them to stand up when they hear the answer in
the song.
Ending the lesson (optional) • Check the meaning of any language the children find
• Play the Anagram game (see Ideas bank page 169). difficult.
ANSWER
Registration / School always starts at nine.
56 Starter
3 Sing. Do you like the song? Use these ANSWERS
words. w 1.02 1 Sometimes 2 New 3 Geography 4 usually
• Play the song again for the children to listen, read and join 5 Registration 6 Craft 7 Spanish 8 classroom
in. Play it again with books closed, if you have time, for the
2 Listen to the tongue twister and underline the
children to see how much they can remember.
/æ/ sounds and circle the /ʌ/ sounds. w 1.04
• Ask Do you like the song? Read the adjectives in the word
• Play the audio for the children to listen to the tongue
bank and check the children’s understanding. Ask the
twister again. They underline the words with the /æ/
question to one or two confident children and elicit their
sound and circle the words with the /ʌ/ sound.
answer, e.g. I think it’s (good).
• In a less confident class, pause the tongue twister after
• Put the children into pairs to tell their partner their
each line to give the children time to think about the
opinion. In a more confident class, encourage the children
sounds.
to tell each other what they liked or didn’t like about it.
ANSWERS
OPTION: /æ/ sounds: Alfie, Spanish, And, has, sandwich, salad
Carry out a class vote. Ask the question, then say each /ʌ/ sounds: loves, Club, sometimes, lunch
answer option (I think it’s …) for the children to raise their
hands. Invite a child to count how many hands are raised 3 Write more words with the /æ/ and the /ʌ/
for each response. sounds.
• Ask the children to think of and write more words with
4 Listen and repeat. w 1.03 these sounds in the correct columns.
• Refer the children to the pronunciation box. Point to the Extra
two sounds and say them. Write them on the board and
• Challenge fast finishers to say the tongue twister as fast
drill the sounds with the class. Focus on the change in
and accurately as they can in pairs.
position of your mouth: /æ/ is a short sound and your
mouth is wider. /ʌ/ is also a short sound, but your lips are Ending the lesson (optional)
more closed. • Play Hit the card to review the school words (see Ideas
• Play the audio for the children to listen to the words. Write bank page 167).
the words with each sound under the correct sounds.
• Ask the class to tell you which sound is highlighted in blue
Further practice
Teacher's Resource Material: Starter Unit
(/æ/), and which sound in red (/ʌ/). Play the audio again for
Word skills worksheet. Karaoke version of song available.
the children to listen and repeat the words.
OPTION:
Drill the words / sounds in a random order quietly, then
Lesson 4: Grammar
loudly, slowly then faster, and vice versa. Language
Core: always, every day, never, sometimes, usually; I / You /
COMPETENCES FOR 21ST CENTURY LEARNING:
We / They (always) (walk to school). He / She (never) goes to
(Craft Club).
Raising awareness of the different sounds in English
develops the children’s spoken production and also Revised: Days of the week; School words; Times; in the
highlights some of the spelling inconsistencies in English. afternoon / morning; I’ve / We’ve got … There are … I can …
Other: diary, past my house, timetable
5 Listen and repeat the tongue twister. w 1.04
• Play the audio for the children to listen and read the Starting the lesson (optional)
tongue twister silently. Then play it again for the children • Play I Spy to review the school words (see Ideas bank
to repeat. page 168).
• Ask the class to say the words with the highlighted letters
again as a class. Class Book page 5
1 Read and listen. When has Jack got
Classroom Presentation Tool (CPT) Spanish? w 1.05
Vocabulary practice: game • Look at Jack’s timetable as a class. Ask questions about
• See instructions for Picture reveal on page 163. what the children can see (Days of the week, times and
school subjects). Ask What time is registration / break /
lunch? (nine o’clock / ten or half past ten / twelve o’clock)
Activity Book page 4
• Tell the class it’s Jack’s first day at his new school and they
1 Read and circle the correct word. Listen and are going to listen to his diary entry about it. Play the
check. w 1.02 audio for them to listen and read. Ask When has Jack got
• The children read the song and circle the correct words. Spanish?
Play the audio for the children to listen and check. Ask
them to do so without referring to the Class Book first.
Starter 57
Transcript ANSWERS
See Class Book page 5 for transcript. 1 T 2 F Jack can walk with them every day. 3 F Jack
has always got Maths or English in the morning. 4 T
ANSWER
5 F They’ve never got assembly on Fridays. 6 F Alfie
On Monday.
and Lisa usually go to Craft Club.
2 Read and learn. Say the sentences.
2 What are the grammar rules? Tick f.
• Refer the class to the All about grammar box. Tell the • Tell the children to read the sentences and think about
children that these are adverbs of frequency. We use
the grammar they have just learnt.
adverbs of frequency when we want to say how often we
do an activity. Point out that we use adverbs of frequency • Each sentence demonstrates the meaning of an adverb
with the present simple. Most adverbs of frequency go of frequency. Ask the children to think about what each
after the pronoun and before the verb. Point out that with sentence means, e.g. We go to the park on Mondays or
the verb have got, the adverb goes after have / has and Tuesdays, Ask Is this the same as ‘We always go to the park’?
before got. Remind the class how we change the verb Or is it the same as ‘We sometimes go to the park’?
when we use he / she. • The children read the sentences and tick the adverb of
• Put the children into pairs. Ask them to say sentences frequency that illustrates that meaning. In a less confident
using adverbs of frequency. They can talk about class, allow the children to work in pairs or do this
themselves, their friends and family or Jack. Monitor and together as a class.
praise throughout. ANSWERS
• In a more confident class, the children can personalize Sometimes, Never, Always, Usually
and adapt the endings of the sentences and use
OPTION:
different verbs.
In a more confident class, ask the children to rewrite the
3 Play The true or false game. sentences using the adverb of frequency.
• Point to the children at the bottom of the page and
explain that they are playing The true or false game. Read 3 Write what Lisa does after school using always,
the conversation or invite two children to. usually, sometimes and never.
• Put the children into pairs. They take turns talking about • The children look at Lisa’s timetable and write 4 sentences
their weekly timetable for their partner to listen and say about Lisa’s week, using the activities in the word bank.
True or false. Monitor and praise throughout. They should use a different adverb of frequency in each
sentence.
Linguistic competence ANSWERS
Practising target language in pairs, in a freer speaking 1 Lisa sometimes watches TV.
activity, allows the children to experiment and have fun 2 Lisa always does her homework.
with the language in a safe context. This gives them the 3 Lisa usually plays tennis.
confidence to speak. 4 Lisa never goes to the cinema.
4 Speak and guess with your friend. Use Activity 3

Star question (optional) to help you.
• The children use the language from the lesson to write • Read the speech bubbles. The children play a guessing
sentences about their school timetable in their notebooks. game about Lisa’s activities. Put the children into pairs to
Encourage them to look at Jack’s diary entry for support take turns saying Lisa (usually) does this and answering
and ideas. Check the children’s work. with a present simple sentence with that adverb of
frequency.
Grammar and vocabulary review: game • Play Memory Chain to review the vocabulary and grammar
• See instructions for Sentence spin on page 165. from the Starter Unit (see Ideas bank page 169).
Further practice
Activity Book page 5 Teacher’s Resource Material: Starter Unit Lesson 4 Reinforcement
1 Listen and write T (true) or F (false). Correct the worksheet.
false sentences. w 1.05
• Read the sentences about Alfie, Lisa and Jack. Tell children
to identify who the sentence is about, what the adverb of
frequency is and the action.
• The children read Jack’s diary entry again on Class Book
page 5 and write T or F. Ask them to correct the false
sentences in the space provided. Check in pairs before
feeding back.
58 Starter
Unit 1 My activities party
Lesson 1: Vocabulary OPTION:

Language the flashcards on the board and ask the class to say the
Core: do archery, do gymnastics, go abseiling, go climbing, words with you. Choose a game from the Ideas bank on
go diving, go swimming, go trampolining, play badminton, pages 167–172.
play hockey, play table tennis
Revised: Adverbs of frequency; adventure, ball, bat, gym, 3 Listen and say. w 1.07
helmet, jump, party, pool, rope, swimsuit, target, team; like +
-ing, How do you spell …? How often do you …?
• Tell the class they will hear Jack talking about sports
activities. The children listen to the description of each
Other: arrows, indoors, invitations, shoot, similar, stick, activity and say the number of the photo it corresponds
outdoors to on the Class Book pages. Play the audio, pausing before
the number is revealed. Continue the audio to check.
Starting the lesson (optional)
• Play Ladders to review any sports words the children know Transcript
(see Ideas bank page 171). 1 I like playing outdoors. I play hockey on Tuesdays. … Nine.
2 My friends like playing table tennis. … Ten.
• Talk about sports in the children’s own language and
3 I like indoor games. I play badminton with Alfie. … Eight.
English. Ask the children which sports activities they like
4 My brother doesn’t like games. He does archery. … Six.
playing at school and at home: What equipment do you
5 I go swimming on Fridays. … One.
need for different sports? Do you play sports when you have a
6 My granny likes watching gymnastics on TV. She doesn’t
birthday party? Try and elicit some of the vocabulary that
do gymnastics! … Three.
they will encounter in the lesson.
7 Trampolining is a lot of fun. Alfie’s got a trampoline in his
• Point to the Unit aim box on the Class Book page and read garden. … Four.
the aim together. 8 I go climbing at the weekends. In the winter, I go climbing
indoors. … Five.
CPT, Classroom Resource Pack 9 I like going diving, but I’m not very good at it. … Two.
10 My sister likes going abseiling. She doesn’t get scared. …
Unit introduction: 1 Watch. Seven.
• Watch the video. Ask the children questions about the
clip, in the children’s own language: Who’s this? (Jack) 4 Read and say the activity.
When is Jack’s birthday? (Next month) What is he writing? • Check comprehension of any new or difficult words. The
(Invitations) What does he need to do? (Choose a party) children read the descriptions 1–10 and say which activity
they describe. Do this as a class or in pairs.
Transcript
Jack Hello! It’s my birthday next month. I’m writing ANSWERS
invitations for my party. There are so many kinds of parties to 1 play table tennis 2 go diving 3 do gymnastics
choose from. 4 play badminton 5 go abseiling 6 go swimming
7 go trampolining 8 do archery 9 go climbing
Vocabulary presentation: flashcards (optional) 10 play hockey
• Show the flashcards from the Classroom Resource Pack
OPTION:
one by one to introduce the new vocabulary. Repeat
several times, encouraging the children to remember the In a more confident class, do this as a listening task. Ask
words. the children to take turns reading the descriptions to
their partner. They listen with books closed and guess the
Class Book page 6 activity.
2 Listen and repeat. w 1.06 EXTENSION:

• Focus the children on the photos of Jack and the different In a more confident class, look at the new words in the
types of party and talk about what the children can see. word bank. Put the children into pairs to point to a word
What’s Jack doing? Who is he inviting to his party? When is for their partner to match to a photo. Alternatively, play a
his party? What time is his party? What types of party can game from the Ideas bank using the wordcards.
he have?
• Play the audio for the children to listen and repeat. 5 Ask and answer.
• Read the conversation in the speech bubbles. Put the
Transcript children into pairs. They take turns asking about the
1 go swimming 2 go diving 3 do gymnastics activities on pages 6–7 using the structure. Remind the
4 go trampolining 5 go climbing 6 do archery class that when we talk about activities we like we use like
7 go abseiling 8 play badminton 9 play hockey
10 play table tennis
Unit 1 59
+ -ing (go swimming becomes going swimming). Monitor, you spell this? Their partner spells it out. Monitor and help
help and praise throughout. throughout.
COMPETENCES FOR 21ST CENTURY LEARNING: 3 Complete the table. Ask and answer. Write 4
Linguistic competence sentences about your friend.
Enabling the children to use new vocabulary alongside • Read the conversation in the speech bubbles and review
a known structure while expressing their own personal with the class how we use adverbs of frequency. Refer
opinions will help them to internalise the language and them to the table and the key above it.
recall it later. This will develop their speaking and • The children write a number of stars in the first column
listening skills. to show how often they do each activity. Put the children
into pairs to ask, answer and record their partner’s
Star question (optional) answers.
• Say I like mountain biking. I always go mountain biking on • The children write four sentences about their friend.
Monday. Ask the Star question encouraging the children Remind them how the verb changes when we talk about
to use structures and activities they have know from he / she in the present simple. Check in pairs.
previous levels.
Extra
CULTURE NOTE: Birthday parties in the UK • Fast finishers write in their notebooks about three different
In the UK, younger children often celebrate their birthday sports or activities they never do, saying what they are
at home with friends and family. They receive presents, and why they don’t do them. Check the children’s work.
play games and eat cake. But as children get older, parties
become more adventurous. Local gyms, swimming pools, Ending the lesson (optional)
adventure playgrounds and parks offer birthday packages, • Play Sharkman to (see Ideas bank page 170).
where children can try new sports and activities with their
friends. Trampolining and tree climbing using safety ropes,
are very popular. They’re a great way of getting exercise
Lesson 2: Grammar &
with your friends, too! Communication
Jack’s question Language
Core: Time expressions; Present simple versus Present
• Point to Jack’s question and read it aloud. Say I like diving
continuous
and playing badminton. Ask the question around the class
encouraging the children to answer about the sports Revised: Adverbs of frequency; Sports activities
activities using the structure.
• If you have more time, use this as an opportunity to Starting the lesson (optional)
do a class survey. Have the children ask the question • Play Mime it to review the sports activities (see Ideas bank
and record answers in groups. This work can be further page 169).
exploited by displaying the answers in graph or
diagram form. Class Book page 7
Classroom Presentation Tool (CPT) 1 Read and listen. Why is Jack thinking about a
gym party? w 1.08
Vocabulary practice: game • Point to the conversation on the tablet and ask the class
• See instructions for Pelmanism on page 163. who is having the conversation (Jack and Alfie).
• Tell the children to read and listen to the conversation.
Activity Book page 6 Ask Why is Jack thinking about a gym party? Feed back the
answer from the class.
1 Look and write. Use the red letters to find the
hidden words. ANSWER
• The children use the pictures and anagrams to write the Because he plays hockey at school and goes swimming
activities. They use the red letters to spell out a type of every week. But he doesn’t often go trampolining.
party. 2 Read and learn. Say the sentences.
ANSWERS • Refer the children to the All about grammar box. Review
1 go climbing 2 go swimming 3 play hockey how we form the present simple and remind the class
4 do gymnastics 5 go abseiling 6 do archery when we add s or es to the verb. Point out the time
7 play badminton 8 go trampolining 9 go diving expressions we use with the present simple. Remind the
10 play table tennis class that we use the present simple to talk about facts or
Type of party: It’s a gym party. things we do or don’t do regularly (I go to school every
day.).
2 Cover and play Point and spell. Check with your
• Point out how we form the present continuous and how
friend.
the verb be changes with the different pronouns and the
• Put the children into pairs. They take turns covering the –ing ending of the main verb. Refer the children to the
words, pointing to a photo in Activity 1 and asking How do
60 Unit 1
time expressions we use with the present continuous and 2 What are the grammar rules? Tick f.
explain that we use it to talk about things happening at • Tell the children to read the sentences and think about
the moment, now or when we are talking about a photo the grammar they have just learnt.
(e.g. We’re learning English now. In this photo, he’s playing • Refer them to the column headings and ask them to think
badminton.). about what each sentence means, e.g. He does archery
• Ask the children to say sentences about themselves and every day, Ask Is this talking about now or usually? Is it
what they do regularly using the present simple. Then ask affirmative or negative?
them to look at the photos on pages 6–7 and say what • The children read the sentences and tick the correct
the people are doing. Do this as a class or in pairs. Monitor, options. Feed back answers from the class. In a less
help and praise throughout. confident class, allow the children to work in pairs.
OPTION: ANSWERS
Ask the class to find example sentences of the present He does archery. Usually / Affirmative
simple and present continuous in the text in Activity 1. She’s going abseiling. Now / Affirmative
They aren’t going swimming. Now / Negative
COMPETENCES FOR 21ST CENTURY LEARNING: We don’t go diving. Usually / Negative
Learning to learn
Encouraging children to recognise patterns in grammar 3 Look and write about Alfie’s activities. What’s he
helps them internalise the language and understand its doing today?
use and will help them to learn in future English lessons. • The children look at Alfie’s timetable and write five
sentences about his regular activities using the present
3 Play The timetable game. simple. They write a sentence in the present continuous
for number 6 (Today).
• Point to the timetable and elicit the sports activities.
Check the children understand the abbreviations for the ANSWERS
days of the week. 1 Alfie plays badminton on Mondays and Saturdays.
• Read the conversation in the speech bubbles and ask the 2 Alfie plays table tennis on Tuesdays.
class to identify the sentence in the present simple and 3 Alfie does archery on Wednesdays and Fridays.
the sentence in the present continuous. Identify the time 4 Alfie goes diving on Thursdays.
expressions in each sentence. 5 Alfie plays hockey on Sundays.
6 Today is Friday. Alfie is doing archery.
• Tell the children they are going to play The timetable game.
They take turns saying sentences about Jack, Alfie and Lisa 4 Speak and guess with your friend. Use Activity 3
using the present simple and the present continuous. to help you.
• Put the children into pairs. One child points to an activity • Read the two questions and responses. The children look
for their partner to say a sentence using the present at Alfie’s timetable again and ask and answer about what
simple or continuous. Refer them to the grammar box and he usually does or what he’s doing today. They can choose
the model conversation for support. Monitor and help what day today is. Monitor and help throughout.
throughout.
OPTION:
Classroom Presentation Tool (CPT) In a less confident class, write the question stems on the
board for support, What does Alfie do on …? He … / Today
Vocabulary and grammar practice: game is … What’s Alfie doing? He’s …
• See instructions for Gap-fill on page 165.
Activity Book page 7 All about grammar page 78

1 Listen and write the days of the week. Listen 1 Look and complete using the present simple or
again and complete. w 1.09 the present continuous.
• Review with the class how we form sentences in the
Transcript present simple and present continuous with time
1 Look. She’s playing table tennis. She usually plays table expressions. Clarify in the children’s own language if
tennis on Thursdays. necessary.
2 She’s going swimming in this picture. She sometimes • The children look at the pictures and complete the
goes swimming on Mondays. sentences using words from the word bank. Remind
3 She’s doing gymnastics now. She always does gymnastics them to identify the time expressions in the sentences
on Saturdays. to help them decide if the sentence is present simple or
ANSWERS continuous.
1 Thursday 2 Mondays 3 Saturdays ANSWERS
1 ’s playing table tennis / plays table tennis / Thursdays 1 is / ‘s playing hockey 2 go abseiling
2 ’s going swimming / goes swimming / Mondays 3 does gymnastics 4 are / ’re winning
3 ’s doing gymnastics / does gymnastics / Saturdays 5 does archery 6 are / ’re playing badminton
Unit 1 61
2 Write sentences using the present simple or the Note: Use the Culture and Communication worksheet with
present continuous. the video.
• Refer the children to the Look box to remind them how Transcript
the verbs go and do change for he / she in the present
Jack I really like rounders, and I play twice a week in the
simple.
summer. It’s fun and it’s good exercise. Children in the UK do
• The children write sentences, changing the verbs in the lots of different sports: watch this.
prompts and using the time expressions and adverbs of Culture film:
frequency in brackets. Swimming is popular. Lots of children go swimming, and
ANSWERS some have swimming lessons. Football is another popular
1 He never does archery. sport, and not just with boys. There are girls’ teams, too.
2 We’re doing gymnastics in this picture. We play lots of different sports at school, like cricket and
3 They sometimes go trampolining. rounders. Cricket and rounders are both bat and ball games.
4 She’s playing table tennis now. You hit the ball and run as fast as you can! Go! Yeah – that’s a
5 I go running every day. rounder! You can join a club for most sports. These boys are
6 He usually goes climbing at the weekend. playing rugby. Whites have got the ball … and they score!
And these children are playing basketball. They run and
3 Write about what sports you do. (Where? When? jump and throw. Nice shot! What sports do you do?
How often?)
ANSWERS
• Ask the children to think about two activities they do each swimming, football, cricket, rounders, rugby, basketball
week. Check the tense the children need to write the
sentences (present simple). Monitor and help throughout. CULTURE NOTE: Popular sports in the UK
Ending the lesson (optional) Cricket and rounders are both games that have been
played for centuries in the UK, and around the world.
• Play True or false? using the unit language (see Ideas bank Rounders has been played in England since the 1700s
page 169).
and has been a popular game for both boys and girls
Further practice in primary schools since then. It is similar to American
Teacher’s Resource Material: Unit 1 Lesson 2 Reinforcement and baseball but uses a smaller bat. Cricket is even older
Extension worksheets. and was originally played by boys. Today, however, girls
play cricket, too. In the UK, football, cricket, rugby and
swimming are popular sports for children. They also play
Lesson 3: Culture & netball, street hockey (with roller blades), tag rugby, and
Communication do ballet, street dance, and wheelchair sports such as
basketball.
Language
Core: How often do you …? I (play rounders) once / twice a Learn with Us English-speaking countries poster
week, I (go swimming) every day / on (Sundays). • Use the Learn with Us English-speaking countries poster to
Revised: Adverbs of frequency; Present simple, Present introduce South Africa, where Jack’s friend Lewis lives.
continuous Time expressions; Sports activities; exercise,
sports centre Class Book page 8
Other: board, hit, keeping fit, play rounders, South Africa,
tired, throw, train, wheelchair 2 Read and listen. What sports are Jack and
Lewis messaging about? Where does Jack play
Starting the lesson (optional) rounders? w 1.10
• Play The timetable game from Lesson 2 again. • Point to the text message and tell the class that Jack is
messaging his friend Lewis. Ask them where they think
Lewis is from (South Africa).
• Ask the children to look at the photos and say any words
Culture presentation: 1 Watch. What sports are they know to describe them (bat, ball, game, they’re playing
they doing? wheelchair basketball, etc.).
• 1st viewing: Watch Jack’s introduction to the culture film • Play the audio for the children to listen and read. Then
and ask the children to tell you what the video is about answer the two questions.
(Different sports in the UK). Make some predictions as a ANSWERS
class about the question What sports are they doing? rounders, football, rugby, football board, wheelchair
• Watch the culture film, stopping before the basketball
comprehension Jack plays rounders at school.
questions, for the children to check their predictions. Ask
the class to tell you what they know about the sports.
• 2nd viewing: Watch the video again and answer the
comprehension task at the end of the film.
62 Unit 1
3 Think about a sport you do and when you do it. Activity Book page 8
Write notes.
• Refer the children to the time expressions in the box and 1 Read and complete the dialogue.
check their understanding. Ask them to think about what • The children read the text message and complete it using
sports they do during the week. Brainstorm ideas as a the words in the word bank. Ask them to read it through
class and write them on the board. once first and then read it again and complete. Check in
• Tell the children to write sentences about 2–3 sports, pairs before feeding back.
saying what they do and when, using different time ANSWERS
expressions. In a more confident class, ask the children to 1 hockey 2 basketball 3 twice 4 team
say where they do the activities too, e.g. I play football once 5 swimming 6 every
a week at school. Feed back answers.
2 Answer the questions.
OPTION: • Read the Language in action! box. The children read
Ask the children to read the text message again and find and answer the questions about themselves. They can
three examples of sentences using the time expressions. write answers in note form. In a more confident class,
encourage the children to write complete sentences.
CPT / Class Book page 8 3 Complete the text. Use Activities 1 and 2 to
help you.
4 Watch. Discuss the sports you do. w 1.11
• The children use their ideas from Activity 2 to complete
• Explain to the class that they are going to watch or listen the text. Refer them to Activity 1 for additional support
to two children talking about the sports they do. Watch
and ideas.
or listen.
• Watch or listen again and pause for the children to repeat Extra
the conversation. Repeat as necessary. • Fast finishers answer the questions about sports teams
in their notebooks. Encourage the children to write full
Transcript
sentences if they are able to.
A How often do you play football?
B I train once a week and I play for a team on Saturdays. Ending the lesson (optional)
How often do you play football? • Play Sentence, please (see Ideas bank page 171).
B I play football every Sunday.
Further practice
Language in action! Teacher’s Resource Material: Unit 1 Culture & Communication
• Refer the class to the Language in action! box and read worksheet.
through the questions and answers.
ASSESSMENT OPPORTUNITIES:
• When the children are using the language confidently,
put them into pairs or small groups. They take turns to ask The Language in action! activity is an opportunity to assess
and answer about different activities using the Language the children’s speaking development. Assessment grid
in action! box for support. and notes in the Teacher’s Resource Material.
Note: Language in action! introduces functional language
and helps the children practise it in a meaningful, natural
and communicative way. The Culture and Communication Lesson 4: Cross-curricular
worksheet can be used for additional support. (Natural Science)
Let’s compare culture Language
• Discuss the culture question in English, and in the Core: blood, carbon dioxide, heart, lungs, oxygen,
children’s own language if necessary. What sports do
Revised: Present simple; Sports activities; body, breathe,
you do? What sports do they do in the UK? Do you know
energy, exercise, healthy; How many times …? How often
any sports from other countries? Are the same sports
…? How long …?
popular here?
Other: air, beats, better, carries, chest, faster, neck, run on
COMPETENCES FOR 21ST CENTURY LEARNING: the spot, per (minute), wrist
Learning about other cultures and being able to compare Starting the lesson (optional)
them to their own encourages the children to appreciate • Play Noughts and crosses to review parts of the body (see
and respect one another’s differences. It also highlights Ideas bank page 167). Draw a simple human figure on the
the similarities between people – we all love doing sports board and number parts of the body for children to name.
and activities that allow us to have fun!
• Ask around the class What exercise do you do? When do you
do it? Why is it important to exercise?
Unit 1 63
Classroom Presentation Tool (CPT) ANSWERS
1 Oxygen 2 Carbon dioxide 3 About 18 times
Cross-curricular presentation: slideshow 1 Watch 4 Our blood 5 To move extra oxygen around our body
and do the Quick quiz. Discuss. 6 At least 30 minutes
• Talk about Lesson 3. Ask the class Who was Jack messaging
about sports? (Lewis) Which website did they talk about at
the end of their message? (Why is exercise good for us?) Tell
Prompting the children to read a text for specific
the children they are going to do a quiz from that website.
information without understanding every word helps
Clarify the meaning of breathing, faster, oxygen, chest, heart
them to become better readers. It also allows them
and beat before you watch.
to see new words in context and consider what they
• Watch the slideshow and tell the children to follow any might mean.
instructions. Pause before the Quick quiz.
• Put the children into pairs and pause after each Quick quiz WEB SEARCH: Find out other ways to keep your
question for the children to consider the question and heart and lungs healthy.
raise their hands and answer. Continue the audio to check.
• The children use the internet to find other ways we
Transcript can keep our heart and lungs healthy. Put the children
We know our body works hard when we exercise. But what into pairs to use the Cross-curricular worksheet to do
really happens? When we run our legs get tired, and other their research. Check the instructions and language of
parts of our body work hard, too. Exercise is good for every the worksheet before children research. Choose child-
part of our body, especially the heart and the lungs. friendly websites before class.
Put your hands just above your stomach and breathe in.
Can you feel your lungs getting bigger? The air we breathe Activity Book page 9
in contains a gas called oxygen. The air we breathe out
contains a gas called carbon dioxide. Put your hand on your 1 Label the diagram.
chest. Can you feel your heart beating? Your heart pumps
ANSWERS
blood around your body. The blood takes oxygen to different
1 blood 2 lungs 3 carbon dioxide
parts of your body. It takes carbon dioxide back to the lungs.
4 oxygen 5 heart
Quick quiz!
Question 1 What happens to your breathing when you 2 How fast do you breathe when you exercise?
exercise? … Your breathing gets faster.
• Tell the children they are going to do an experiment.
Question 2 Why does your body need oxygen? … Oxygen
Read the instructions and ask questions to check
helps our body to get energy from food.
understanding What do you need? (A watch) What do you
Question 3 Is your heart on the left or right of your chest? …
do first / next?, etc.
It’s on the left.
Question 4 What happens to your heart when you exercise? • Do the first part of the experiment and record the
… It beats faster. number of breaths. Then complete the second part of
Count your heartbeats for 1 minute. How many times does the experiment. Ask the class why we breathe more after
your heart beat? exercise (Because our body needs more oxygen.).
3 How fast does your heart beat when you

Class Book page 9 exercise?
2 Read and listen. What parts of our body is • Repeat the experiment recording the number of
exercise good for? w 1.12 heartbeats in one minute. Refer the children to the
Remember box to check how we find our pulse and count
• Play the audio for the children to follow the words in their
our heartbeats. The children record before and after
books.
exercise in the space provided.
• Ask the children to read the text again and answer the
question with a partner. Discuss the answer as a class. 4 Write about your lungs and your heart. Use
Activities 2 and 3 to help you.
Transcript
See Class Book page 9 for transcript.
• The children use the information in Activities 2 and 3 to
complete the text. Check in pairs before feeding back.
ANSWER
ANSWERS
Exercise is good for every part of the body, especially the
1 children’s own answer 2 minute 3 children’s
heart and lungs.
own answer 4 running 5 children’s own
3 Read again and answer. answer 6 children’s own answer 7 sitting down
• Read questions 1–6 and check the children understand Extra
the question words and key words in each question. Allow
the children time to read the text again.
• Fast finishers do another form of exercise and record their
number of breaths and pulse rate in their notebooks.
• The children write their answers in their notebooks. Ask
them to check in pairs before feeding back as a class. Ending the lesson (optional)
• Play Collocations race using vocabulary from the lesson
and sports activities (see Ideas bank page 171).
64 Unit 1
Further practice Why is Vicky reading and not playing football? (She’s sad.)
Teacher’s Resource Material: Unit 1 Cross-curricular worksheet. What colour is Vicky’s scarf? (Yellow and blue) Who is at the
stadium and what have they got? (Her friends. They’ve got
cards and presents.) What does Vicky’s favourite player give
Lesson 5: Story & Vocabulary her? (A signed football shirt.) Who wins the match? (Oxford
United) How does Vicky feel? (Very happy.)
Language
• Ask the children to look at the six words in the word bank
Core: goal, match, player, stadium, team, wins on page 10. Read them as a class. Tell the children to find
Revised: Daily routines; favourite, hat, kind, sad, garden, the words in the story. Ask the children what the words
scarf, surprise, train; I haven’t got any (presents), They’ve got mean, in their own language or in English.
(presents), There aren’t any (cards), Are you ok? I’m fine. She • Use the flashcards to review the new words.
doesn’t want to play. What are you doing? I’m (reading). It’s
very cold. ANSWERS
Other: collect football cards, happy ending, mad about stadium: frame 6 goal: frame 3 matches: frame 1
football, signed football shirt, win 5-0 (five-nil); I agree, I player: frame 7 team: frames 1, 8 wins: frame 8
disagree. ALL ABOUT VALUES: Say thank you when somebody
does something kind.
Starting the lesson (optional) Remind the children of who does something kind in the
story. How does it make Vicky feel? How do the football
• Play Lucky dip to review sports activities (see Ideas
player and her parents feel? What does saying thank you
bank page 167). Use the present simple I (never) play
show? Talk to the children in their own language about
(badminton). I go (swimming) (once a week).
saying thank you for kind actions and why it’s important.
CPT, Classroom Resource Pack COMPETENCES FOR 21ST CENTURY LEARNING:
Vocabulary and grammar review and presentation:
Encouraging children to be polite and show gratitude in
story animation social situations helps them to appreciate other people. It
1 Watch. also fosters generosity towards others.
• Tell the children they’re going to watch a story animation
with Jack. Pause after Jack’s introduction and ask What’s 3 Write the sentences in order.
the story about? (A comic-book story about a girl who • The children read each sentence then read the story again
loves football). to order them. They can re-write the sentences in order in
• With books closed, watch the story. Ask What happens in their notebooks. Check in pairs before feeding back.
the story? (Vicky loves football. It’s her birthday but she ANSWERS
thinks her family have forgotten. That evening, they take 2, 4, 5, 1, 6, 3
her to a football match as a surprise. She’s very happy!).
4 Listen to Jack and his friends. What do you think
Transcript about the story? w 1.14
Jack This is a comic-book story about a girl called Vicky who
• Point to Jack, Lisa and Alfie at the bottom of the page and
loves football. Let’s find out what happens.
explain that they are giving their opinions about the story.
• See Class Book pages 10–11 for story transcript. Play the audio for children to listen and repeat.
Vocabulary presentation: flashcards (optional) • Put the children into pairs to ask and answer the
questions. Put them into new pairs and repeat.
• Show the flashcards one by one to introduce the new
vocabulary. Repeat several times, encouraging the WEB SEARCH: Find out about a sports team.
children to remember the words. Who are their players? What do they play?
• The children use the internet to find out and write
Class Book pages 10–11 about a sports team of their choice.
2 Read and listen. Find the words in the story.
w 1.13 Classroom Presentation Tool (CPT)
• Point to the photo at the top of the page and ask What’s
the story about? (Playing football) What type of story is it? Vocabulary practice: game
(A comic-book story) • See instructions for Conveyor belt on page 162.
• Play the story audio for the children to read and follow in
their Class Books. Activity Book page 10
• Check comprehension: How do you know Vicky likes
football? (She plays football every day, trains twice a 1 Read and complete Jack and Alfie’s review of the
week, plays for a team and she collects football cards.) story.
Who is her favourite team? (Oxford United) Why is Vicky • The children complete the summary of the story using the
sad on her birthday? (She thinks her family and friends words in the word bank.
have forgotten. She hasn’t got any cards or presents.)
Unit 1 65
ANSWERS is she happy at the end of the story? How does she show she
1 comic-book 2 football 3 team 4 player 5 match is happy?
6 stadium 7 wins 8 goals • Watch (or listen to) the story again to confirm answers.
2 What do you think about the story? Circle a word Vocabulary review: flashcards (optional)
and complete your review. Learn to learn. • Show the flashcards one by one to remind children of the
• Ask the children to think about the story and rate it by new vocabulary.
circling an adjective and colouring in the appropriate
stars. Class Book page 12
• They complete the sentences by writing the adjective, the
name of their favourite character and their favourite part 1 Read and say. Find the answers in the story.
of the story. Ask the children to tell a partner. • Tell the class these are four sentences from the story. There
Note: The story evaluation activity forms part of the Self is a word missing in each. Ask the children to read the
Evaluation strand of Learn with Us 5. Asking children to think story on pages 10–11 again and find the missing words.
about their own opinions, explain them and listen to others ANSWERS
helps them to become better learners by building self- 1 why 2 because 3 why 4 because
awareness and thinking skills.
3 Do you always say thank you? Circle Yes or No. Linguistic competence
Write. Analysing language through a story enables the
• Ask the children to think about the value the story focuses children to give it meaning. This develops all of their
on and read the sentences. They circle yes or no as it communicative English skills.
applies to them.
• Refer the children to the score ratings. Remind the 2 Beat the clock. How many questions and answers
children it’s very important to say thank you and be polite can you make in 3 minutes?
to others.
• Ask the class to tell you any questions they can say in
• The children write another example of when they say English – remind them that they already know how to ask
thank you. lots of questions (e.g. What’s your name? How often do
you play football? Do you like going swimming?, etc.).
Extra
• Fast finishers consider what happens next at Vicky’s • Explain that today they will learn how to make questions
using Why. Look at the All about grammar box as a class.
birthday. They write their ideas in their notebooks. Ask the
Explain that we often start questions with Why and
children to share their ideas with a partner or the class.
answer with Because to give a reason. Ask Why is Vicky sad?
Ending the lesson (optional) and elicit the response Because she hasn’t got any presents.
• Play Who is it? (see Ideas bank page 172). • Point out to the class the word order in the questions
and the difference in when we use are / is. Look at the
Further practice contractions in the answers. Point out that the questions
Teacher’s Resource Material: Unit 1 Story playscript worksheet; here use adjectives about how we are feeling. The answers
Unit 1 Word skills worksheet. use the present continuous and activities because we are
talking about now or a picture.
Lesson 6: Story, Grammar & • Put the children into pairs. Ask them to take turns
asking and answering questions using the grammar box
Communication for support. Ask the children to count the number of
questions and answers they say in 3 minutes. Set a timer.
Language
In a more confident class, encourage the class to use
Core: Why are you / they (sad)? Why is he / she (tired)? other adjectives and invent answers. Monitor, help and
Because … praise throughout. Feed back some of the questions and
Revised: Adjectives; Sports activities; cold, happy, hot, sad, answers from pairs.
scared, tired
3 Match. Ask and answer.
Starting the lesson (optional) • Ask the children to read the adjectives and activities and
match them.
• Play Simon says to review sports activities and adjectives
(see Ideas bank page 168). Mime the sports and • Read the example in the speech bubbles as a class. Put
adjectives. children into pairs. They point to a person in pictures 1–5
and ask Why is he / she (tired)? Why are they …? Their
CPT, Classroom Resource Pack partner answers accordingly using Because …
ANSWERS
Story review and grammar presentation w 1.13 1 b 2 d 3 e 4 a 5 c
• Ask the children what they remember from the story:
Who’s in the story? What is Vicky mad about? Why is she
sad at the start of the story? How does she celebrate? Why
66 Unit 1
4 Draw a picture of a happy memory. Talk about All about grammar page 79
your picture.
• Ask the children to think of a happy memory with family 1 Look and write sentences with because.
or friends. It could be at home, at school, on holiday, a • Review how and why we use Why and because. Clarify in
birthday, a trip somewhere, etc. Brainstorm a few ideas. the children’s own language if necessary.
Ask the class to draw a picture of it in their notebooks. • The children write sentences, changing the verbs in the
• Point to the two children talking at the bottom of the prompts.
page and read the conversation. Put the children into ANSWERS
pairs to ask and answer in the same way. Monitor, help 1 He’s scared because he’s abseiling.
and praise throughout. 2 They’re tired because they’re playing table tennis.
3 I’m cold because it’s snowing.
4 She’s happy because she’s learning English.
• Ask children to recall what their partner told them about 5 We’re thirsty because it’s hot and sunny.
their picture of a happy memory. They write a sentence
in their notebooks. Ask them to check with their partner if 2 Look and write questions and answers.
they remembered correctly. • The children look at pictures 1–4 and write a question and
answer for each one using the pronoun in brackets and an
Classroom Presentation Tool (CPT) adjective and activity in the word bank.
Vocabulary and grammar practice: game ANSWERS
• See instructions for Chase the cheese on page 164. 1 Why is he thirsty? Because he’s playing football.
2 Why are they hot? Because they’re playing badminton.
3 Why am I happy? / Why are you happy? Because it’s
Activity Book page 11 raining.
1 Listen and number the pictures. w 1.15 4 Why is he cold? Because he’s swimming in the sea.
• The children listen to the dialogue from the three story 3 How do you feel now? Are you happy, sad, cold,
frames and write the numbers 1–3 next to the correct tired or hot? Why? Write about it.
pictures.
• The children write a sentence about themselves using
Transcript Activities 1 and 2 for support.
1
Narrator Vicky’s team wins 5–0. It’s her best birthday ever!
Vicky Thanks, Mum and Dad! • Play Secret word (see Ideas bank page 169). The children
2 write an adjective and an activity on their piece of paper.
Narrator That evening, Vicky’s parents decide to go for a The class ask a child Why are you …? If they ask with the
walk. correct adjective, the child answers Because I’m …
Dad Put your hat and scarf on, Vicky. Further practice
Vicky Why? Teacher’s Resource Material: Unit 1 Lesson 6 Reinforcement and
Dad Because it’s very cold! Extension worksheets. Unit 1 Word skills worksheet.
3
Narrator Vicky goes to school. She plays football at break and
every day at lunchtime. But today she doesn’t want to play Lesson 7: Song & Skills
football.
Boy Goal! Language
Friend Vicky, why are you sad? Revised: Adverbs of frequency; Sports activities; Time
Vicky Because it’s my birthday and I haven’t got any cards. expressions
ANSWERS
Core sound: /iː/ cream, eats, Milly, Pete, treat /ɪ/ hill, in,
a 2 b 1 c 3 mill, Milly, river
Other: every now and then, lazy day, nothing, other people,
2 Write Why or Because. Match the questions and shining, slow, smiling, stay at home
answers.
• The children write Why in the questions and Because Starting the lesson (optional)
in the answers. They match the correct questions and • Play Bingo! (see Ideas bank page 170).
answers from the story.
ANSWERS Classroom Presentation Tool (CPT)
1 c 2 f 3 e 4 a 5 d 6 b
1 Watch.
3 How do you feel today? Why? Complete the • Tell the class that Jack and Lisa are going to introduce
question and write 2 answers. another song. Ask What do you think the song is about?
• Children read the example and write their own question Take ideas from the class before you watch, then play the
and answer using the ideas in the word bank. Put the video (It’s about activities).
children into pairs to tell their partner, if you have time.
Unit 1 67
Transcript 5 Listen and repeat the tongue twister. w 1.18
Jack and Lisa Hi, we’re Jack and Lisa. • Play the audio for the children to listen and read the
Lisa I hope you’re enjoying our video channel. tongue twister silently. Then play it again for the children
Jack Today’s new song is about activities. I hope you like it. to repeat.
• Ask the class to say the words with the highlighted letters
Class Book page 13 again together.
2 Read the song. What activities do the people in Exam practice AB pages 91–92
the song do? Listen and check. w 1.16 Note: The speaking cards in the Activity Book provide
• Ask the class to read the song silently and write what practice of an exam-style pairwork speaking activity.
activities are mentioned. Ask them to compare their
answer with a partner. 6 Work in pairs. Complete your speaking cards.
• Play the song for the children to listen again and check. Play.
They tick off the activities in their notebooks when they • Show the class a cut-out card and tell them to turn to
hear them. pages 91–92 in their Activity Books and cut out the top
card for Unit 1 along the dashed lines. Check they don’t
ANSWERS
cut out the bottom card.
go climbing, go abseiling, play hockey, do gymnastics, go
swimming, play computer games, go diving, stay at home • Put the children into pairs. One child is A and the other
and watch TV is B. Ask the children to look at side A or B on their card.
Explain that they both have different information. A will
3 Sing. Do you like the song? Use these tell B a story using the pictures. B listens and ticks the
words. w 1.16 correct pictures on their side of the card. B then tells A a
• Play the song again for the children to listen, read and join story using their pictures, for A to listen and tick. Do an
in. Play it again with books closed, if you have time, for the example with a confident child if necessary.
children to see how much they can remember. • Refer the class to the two children at the bottom of the
• Ask Do you like the song? Read the adjectives in the word Class Book page and read the speech bubble. Remind the
bank and check the children’s understanding. Ask the children of the structure they are using. Monitor, praise
question to one or two confident children and elicit their and help throughout.
answers, e.g. I think it’s (fun).
English at home
• Put the children into pairs to tell their partner their
opinion. In a more confident class, encourage the children
• Encourage the children to say the tongue twister to their
family.
to tell each other what they liked or didn’t like about it.
COMPETENCES FOR 21ST CENTURY LEARNING: Classroom Presentation Tool (CPT)

Allowing the children to recycle the language of the unit Pronunciation: game
in a song enables them to express themselves musically. • See instructions for Phonics matching on page 164.
It also provides additional pronunciation practise for the
target language. Activity Book page 12
1 Listen. Read and complete to make new
4 Listen and repeat. w 1.17 verses. w 1.16
• Refer the children to the pronunciation box. Point to • Play the song for the children to listen and sing.
the two sounds and say them. Write them on the board
and drill the sounds with the class. Focus on the change
• The children complete the missing information in the
song using the words in the word bank to make their
in position of your mouth: /iː/ is a long sound and your
own verses. Put the children into pairs to sing or read
lips spread wider. /ɪ/ is a short sound and your lips
their verses.
don’t move.
• Play the audio for the children to listen to the words. Write 2 Listen to the tongue twister and underline the
the words under the correct sound. /iː/ sounds and circle the /ɪ/ sounds. w 1.18
• Ask the class to tell you which sound is highlighted in blue • Play the audio for the children to listen to the tongue
(/iː/), and which sound in red (/ɪ/). Play the audio again for twister again. They underline the words with the /iː/
the children to listen and repeat the words. sound and circle the words with the /ɪ/ sound.
OPTION: • In a less confident class, pause the tongue twister after
Drill the words / sounds in a random order quietly, then
sounds.
loudly, slowly then faster, and vice versa.
ANSWERS
/iː/ sounds: Pete, eats, treat, cream
/ɪ/ sounds: its, his, in, mill, hill, Milly, in, river
68 Unit 1
3 Write more words with the /iː/ and the /ɪ/ sounds. Lisa Oh, that’s me! I’m really happy because I’ve got a big
• Ask children to think of and write more words with these piece of birthday cake!!
sounds in the correct columns. They may use their Class Jack That’s it, I think. When’s your birthday, Lisa?
Book for ideas. Lisa It’s next month. I want to have a party at my house.
Alfie Cool!
Extra ANSWERS
• Challenge fast finishers to say the tongue twister as fast badminton, gymnastics, trampolining
and as accurately as they can, in pairs.
2 Listen again. Read and choose. w 1.19
Ending the lesson (optional) • Read the sentences and ask the children to consider the
• Play Sound it out to review the pronunciation of the unit possible answers.
vocabulary (see Ideas bank page 172). • Play the audio again for the children to listen and choose
ASSESSMENT OPPORTUNITIES: the correct words and write them in their notebooks.
The speaking cards activity is an opportunity to assess the Check in pairs before feeding back.
children’s speaking development. Assessment grid and ANSWERS
notes in the Teacher’s Resource Material. 1 is 2 is doing 3 trains 4 Why 5 Because

Further practice
Karaoke version of song available. Linguistic competence
Recycling language from the unit, in context, through
a listening activity helps the children to develop their
Lesson 8: Language review & language awareness and listening skills.
Communication
3 Look and say.
Language • Point to the children in the pictures and ask the class to
Core: Would you like to come to my party? Yes, I’d love to. say the activities they can see. Read the example in the
When is it? Where is it? What time does it start? speech bubbles.
Revised: Adverbs of frequency; Numbers; Present • Put the children into pairs to take turns describing what is
continuous; Present simple; Sports activities; Time happening and say the number.
expressions; How often do you …? Why are you / they (hot)?
Why is he / she (happy)? Because … 4 Read and say the missing words.
Other: fan, reporter; My turn. • Explain to the class that this is an interview between a
reporter and three football fans.
Starting the lesson (optional) • Tell the children to read the interview silently. Then read
the words in the word bank and say the missing words.
• Play Anagram game to review the unit vocabulary (see Ask the class why each word must go there.
Ideas bank page 169).
ANSWERS
Class Book page 14 1 are 2 is 3 are 4 Because 5 Why 6 isn’t
1 Listen to Jack and his friends. Which 3 activities Classroom Presentation Tool (CPT)
do they mention? w 1.19
• Ask the children to read the activities in the word bank. 5 Watch. Do the role-play with your friend. Go to
Play the audio for them to listen and write the activities page 75.
they hear mentioned in their notebooks. • The children watch the role-play. Ask What are they talking
about? (Lisa’s party). Elicit the questions they ask (Would
Transcript you like to come to my party? When is it? Where is it? What
Jack Hey, do you want to see some photos from my party? time does it start?) Then elicit the answers.
Lisa Yes, let’s see. You’re playing badminton. Isn’t that Alfie’s
party? Transcript
Jack Oh, yes, it is. Sorry. Here are the photos of my party. Lisa Would you like to come to my party?
Lisa Is that your sister? Jack Yes, I’d love to. When is it?
Jack Yes, she’s doing gymnastics. Lisa It’s on Sunday.
Lisa She’s really good. Jack Great. Where is it?
Jack Yeah, she trains every Saturday. Lisa It’s at my house. The address is 15 London Road.
Lisa Oh, who’s that? I can only see some feet! Jack What time does it start?
Jack That’s Alfie – he’s trampolining. He’s jumping very high Lisa It starts at 4 pm.
in that picture. Jack Great. See you then!
Alfie And that’s you Jack. You’re very red! Why are you hot?
Jack Because I’m trampolining – it’s good exercise!
Unit 1 69
Class Book page 75 3 Complete the sentences with Why or Because
and the words in the box.
Conversation card 1
ANSWERS
• Tell the children to turn to page 75 in their Class Book and 1 Why does he go to the football stadium every
look at Conversation card 1. Read the aims together as a weekend? Because he’s a football player.
class and point out the language the children will need for 2 Why are you sad? Because my hockey team didn’t win.
the role-play. Follow the instructions on the page: 3 Why is she happy? Because her team scored a goal.
• 1 Put the children into pairs. They take turns making and 4 Why are they tired? Because they’re playing a table
accepting an invitation, choosing the missing information tennis match.
from the words in the coloured word banks. Monitor, help
and praise throughout. 4 Listen and draw lines. There is 1 example. w 1.20
• 2 Read the question and ask and answer it around the • Read the children’s names before listening and point out
class. Then read the Language tip as a class and practise the example answer. The class listen and draw a line from
saying numbers. each child to the correct activity in the picture.
• 3 Invite 2–3 confident pairs to act out their role-play in Note: This activity provides practice in a listening exam
front of the class. Remember who acted out this time, so style task.
different children can do it the next time.
Note: The Conversation cards at the back of the Class Book
Transcript
Look! There are lots of children at the sports centre. They’re
provide pairwork practice of longer functional language
playing different sports. Look, there’s Daisy. She usually plays
dialogues.
basketball, but today she’s playing tennis. Can you see the
Let’s compare culture line? This is an example. Now you listen and draw lines.
• Read the statement and check understanding. Discuss Fred is playing badminton. He’s wearing a red T-shirt.
with the class what they do for their birthday. Is it the Vicky sometimes goes swimming, but today she’s climbing.
same or different to Jack and his friends, and children in She’s wearing a yellow T-shirt.
the UK? Can you see John? He’s playing tennis.
Look! That’s Mary. She usually plays hockey, but today she’s
playing badminton.
Class Book page 14 Jane is wearing a red T-shirt. She’s doing gymnastics.
Star question (optional) Paul usually plays tennis, but today he’s climbing.
• The children write sentences in their notebooks about ANSWERS
how often they do sports using language from the unit. Daisy – girl playing tennis
Mary – girl playing badminton
Classroom Presentation Tool (CPT) Fred – boy playing badminton
Paul – boy climbing
Grammar and vocabulary review: game Jane – girl doing gymnastics
• See instructions for Three in a row on page 164. John – boy playing tennis
Vicky – girl climbing
1 Complete the sentences with the correct form of • Play Memory chain using I like + verb + –(see Ideas bank
the verb. page 169).
• The children read and complete the sentences with the ASSESSMENT OPPORTUNITIES:
correct option a or b.
The Conversation card is an opportunity to assess the
ANSWERS children’s speaking development. Assessment grid and
1 b do 2 a is playing 3 a aren’t doing 4 b goes notes in the Teacher’s Resource Material.
5 b go
2 Write sentences using the present simple or the

present continuous.
• The children write sentences, changing the verbs in the
prompts and using the time expressions to decide if they
are present simple or continuous.
ANSWERS
1 She’s playing hockey now. 2 He goes diving
on Mondays. 3 She goes trampolining every
week. 4 We’re doing gymnastics in this picture.
70 Unit 1
Lesson 9: Think, do & review: • Play the audio for children to listen and read. Tell children
that there are three mistakes in the text they will hear.
My project They should listen and write the mistakes in their
notebooks.
Language
Revised: Adverbs of frequency; Present continuous; Transcript
Present simple; Sports activities; Time expressions; How Pau Gasol is a Spanish player in the USA by Jack.
often do you …? Why are you / they (hot)? Why is he / she Pau is a famous Spanish basketball player. He comes from
(happy)? Because … Madrid. He’s 2.13 metres tall and weighs 114 kilograms.
Other: caption, checklist, facts, gymnast, metres tall, Pau plays in the USA. Pau’s team plays matches during the
punctuation, sportsperson, sports reporter, title, weighs week and at the weekend. Pau has got a brother, Marc, who
also plays basketball in the USA. Both Pau and Marc play
basketball for the Spanish team, too. In this photo, Pau is
Starting the lesson (optional) w 1.16 playing for Spain in the Olympics. Spain is winning!
• Sing the song from Lesson 7 again. Pau usually trains twice a day. He goes to the gym in the
morning and he goes to the gym in the afternoon. He likes
Class Book page 15 other sports, too, especially tennis and football.
1 Listen to Jack and his friends. Which 4 activities ANSWERS
do they mention? w 1.21 1 Pau comes from Barcelona, not Madrid.
2 He weighs 115 kg, not 114 kg.
• Explain to the class that today they’re going to look at a
3 He goes running in the afternoon, not to the gym.
project Jack and his friends are doing. Read Jack’s speech
bubble at the top of the page. 3 Ask and answer.
• Ask the children to read the activities in the word bank. • Put the children into pairs to ask and answers the
Play the audio for them to listen and write the four questions about Jack’s project. Remind the class of the
activities they hear mentioned in their notebooks. expressions of opinion they have already used in the unit
• Feed back answers and ask the class if they know the and encourage them to give their opinion to answer
sports people mentioned in the audio. question 3 using I think it’s …
Transcript ANSWERS
Jack Hi, Alfie. Are you doing your project? 1 Pau Gasol: A Spanish player in the USA 2 Pau Gasol
Alfie Yes, I am. I’m writing about Max Whitlock. 3 Students’ own answer
Jack Oh, isn’t he an Olympic gymnast?
Learn to learn
Alfie Yes, he is, and he’s a world champion. He trains for
36 hours a week – he goes to the gym six times a week and • Refer the children to the Learn to learn box. Ask them to
he goes running once a week! Gymnastics is really good for find the expressions used in Jack’s project. Encourage the
you because it uses lots of different parts of your body. children to use similar expressions in the project they are
Alfie Who are you writing about, Lisa? going to write.
Lisa I’m writing about Sasha DiGiulian.
4 Prepare your project. Then write your
Jack Who’s she?
project. AB pages 14–15
Lisa She’s a famous young climber from the USA. She wins
climbing competitions and climbs mountains. • See Activity Book notes below.
Jack That’s interesting. How does she train? English at home
Lisa Well, when she isn’t climbing she goes to the gym
six times a week. She’s very strong, but she’s only
• After the children have completed their project, they may
take them home to show and tell to their family.
1.57 metres tall.
Jack I’m writing about Pau Gasol, the famous basketball
player. He’s 2.15 metres tall. Activity Book pages 14–15
Lisa Wow, that is tall! Does he train a lot?
1 Complete the diagram.
Jack Yes, he often trains twice a day.
• Tell the children they will prepare for their project. Point to
ANSWERS the Venn diagram and tell the children to think and write
gymnastics, running, climbing, basketball as many activities as they can that can be played in teams
or individually. If they can be played in both, the children
2 Read Jack’s article. Listen and find write them in the overlapping Both section.
3 mistakes. w 1.22
• Ask the class where we find articles (Newspapers, the 2 Read the project checklist and tick f for you.
internet, magazines). Then ask the children what they Learn to learn.
know about Pau Gasol. Take ideas in English or the Read the project checklist Jack used to complete his project.
children’s own language. Tell the children they will tick each item as they complete
• Tell the class to read Jack’s article and see what their project.
information about Pau Gasol is in it. Check understanding
by asking questions (Where does he come from? Has he got
any brothers or sisters? What’s he doing in the picture?, etc.)
Unit 1 71
3 Read the research questions. Research and write
the answers.
• Tell the children to think of a sportsperson they would
like to write about. They use the internet or books and
magazines to find out information about that person and
answer the questions.
• Look at Jack’s tip. Remind the class to try and find
information that is useful and as interesting as they can.
• They answer the questions to help them direct their
research and find useful and interesting information about
the person.
4 Read the tips and write your project.

• Read the tips together as a class. Ask for any other ideas
the children might have for each category. Refer them to
the Class Book for support with spelling and grammar.
• The children use the information they have found to write
their article. They can draw or stick pictures in the three
spaces provided to decorate their project.
5 Check and revise your work. Check and revise

with your friend. Learn to learn.
• Encourage the children to edit their work. The questions
will help them to check and revise their article.
• Put the children into pairs to read and check one another’s
work. Remind the children to be respectful of each other’s
work and ideas. Monitor and help throughout.
6 Present your project.

• Ask 5–6 children to present their projects to the class.
Remember who presented their project this time, so
different children can present the next time.
OPTION:
If you have limited time, ask the children to present their
projects in groups of 4–5 children. Then ask 2–3 children
to present to the whole class. Make a note of who
presented to the class so each child has a turn before the
end of the school year.

Using language from the unit to create a personal project
gives children an opportunity to be creative, personalise
the language and work autonomously.

• Play a game of the class’s choice (see Ideas bank
pages 167–172).
The children are now ready to do the Unit 1 test. See the
Teacher’s Resource Material evaluation section.
The unit project is an opportunity to assess the

Competences for 21st century learning. Assessment grid
and notes in the Teacher’s Resource Material.
72 Unit 1
Unit 1 73
Unit 2 At the safari park
Lesson 1: Vocabulary Class Book page 16

Language 2 Listen and repeat. w 1.23
Core: bear, camel, crocodile, elephant, giraffe, kangaroo, • Focus the children on the photo display of the safari
lion, monkey, snake, zebra park. Ask Who is Jack at the safari park with? (His family)
What can Jack send for the competition? (A photo and a
Revised: Body parts; Colours; big, furry, hot, long, short,
description.)
stripes, tail, tall; It’s (brown). It’s got (four short legs). It’s good
at (jumping). It (climbs). Is it a (camel)? … are my favourite • Play the audio for the children to listen and repeat.
animal.
Transcript
Other: competition, heavy, hump, wildlife; It looks similar to 1 an elephant 2 a camel 3 a zebra 4 a giraffe
(a horse). 5 a crocodile 6 a kangaroo 7 a snake 8 a monkey
9 a lion 10 a bear
OPTION:
• Play a game to review body parts, adjectives,
colours and animals the children know (See Ideas Use the flashcards to present the new vocabulary. Place
bank pages 167–172). the flashcards on the board and ask the class to say the
words with you. Choose a game from the Ideas bank on
• Talk about wild animals in the children’s own language
pages 167–172.
and English. Ask the children which wild animals they
like: Where can you see wild animals from around the world
in your country? What’s the difference between a safari park 3 Listen and say. w 1.24
and a zoo? How often do you visit these places? Which do you • Tell the class they will hear Jack and his family talking
prefer and why? about the animals. The children listen to the descriptions
• Point to the Unit aim box on the Class Book page and read of each animal and say the number of the photo it
the aim together. corresponds to on the class Book pages. Play the audio,
pausing before the number is revealed. Continue the
CPT, Classroom Resource Pack audio to check.
Unit introduction: 1 Watch. Transcript

1 Look at that animal! It’s jumping. It’s a kangaroo. … Six
2 This snake is very long, but it isn’t dangerous. … Seven
clip, in the children’s own language: What did Jack get
3 Look at those horses! Oh, no! They’re black and white.
for his birthday? (A camera) What competition is there? (A
They’re zebras! … Three
photography competition) Where is Jack going to take
4 What are those small animals in the trees? Oh, yes,
photos? (At the safari park)
I know. They’re monkeys. … Eight
Transcript 5 This animal is very big and strong. It’s an elephant. … One
Jack Hello! Look, this is my birthday present from Mum 6 And this is the lion. … Nine
and Dad. It’s a new camera. Smile! There’s a photography 7 Wow! This bear looks very big and furry. … Ten
competition in this magazine. I’m going to the safari park 8 These animals are very tall and have got a long neck.
this afternoon to take photos of the animals. They’re giraffes. … Four
9 Be careful with this green animal! It’s dangerous. It’s a
COMPETENCES FOR 21ST CENTURY LEARNING: crocodile. … Five
Linguistic competence 10 This brown animal is very big. It’s a camel. … Two.
Introducing the unit topic through a video brings the
course characters to life and allows the children to give 4 Read and say the animal.
the topic meaning. This will help them to engage in future • Check comprehension of any new or difficult words
lessons. (heavy, hump). The children read the descriptions 1–10
and say which animal they describe. Do this as a class or
Vocabulary presentation: flashcards (optional) in pairs.
• Show the flashcards one by one to introduce the new ANSWERS
vocabulary. Repeat several times, encouraging the 1 an elephant 2 a crocodile 3 a snake 4 a lion
children to remember the words. 5 a kangaroo 6 a giraffe 7 a monkey 8 a zebra
9 a bear 10 a camel
OPTION:
In a more confident class, do this as a listening task. Ask
the children to take turns reading the descriptions to
their partner. They listen with books closed and guess the
activity.
74 Unit 2
EXTENSION: 2 Cover and play Point and spell. Check with your
In a more confident class, look at the new words in the
friend.
word bank. Put the children into pairs to point to a word • See notes on page 60.
for their partner to match to an animal. Alternatively, play
3 Choose an animal. Ask and answer. Write about
a game from the Ideas bank using the wordcards.
your friend’s animal.
• Read the conversation in the speech bubbles and
5 Ask and answer. demonstrate the activity with a confident child.
• Read the conversation in the speech bubbles. Put the • Put the children into pairs. They each choose an animal to
children into pairs. They take turns describing the animals describe, and ask and answer.
on pages 16–17 using adjectives. Monitor, help and praise
throughout.
• The children write about their friend’s animal. Ask them to
check with their partner if they remembered correctly.
• Remind the class to use It’s … and It’s got …
Extra
OPTION:
• Fast finishers draw a picture of their favourite animal in
In a more confident class, ask the children to cover the their notebooks and label the body parts using adjectives.
descriptions in Activity 4 and try and describe the animals
without referring to them. Ending the lesson (optional)
• Play The washing line game (see Ideas bank page 170).
• Show a flashcard or picture of a dog, or draw one on the
board. Say It’s got four legs, it’s furry and it’s got big ears.
Lesson 2: Grammar &
Place animal flashcards from previous levels on the board Communication
or elicit some animals from the class and write them on
the board. Encourage the children to describe them. Language
Core: Comparative adjectives: better, bigger, cooler, faster,
CULTURE NOTE: Safari parks in the UK heavier, hotter, lighter, rainier, shorter, slower, smaller,
Longleat Safari Park in Wiltshire, England, was the first sunnier, taller, worse
safari park to open outside of Africa. It was opened in Revised: Body parts; Numbers; Wild animals; jungle,
1966 in the grounds of the private estate of the Marquis of savannah,
Bath. Today there are more than 1,000 animals in the park, Other: African, hold, kilograms, kilometres per hour, stay
spread over an area of more than 35 km². Over the years cool, weigh
the park has grown and expanded and there are many
things to see and do as well as the animals. There are now
many safari and wildlife parks across the UK where there Starting the lesson (optional)
are breeding programmes for endangered animals and • Play Describe it to review the animals (See Ideas bank
visitors can get up close and personal with the wildlife. page 170). Encourage the class to use adjectives (big,
small, tall, short, heavy, light, slow, fast, etc.).
Jack’s question • Ask the class which animal they think Jack took a photo of
for the competition. Accept all answers.
• Point to Jack’s question and read it aloud. Say Lions are my
favourite animal because they’re big cats. I love cats. Ask the
question around the class encouraging the children to Class Book page 17
answer using the structure. 1 Read and listen. What are the differences
• If you have more time use this as an opportunity to between the 2 kinds of elephant? w 1.25
do a class survey. Have the children ask the question • Check the children’s predictions about Jack’s photo and
and record answers in groups. This work can be further confirm the answer (an elephant).
exploited by displaying the answers in graph or
diagram form.
• Show the class pictures of an African elephant and an
Asian elephant, if you can. Talk about what the children
know about the two types of elephant and describe their
Classroom Presentation Tool (CPT) appearance.
Vocabulary practice: game • Tell the children to read and listen to Jack’s email to the
• See instructions for Image matching on page 163. Wildlife magazine. Ask What are the differences between the
two kinds of elephant? Play the audio for the children to
Activity Book page 16 listen and read. Feed back the answers from the class.
ANSWERS
1 Look and write. African elephant: bigger ears, lives in savannah (not
ANSWERS jungle), taller, heavier, faster, better at holding things
1 a monkey 2 a zebra 3 a camel 4 a bear
5 a kangaroo 6 a crocodile 7 a giraffe
8 a lion 9 an elephant 10 a snake
Unit 2 75
2 Read and learn. Say the sentences. • Play the audio for the children to listen and complete the
• Refer the children to the All about grammar box. Explain sentences.
that when we want to compare two things we use
Transcript
comparative adjectives.
1 Which animal is lighter? A snake is lighter than a camel.
• Write the adjectives fast, heavy and hot on the board. Point A camel is heavier than a snake.
out how we form regular comparative adjectives: We add 2 Which animal is shorter? A zebra is shorter than a giraffe.
–er to the adjective. If it ends in a y we change it to an i. A giraffe is taller than a zebra.
If it ends in consonant / vowel / consonant we double the 3 Which place is rainier? The jungle is rainier than the
final letter. Write the comparative adjectives on the board. savannah. The savannah is sunnier than the jungle.
• Point out that some adjectives are irregular (good = better,
ANSWERS
bad = worse). Finally point out the use of than after the
adjective. 1 snake 2 zebra 3 jungle
1 A snake is lighter than a camel. A camel is heavier than a
• Put the children into pairs. Ask them to take turns saying
snake.
sentences about the Asian and African elephants using
2 A zebra is shorter than a giraffe. A giraffe is taller than a
the grammar box for support. In a less confident class,
zebra.
work through the table making sentences about the
3 The jungle is rainier than the savannah. The savannah is
elephants together. Use pictures if you have brought any.
drier than the jungle.
Monitor, help and praise throughout.
3 Play The wild animal game.
• Tell the children to look at the adjectives and comparative
• Point to the table and elicit the names of the animals. adjectives in the table and tick the column that shows
Then ask the class to tell you the weight of each animal,
how we form comparative adjectives.
e.g. A (bear) is … Ask How fast can it run? (48 kilometres per
hour) Check the children understand the abbreviations for • Feed back answers from the class. In a less confident class,
kilograms and kilometres. allow children to work in pairs.
• Read the conversation in the speech bubbles and remind ANSWERS
the class that they are using comparative adjectives tall: Regular –er
+ than. big: Regular –ger
• Put the children into pairs. They take turns comparing two hot: Regular –ter
animals for their partner to guess. Point out that they can heavy: Regular –ier
compare size, weight and speed using the adjectives at good: Irregular
the top of the table. Monitor and help throughout. bad: Irregular
slow: Regular –er
OPTION: rainy: Regular –ier
Before you play, revise large numbers with the class by
3 Correct the sentences.
playing True or false? (see Ideas bank page 169). Write a
number on the board and say either the correct number • The children read the sentences and correct them using
or another. The children say true or false. the opposite adjective.
ANSWERS
COMPETENCES FOR 21ST CENTURY LEARNING: 1 A zebra is smaller than an elephant.
Mathematical competence and basic competences in 2 A crocodile is slower than a lion.
science and technology 3 A monkey is lighter than a kangaroo.
Reviewing larger numbers and relating them to weight 4 A bear is shorter than a giraffe.
and speed helps develop the children’s mathematical skill. 5 The savannah is sunnier than the jungle.
It also helps give meaning to the language of the unit, 6 A snake jumps worse than a kangaroo.
supporting those children who are more mathematical.
to help you.
Classroom Presentation Tool (CPT) • Read the example in the speech bubbles. The children
Vocabulary and grammar practice: game take turns comparing and guessing animals using the
information in Activity 1.
• See instructions for Cloudburst on page 162.
Activity Book page 17 All about grammar page 80

1 Look and complete using the correct
1 Listen and tick f. Listen again and complete.
comparative adjectives.
w 1.26
• Review how we form comparative adjectives and make
• Ask the children to read the questions and predict the sentences comparing two things. Clarify in the children’s
answers with a partner before they listen.
own language if necessary. Refer the children to the Look
• The children listen and tick the correct picture. Ask them box to clarify the spelling rules.
to read the sentences below and think about which words
• The children look at the pictures and complete the
they need to complete them.
sentences using words from the word bank.
76 Unit 2
ANSWERS Note: Use the Culture and Communication worksheet with
1 better than 2 rainier than 3 bigger than the video.
4 hotter than 5 lighter than 6 faster than
Transcript
2 Read and complete using the correct form of the Jack I like watching TV and playing computer games, but
adjectives. I’ve got other hobbies, too. Now I’ve got my new camera,
• The children read and complete the sentences about the I’m really interested in photography. Let’s look at some other
two types of monkey using the adjectives in brackets in popular hobbies.
the correct form. Culture film:
Reading is a very popular hobby. It’s great because you
ANSWERS
can read anywhere: inside or outside. This girl is reading an
1 smaller than 2 noisier than 3 stronger than
e-book in her living room. This boy is reading a spy book in
4 better at learning things than
his garden. The story is very exciting! Comics are fun to read,
3 Compare 2 of your friends or family. Write. too. Or maybe you think magazines are better than comics?
This boy likes listening to music. This boy likes listening to
• Ask the children to think of two friends or family
music, too. He’s listening and drawing. Playing computer
members. They write 2–3 sentences comparing them
games is another great hobby! It’s fun to do activities
using comparative adjectives + than.
outdoors, too. Like riding a bike! Horse riding is good fun,
Ending the lesson (optional) too, and lots of people like animals. This boy likes listening
• Play Dictadraw (See Ideas bank page 170). Describe two to music. Lots of children learn to play musical instruments
people, animals or objects using comparatives for the in their free time. This girl is good at playing the piano, isn’t
children to draw. she? Do you play a musical instrument?
ANSWERS
Further practice
reading, listening to music, playing computer games,
Teacher’s Resource Material: Unit 2 Lesson 2 Reinforcement and
riding a bike, horse riding, playing the piano
Extension worksheets.
CULTURE NOTE: Popular hobbies in the UK
Lesson 3: Culture & Popular hobbies in the UK include music – many children
learn to play an instrument, play in an orchestra or sing at
Communication school. The recorder is often the first instrument children
learn before moving on to the guitar, piano, flute, violin,
Language
drums, cello and many more. Arts and crafts are also very
Core: What kind of music do you like? I like (pop music). I popular and there are many classes and clubs outside of
prefer (classical music). My favourite band / singer is … school. Sports such as martial arts, like karate and judo,
Revised: Adverbs of frequency; Comparative adjectives; are also popular, along with gymnastics, ballet and team
Present simple; Like + -ing; clarinet, drums, flute, free time, games. Reading has always been a very popular pastime
guitar, pet, piano, sing, singer and continues to be so.
Other: concerts, hobbies, musical instrument, orchestra,
photography, pop music Learn with Us English-speaking countries poster
• Use the Learn with Us English-speaking countries poster to
Starting the lesson (optional) introduce the USA, where Jack’s friend Laura lives.
• Play The wild animal game from Lesson 2 again.
• Talk about hobbies as a class in the children’s own Class Book page 18
language or English. Ask What hobbies do you like doing?
Do you like listening to music? What kind of music do you 2 Read and listen. What kind of pet has Laura got?
like? Who’s your favourite singer or band? Do you have a pet? Is Laura’s sister older or younger than Laura?
Which pets are popular in this country? w 1.27
• Tell the children that today Jack is messaging his friend
Classroom Presentation Tool (CPT) Laura about her hobbies. Ask the class what Jack’s hobby
is and what they think Laura’s hobbies are. Accept all
Culture presentation: 1 Watch. What hobbies can answers.
you see? • Play the audio for the children to listen and read. Check
• 1st viewing: Watch Jack’s introduction to the culture film the children’s predictions about Laura’s hobbies and
and ask the children to tell you what the video is about answer the questions.
(Popular hobbies). Make some predictions as a class about
ANSWERS
the question What hobbies can you see?
Laura has got a pet snake. Laura’s sister is older than Laura.
• Watch the culture film, stopping before the
comprehension questions, for the children to check their 3 Think about how you enjoy music. Write notes.
predictions. Ask the class to tell you what they know • Ask the class how Jack and Laura enjoy music (Jack sings
about the hobbies. in a band and he plays the guitar. Laura likes listening to
• 2nd viewing: Watch the video again and answer the music and she plays the flute.).
comprehension task at the end of the film.
Unit 2 77
• Refer the children to the music vocabulary in the box and 2 Choose your 3 favourite animals. Write your
check their understanding. Ask them to think about what animals in the correct order each time.
music they like and what instruments they play. Write I like • The children number the animals in order of their
and I play on the board. favourite to least favourite, with 1 being their favourite.
• Tell the children to write sentences about how they enjoy • They then write the animals in order of the pairs of
music in their notebooks. Remind them that they can also adjectives listed, e.g. bigger to smaller.
use like + verb + –ing as well as the present simple. Feed
back answers. 3 Complete the text. Use Activity 2 to help you.
• The children refer to their answers in Activity 2 and
complete the first sentence with the animals they chose
as numbers 2 and 3. They then complete the rest of the
Opportunities to personalize language enable
text about their favourite animal. Remind them to use the
the children to give it meaning and review their
comparative form of the adjectives in Activity 2.
understanding. It also prepares them for the following
speaking activity, developing their communicative skills. Extra
• Refer the children to the Language in action! box and how
CPT / Class Book page 18 we talk about music. Fast finishers write three sentences
about their music preferences using the Language in
4 Watch. Discuss what music you like. w 1.28 action! box for support.
• Explain to the class that they are going to watch or listen Ending the lesson (optional)
to two children talking about music they like. Watch or
listen. • Play Memory chain listing hobbies and musical
instruments (see Ideas bank page 169). Use sentences
• Watch or listen again and pause for the children to repeat
with I play … or I like … music.
the conversation. Repeat as necessary.
Further practice
Transcript Teacher’s Resource Material: Unit 2 Culture & Communication
A What kind of music do you like? worksheet.
B I like pop music. My favourite singer is Katy Perry.
A I like pop music, too, but I prefer classical music. I play the ASSESSMENT OPPORTUNITIES:
piano. The Language in action! activity is an opportunity to assess
the children’s speaking development. Assessment grid
Language in action! and notes in the Teacher’s Resource Material.
• Refer the class to the Language in action! box and read the
question and answers.
• When the children are using the language confidently, put
Lesson 4: Cross-curricular (Music)
them into pairs or small groups. They take turns to ask and
answer about music using the Language in action! box for Language
support.
Core: brass, percussion, string, woodwind
Let’s compare culture Revised: Musical instruments; orchestra
• Discuss the culture question in English and in the Other: carnival, composer, perform, a piece of music,
children’s own language if necessary. What hobbies do represents, section
you do? What hobbies do they do in the UK? Do you like the
same hobbies? What hobbies do we do that children in the Starting the lesson (optional)
UK don’t do? • Find some suitable music before class and play Intros
round (See Ideas bank page 170).
Activity Book page 18 • Ask around the class What music do you like? What
1 Read and complete the dialogue. instruments can you play? What instrument would you like to
learn? Do you like classical music? Why or why not?
• The children read the text message and complete it using
the words in the word bank. Ask them to read it through
once first and then read it again and complete. Check in Classroom Presentation Tool (CPT)
pairs before feeding back. Cross-curricular presentation: slideshow 1 Watch
ANSWERS and do the Quick quiz. Discuss.
1 animals 2 crocodiles 3 giraffes 4 taller • Talk about Lesson 3. Ask the class Who was Jack messaging
5 kangaroos 6 faster about hobbies? (Laura) Which website did they talk about
at the end of their message? (The carnival of the animals.)
TEACHING TIP:
Tell the children they are going to do a quick quiz from
Point out that we can compare one animal with one that website. Clarify the meaning of orchestra and sections
animal, e.g. A lion is faster than a giraffe, but we can also before you watch.
compare animals in the plural, e.g. Lions are faster than
giraffes. They’re shorter, too.
• Watch the slideshow, pausing before the Quick quiz.
78 Unit 2
• Put the children into pairs and pause after each Quick quiz
WEB SEARCH: Find and listen to a piece of
question for the children to consider the question and
raise their hands and answer. Continue the audio to check.
orchestral music. What sections can you hear?
The children use the internet to find a piece of classical
Transcript music they like. Put children into pairs to use the Cross-
This is an orchestra. It can play all kinds of music. An curricular worksheet to do their research. Check the
orchestra has got four sections. These are: the string section, instructions and language of the worksheet before the
the woodwind section, the brass section and the percussion children research.
section. Each section is like a family of instruments. In the
string section, all the instruments have got four strings. The
violin and the double bass are in the string section. You blow Activity Book page 19
into an instrument in the woodwind section. The flute and 1 Label the diagram.
the clarinet are in the woodwind section. You also use your
mouth to play instruments in the brass section. The trumpet
• The children label the diagram with the words in the word
bank. They listen and number the items in the order they
and the tuba are brass instruments.
hear them.
You hit percussion instruments. Drums and xylophones are
in the percussion section. Sometimes there is a piano in an ANSWERS
orchestra, too. 1 percussion section 2 woodwind section 3 brass
Quick quiz! section 4 string section
Question 1 What are the four sections of the orchestra? …
The string section, the woodwind section, the brass section, 2 Listen and tick f the parts of the orchestra you
the percussion section. can hear. w 1.30
Question 2 What instrument is playing with the string section • Play the audio and ask the children to tick the parts of the
here? … A piano. This music represents the swan. orchestra they can hear.
Question 3 What section of the orchestra is playing with the ANSWERS
piano here? … It’s the string section. Children tick: 2, 3 and 4
Question 4 Which of these animals do you think the music
represents? … An elephant. 3 Look and complete.
Do you know any other music about animals? • The children look at the poster to find the missing
information and complete 1–6. Check the meaning of the
word price.
Listening to music and discussing the imagery that it ANSWERS
provokes gives the children an opportunity for self- 1 The Carnival of the Animals 2 The London
expression. It also draws on their natural love of music to Philharmonic Orchestra 3 Royal Albert Hall
engage actively in the lesson. 4 27th December 5 6 pm 6 ten pounds (£10)
4 Make a concert poster for your favourite band.

Class Book page 19 Include the place, date, time and price. Use
Activity 3 to help you.
2 Read and listen. How many animals does the text • The children use the poster in Activity 3 as a model and
mention? w 1.29 create their own poster for their favourite band in their
• Play the audio for the children to follow the words in their notebooks. Check they include all the information listed in
books. Activity 3.
question with a partner. Discuss the answer as a class. Extra
• Fast finishers think of a piece of music they like and write
Transcript the instruments they hear when they listen to it in their
See Class Book page 19 for transcript. notebooks.
ANSWER
Four: tortoises, elephant, birds, flamingos Ending the lesson (optional)
• Play Flashcard sequence (See Ideas bank page 168).
3 Read again and answer.
Further practice
• Read questions 1–6 and the possible answers. Check Teacher’s Resource Material: Unit 2 Cross-curricular worksheet.
the meaning of the word perform and the instruments
mentioned. Allow the children time to read the text again.
• The children write their answers a, b or c in their
notebooks. Ask them to check in pairs before feeding back
as a class.
ANSWERS
1 a 2 c 3 a 4 b 5 a 6 b
Unit 2 79
Lesson 5: Story & Vocabulary the words in the story. Ask the children what the words
mean, in their own language or in English.
Language • Use the flashcards to review the new words.
Core: Superlative adjectives: best, cleverest, fastest, ANSWERS
strongest, tallest, worst best: frame 1 cleverest: frame 7 happiest: frame 1
Revised: Adjectives; Animals; Times; best friend; Can strongest: frame 6 tallest: frame 6 worst: frame 3
we …? He doesn’t like … Let’s go and see … I’m / He’s / She’s
ALL ABOUT VALUES: We’ve all got hidden talents.
good at … I’d love to …
Remind the children of who has got a hidden talent in the
Other: enclosure, entrance, escape, fantasy, hidden talents, story. What talents do they have? How do they use them?
in trouble, let (the animals) out, slide down, visitors; Have a How does it help others? Talk to the children in their own
good time! They don’t notice … We’re late. No way! language about having talents and how they can be useful
and shared with others.
• Play Kim’s game to review the comparative adjectives (see 3 Read and answer.
Ideas bank page 169). • The children read the questions. Check understanding of
any words they may not know and focus them on the key
CPT, Classroom Resource Pack words that will help them find the answers.
• The children read the story again and answer the
Vocabulary and grammar review and presentation: questions in their notebooks. Check in pairs before
story animation feeding back.
1 Watch. ANSWERS
1 His best friends are Emma and Andrew. 2 There are
bears, giraffes, snakes, elephants, lions and monkeys
with Jack. Pause after Jack’s introduction and ask What is
at the zoo. 3 It closes at five o’clock. 4 They’re very
the story about? (a fantasy story about animals).
clever - they can draw, play games, read and talk. 5 The
• With books closed, watch the story. Ask What happens in elephants, monkeys and giraffes help the children.
the story? (Danny and his friends visit a zoo. They are late 6 They think it’s amazing and want to go back again the
and the animals come out at closing time. The monkeys next day.
talk to them and help them escape.)
Transcript Linguistic competence
Jack This is a fantasy story about animals! Let’s find out what Exposure to a variety of story genres develops children’s
happens. reading skill and will enable them to read better in
• See Class Book pages 20–21 for story transcript. subsequent lessons, in tests and outside the classroom.
Vocabulary presentation: flashcards (optional)
• Show the flashcards one by one to introduce the new 4 Listen to Jack and his friends. What do you think
vocabulary. Repeat several times, encouraging the about the story? w 1.32
children to remember the words. • See notes on page 65.
WEB SEARCH: What are the fastest animals in
Class Book pages 20–21
the world: on land, in the air and in the sea?
2 Read and listen. Find the words in the story. • The children use the internet to research and find out
w 1.31 the answers.
• Point to the photo at the top of the page and ask What
animal is it? (A monkey) What type of story is it? (A fantasy
story.)
• Play the story audio for the children to read and follow in Vocabulary practice: game
their Class Books. • See instructions for Snap on page 163.
• Check comprehension: Who visits the zoo? (Danny,
Andrew and Emma.) What time does the zoo close? (At Activity Book page 20
five o’clock.) What happens then? (The animals are let out.)
What animals do they go and see? (Lions, giraffes, snakes, 1 Read and complete Lisa and Alfie’s review of the
monkeys) Does Andrew like snakes? (No, he doesn’t.) How story.
do the children know they’re late? (The monkey draws a ANSWERS
clock.) How does Danny’s mum feel? (Scared / worried.) 1 fantasy 2 best 3 cleverest 4 strongest
How do Danny, Andrew and Emma feel? (Scared.) What can 5 tallest 6 funniest
the monkeys do? (Talk.) Which animals help them escape?
(The monkeys, the elephants and the giraffes.) How do 2 What do you think about the story? Circle a word
they feel in the end? (Happy.) and complete your review. Learn to learn.
• Ask the children to look at the six words in the word bank • See notes on page 66.
on page 20. Read them as a class. Tell the children to find
80 Unit 2
3 What’s your hidden talent? Write about you and 2 Beat the clock. How many sentences can you say
your friends. in 3 minutes?
• The children think about a hidden talent they’ve got and • Elicit 2–3 comparative adjectives from the class and write
complete the sentence. them on the board (e.g. big – bigger, funny – funnier,
• Ask them to stand up and ask four more children what bad – worse, etc.). Review when we use comparatives (to
their hidden talent is. Elicit the question and answer from compare two things).
the class and write it on the board for support. (What are • Explain that today they will learn how to compare more
you good at? I’m good at riding horses.) than two things using superlative adjectives. Look at the
• The children listen and write their friends’ names and All about grammar box as a class. Explain that we use
talents in the spaces provided. superlative adjectives to show that an animal, person,
place or thing is the best / biggest / smallest, etc. of all the
Extra others in a group. Point out that we form the superlative
• Fast finishers write about their imaginary zoo in their with short adjectives by adding –est. If a word ends in a
notebooks. Encourage them to write sentences about y we change it to an i. If it ends in consonant / vowel /
what animals they’ve got and what they look like. consonant we double the final letter. Point out that the
irregular adjectives good and bad change to best and
Ending the lesson (optional) worst). Finally point out the use of the before the adjective.
• Play Story guesses (see Ideas bank page 170). • Look at the Review box and point out the comparative
Further practice and the superlative. Write the superlatives next to the
Teacher’s Resource Material: Unit 2 Story playscript worksheet. comparative adjectives on the board.
• Say an example sentence to the class from the grammar
box, e.g. I’m the happiest when it’s summer. Ask 2–3
Lesson 6: Story, Grammar & confident children to give you more examples.
Communication • Put the children into pairs. Ask them to take turns
completing the sentences in the grammar box. Ask them
Language to count the number of sentences they say in 3 minutes.
Core: Superlative adjectives: best, happiest, heaviest, Set a timer. Monitor, help and praise throughout. Feed
lightest, oldest, saddest, shortest, tallest, worst, youngest; back some of the sentences from pairs.
The (tallest) person in my class is … , (James) is the (funniest)
person I know. 3 Read and say True or False. Say why.
Revised: Adjectives; Animals; Family members • Read the names of the people in the pictures and elicit
what information the class can see (age, how happy they
are, weight).
Starting the lesson (optional) • Put the children into pairs. Tell them to read the sentences
• Play Alphabet race to review adjectives the children know 1–8 and decide if they are true or false and explain why.
(see Ideas bank page 171). Read the example in the speech bubble together.
• The children take turns saying a number and if it is true or
CPT, Classroom Resource Pack false and explain why.
Story review and grammar presentation w 1.31 ANSWERS
• Ask the children what they remember from the story: 1 False: Peter is the tallest person and Sarah is the
Who’s in the story? What animals are in the story? What happiest person. 2 True: Peter is the heaviest and
animals are the children scared of? What animals help them? the tallest person. 3 True: Sarah is the oldest and
How do they help them? How do they feel at the end of the the happiest person. 4 False: William is the lightest
story? person and Holly is the shortest person. 5 True: William
• Watch (or listen to) the story again to confirm answers. is the lightest and the youngest person. 6 False:
Sarah is the happiest person and Peter is the heaviest
Vocabulary review: flashcards (optional) person. 7 False: Holly is the saddest person and William
• Show the flashcards one by one to remind children of the is the youngest person. 8 True: Holly is the shortest and
new vocabulary. the saddest person.

Class Book page 22 Linguistic competence
1 Read and say. Find the answers in the story. Using target language in a controlled speaking activity
allows the children to give it meaning and is an
• Tell the class these are four sentences from the story. There opportunity for them to use it in context. This will enable
is a word missing in each. Ask the children to read the
them to recall the language in later lessons, developing
story on pages 20–21 again and find the missing words.
their communicative language skills.
ANSWERS
1 best 2 happiest 3 worst 4 cleverest
Unit 2 81
4 Think about your family and tell your friend. 3 Write about you and your family.
Who’s the oldest, the youngest, the tallest and the • The children read the questions and answer in full
shortest? sentences using superlatives. Put the children into pairs to
• Write the superlative adjectives oldest, youngest, tallest, tell their partner, if you have time.
shortest on the board. Read the example in the speech
bubble. Put children into pairs. They talk about their own All about grammar page 81
family using the superlative adjectives. Monitor, help and
praise throughout. 1 Order the words and write sentences.
• Review how and why we use superlative adjectives. Go
Star question (optional) through the adjectives in the Look box and the All about
The children write four sentences about what they grammar box. Remind the children we usually use the
remember about their partner’s family using the superlative before a superlative. Point out that the superlative can
adjectives. Ask them to check with their partner if they come at the beginning, middle or end of the sentence.
remembered correctly. Clarify with examples and in the children’s own language
if necessary.
Classroom Presentation Tool (CPT) • Children look at the pictures and reorder the words in
sentences 1–4.
Vocabulary and grammar practice: game
ANSWERS
• See instructions for Multiple choice on page 165.
1 Paul is the oldest person in his family.
2 My funniest friend is Amy.
Activity Book page 21 3 James is the tallest person I know.
1 Listen and number the pictures. w 1.33 4 The best time of the day is lunchtime.
• The children listen to the dialogue from the three story 2 Look and complete the sentences using the
frames and write the numbers 1–3 next to the correct correct superlative adjectives.
pictures.
• Children look at pictures 1–6 and complete the
Transcript sentences using adjectives from the word bank in their
1 Monkey 1 We can help you. We need the strongest and superlative form.
tallest animals. ANSWERS
Monkey 2 This elephant is the biggest and strongest 1 The youngest 2 My best 3 the shortest
animal in the zoo. 4 The worst 5 the happiest 6 The saddest
2 Narrator Danny is at the zoo with his best friends, Andrew
and Emma. 3 Write sentences about yourself. Use Activities 1
Zookeeper Our zoo has got the happiest animals because and 2 to help you.
when it closes at five o’clock, we let them out of their • The children write 2–3 superlative sentences about
enclosures. themselves using the activities on the page for support.
Mum Make sure you’re back here at five o’clock. Have a
good time! Ending the lesson (optional)
Danny OK, Mum. See you later. • Play Find your partner with the comparative and
3 Narrator The children slide down the giraffes. superlative adjectives (see Ideas bank page 168).
Danny Thank you. You’re the cleverest monkeys in the
Further practice
world!
ANSWERS Extension worksheets; Unit 2 Word skills worksheet.
a 3 b 1 c 2
2 Find and circle the mistakes. Write the correct Lesson 7: Song & Skills
sentences.
• The children read sentences 1–6 from the story and circle Language
the mistakes in the superlative adjectives. They re-write Revised: Animals; Comparative and superlative
the sentences correcting the mistake. Check in pairs adjectives; Musical instruments; Present continuous;
before feeding back. hump; Why questions; How many (giraffes) are there?
Core sound: /p/ happy, Peter, plays, practises, trumpet
ANSWERS
/b/ band, big, brass, hobby
1 Danny is at the zoo with his best friends.
2 Our zoo has got the happiest animals. Other: everywhere
3 We’re in the worst trouble.
4 We need the strongest and tallest animals. Starting the lesson (optional)
5 This elephant is the biggest and strongest animal in • Play Sentence, please to review comparative and
the zoo. superlative adjectives (see Ideas bank page 171).
6 You’re the cleverest monkeys in the world.
82 Unit 2
Classroom Presentation Tool (CPT) A will ask B questions using the prompts. B listens and
answers. B then asks A questions using their prompts
1 Watch. for A to answer. Do an example with a confident child,
• The children watch and listen to Jack introduce another if necessary.
song. Ask What’s the song about? Take ideas from the class • Refer the class to the two children at the bottom of the
before you watch, then play the video (It’s about animals.). Class Book page and read the speech bubble. They take
turns asking a question to find the four differences in the
Transcript pictures. Monitor, praise and help throughout.
Jack Hi! It’s just me today – Jack. I’m so happy you like our
songs. Today’s song is a song about animals. I love animals. English at home
• Encourage the children to say the tongue twister to their
Class Book page 23 family.
2 Read the song. What’s the tallest animal in the
song? Listen and check. w 1.34
• Ask the class to read the song silently and write what the Pronunciation: game
tallest animal is. Ask them to compare their answer with a • See instructions for Phonics matching on page 164.
partner.
• Play the song for the children to listen again and check. Activity Book page 22
They tick their answer when they hear it.
1 Read and order the lines. Listen and check.
ANSWER
w 1.34
A a giraffe
• Play the song for the children to listen and sing.
3 Sing. Do you like the song? Use these words. • The children read the lines of the song and number them
w 1.34 in the correct order. Play the audio again for the children
• See notes on page 68. to listen and check.
ANSWERS
4 Listen and repeat. w 1.35
[2] Why are the tallest animals called giraffes?
• Refer the children to the pronunciation box. Point to the [1] Why do I really like taking photographs?
sounds and say them. Write them on the board and drill [3] [6] I don’t know, I don’t know!
the sounds with the class. Focus on how to produce the [5] Why can my sister run faster than I can?
two sounds. With both sounds our lips and mouth stay in [4] Why is a monkey smaller than a man?
the same position, but /b/ comes from within your throat
while /p/ doesn’t. Ask the class to place a hand to their [8] When I’m playing my guitar and singing a song,
throat and feel the vibration when they say /b/. Do they [7] But there’s one thing that I know.
feel it when they say /p/? [9] I’m the happiest boy in the world!
• Play the audio for the children to listen and repeat the
words. Write the words on the board. Point to the words in [14] Why did my mum decide to call me Jack?
a random order for children to read and say. [12] [15] I don’t know, I don’t know!
[11] Why is an elephant bigger than a bear?
[10] Why do kangaroos like jumping everywhere?
[13] Why don’t camels have more humps on their backs?
Teaching sounds in words where the spelling in similar
or the sound is similar will help the children to better 2 Listen to the tongue twister and underline the
pronounce these words whilst also focusing the children /b/ sounds and circle the /p/ sounds. w 1.36
on the spelling.
• Play the audio for the children to listen to the tongue
twister again. They underline the words with the /b/
5 Listen and repeat the tongue twister. w 1.36 sound and circle the words with the /p/ sound.
• See notes on page 68. ANSWERS
/b/ sounds: big, brass, band, hobby
Exam practice AB pages 91–92
/p/ sounds: Peter, plays, trumpet, practises, happy
6 Work in pairs. Complete your speaking cards.
3 Write more words with the /b/ and the /p/
Play.
sounds.
• Show the class the cut-out card and tell them to turn
to pages 91–92 in their Activity Books and cut out the
• Ask the children to think of and write more words with
these sounds in the correct columns. They may use their
bottom card for Unit 2 along the dashed lines.
Class Book for ideas.
• Put the children into pairs. One child is A and the other is
B. Ask the children to look at side A or B on their card and Extra
look at what they can see. Read the question prompts • Challenge fast finishers to say the tongue twister as fast
and remind the children of the structures they are and as accurately as they can, in pairs.
using. Explain that they both have different information.
Unit 2 83
Ending the lesson (optional) 2 Listen again. Read and write the missing words.
• Play Make a rhyme (see Ideas bank page 172). w 1.37
• Read the sentences and ask the children to consider the
possible answers.
The speaking cards activity is an opportunity to assess the • Play the audio again for the children to listen and write
children’s speaking development. Assessment grid and the missing words in their notebooks. Check in pairs
notes in the Teacher’s Resource Material. before feeding back.
Further practice ANSWERS

Karaoke version of song available. 1 heavier 2 than 3 best 4 smaller 5 funniest
3 Look and say.

Lesson 8: Language review & • Point to the animals in the pictures and ask the class to
say what they can see. Read the example in the speech
Communication bubble. Model another sentence for the class to call out
Language the answer, e.g. There are two kangaroos. Picture C!
Core: Have you got any information about the (museum)? • Put the children into pairs to take turns describing the
How do I get there? How much is a return ticket? Thanks for animals and say the number.
your help. You’re welcome. ANSWERS
Revised: Adjectives; Animals; Comparative and Picture a: There are two elephants. There are three giraffes.
Superlative adjectives There are four zebras. There’s a monkey.
Other: speedboat Picture b: There are four lions. There are two bears. There
are three crocodiles.
Picture c: There are two kangaroos. There are three camels.
Starting the lesson (optional) There’s a snake.
• Play TV quiz show to review the unit vocabulary (see Ideas
bank page 168). 4 Read and say. Use comparative or superlative
adjectives.
Class Book page 24 • Remind the class we use comparative adjectives + than to
compare two animals, objects or people, and we use the +
1 Listen to Jack and his friends. Order the photos. superlative adjectives.
w 1.37 • The children read the text and decide which form of the
• Ask the children to look at the photos and say what adjective should be used. Ask the class why that words
they can see. Play the audio for them to listen and write must go there.
the numbers 1–4 in their notebooks in the order they • Ask them to tell you what animal it is (an elephant).
hear them.
ANSWERS
• Ask the class, Did Jack win the photo competition? (No)
Which photo won? (The photo of the zebras.) 1 shorter 2 faster 3 slower 4 heaviest

Transcript
Jack Alfie, Lisa! The photos from the competition are on the Mathematical competence and basic competences in
webpage. Do you want to look? science and technology
Lisa Oh, yes. Reading and speaking about animals and their size,
Alfie Let’s see. weight, and height, etc. encourages the children to think
Jack There are lots of photos. Look at this brown bear. about the natural world around them. This develops their
Lisa Oh, it’s fat and furry! basic understanding of natural science.
Jack Yes, bears eat a lot. They’re heavier than a speedboat!
But they can climb and they can run faster than Usain Bolt! Classroom Presentation Tool (CPT)
Alfie Really? That’s amazing. Oh, is that a snake?
Lisa No, it’s bigger than a snake. And look, there’s a leg. I 5 Watch. Do the role-play with your friend.
think it’s a crocodile’s tail. Go to page 76.
Alfie So, Jack, is your elephant photo the winner? • The children watch the role-play. Ask Which place does
Jack No – here are the winners. The best photo is this photo Jack want information for? (The museum.) How can he
of zebras. travel there? (By bus.) How much is a ticket? (£1.40)
Alfie Wow, that is good. Look, that’s a young one. It’s smaller
than its mum. Transcript
Jack The funniest photo is this one of a camel. Jack Hello. Have you got any information about the
Lisa Oh, that’s brilliant. It’s smiling at the camera! museum?
ANSWERS Assistant Yes, I’ve got a leaflet. Here you are.
3, 2, 4, 1 Jack Thank you. How do I get there?
Assistant You can take the number 76 bus.
84 Unit 2
Jack How much is a return ticket? 3 Complete the sentences with your opinions. Use
Assistant It’s £1.40. comparative or superlative adjectives.
Jack OK. Thanks for your help.
ANSWERS
Assistant You’re welcome.
1 The worst 2 The happiest 3 faster 4 better
Class Book page 76 4 Listen and write. There is 1 example. w 1.38
Conversation card 2 • The children read the information and consider the
type of answer they need for each space. Point out the
• Tell the children to turn to page 76 in their Class Book and example answer. The children listen and write the answers.
look at Conversation card 2. Read the aims together as a
class and point out the language the children will need for Transcript
the role-play. Follow the instructions on the page: A Hello, Clare. What are you doing?
• 1 Read the Language tip as a class and practise saying B I’m looking at some photos of my favourite safari park.
prices. Put the children into pairs. They take turns asking A Where is this safari park?
for and giving information at the tourist information B Near Oxford.
office, choosing the missing information from the words Narrator Can you see the answer? Now listen and write.
in the coloured word banks. Monitor, help and praise 1 A How many different kinds of animals are there at the
throughout. safari park?
• 2 Read the two questions and ask and answer them B I don’t remember… But two hundred, I think.
around the class. A Two hundred different animals! That’s a lot of animals.
• 3 Invite 2–3 confident pairs to act out their role-play in 2 A What kind of animals do you like?
front of the class. Remember who acted out this time, so B I like lions, giraffes and zebras.
different children can do it the next time. A So, you like African animals.
3 A What are the biggest animals in the park?
Let’s compare culture B The camels, I think.
• Read the statement and check understanding. Discuss A What about the giraffes?
with the class if they have ever been to a tourist office in B Oh, yes, that’s right. Sorry, the giraffes are the biggest
their country or any other country. What information did animals.
they need? What information did the tourist office have? Is 4 A And what is the price for children?
it the same or different to the UK? B For adults it’s 15 pounds, but for children it’s only ten
pounds.
Class Book page 24 A Ten pounds. That’s OK.
5 A And finally, what time does it open?
Star question (optional) B It opens at ten o’clock.
The children write their own animal riddle using Activity 4 A Every day?
for support. They can read it to a partner to guess if you B Yes, it opens every day at ten, except Christmas Day.
have time. ANSWERS
1 two hundred (200) 2 lions, giraffes, zebras / African
Classroom Presentation Tool (CPT) animals 3 The giraffes 4 ten pounds (£10)
5 ten o’clock
Grammar and vocabulary review: game
• See instructions for Sentence spin on page 165. Ending the lesson (optional)
• Play Word race to review animals (see Ideas bank
Activity Book page 23 page 170).
1 Look and complete the sentences with ASSESSMENT OPPORTUNITIES:

comparative adjectives. The Conversation card is an opportunity to assess the
ANSWERS
children’s speaking development. Assessment grid and
1 taller than 2 heavier than 3 lighter than 4 faster notes in the Teacher’s Resource Material.
than 5 slower than 6 shorter than
2 Write sentences using superlative adjectives. Use Lesson 9: Think, do & review: My
the table in Activity 1 to help you.
project
ANSWERS
1 The elephant is the slowest of these animals. Language
2 The elephant is the tallest of these animals. Revised: Adjectives; Animals; Body parts; Comparative
3 The zebra is the lightest of these animals. and Superlative adjectives; Present simple
4 The zebra is the fastest of these animals. Other: about (5) metres tall, leaves, reach, run at (50)
5 The zebra is the shortest of these animals. kilometres per hour, weigh up to (1,250) kilograms
6 The elephant is the heaviest of these animals.
Unit 2 85
Starting the lesson (optional) w 1.34 by asking questions (What are Jack’s favourite animals?
• Sing the song from Lesson 7 again. Where do giraffes live? Can they run fast? What do they eat?)
• Play the audio for the children to listen and read. Tell
Class Book page 25 children that there are three mistakes in the text they will
hear. They should listen and write the mistakes in their
1 Listen to Jack’s interview. Read and answer. notebooks.
w 1.39
• Explain to the class that today they’re going to look at Transcript
Jack’s project. Read Jack’s speech bubble at the top of the All About Giraffes by Jack
page. Explain that before Jack wrote his presentation he Giraffes are my favourite animals. They’re the tallest land
interviewed Tina. animals in the world. They’re about 2 metres tall and can
weigh up to 1,250 kilograms. Giraffes live in Africa, in the
• Ask the children to read the questions and answer
savannah. Kangaroos eat giraffes, but because giraffes are tall
options. They listen and write a, b, or c in their notebooks.
they can see other animals far away. They can also run at 50
Transcript kilometres per hour. That’s faster than a crocodile, but slower
Jack Hi, Tina. You work at the safari park, don’t you? than a lion. Giraffes eat leaves. They can reach higher leaves
Tina Yes, I do. I love my job! than other animals. They eat about 40 kilograms of leaves
Jack What’s your favourite animal? a day. Baby giraffes drink milk from their mothers, but adult
Tina Giraffes are one of my favourite animals. giraffes drink water.
Jack Oh, wow, me too! I love their faces. ANSWERS
Tina Yes, they’ve got big brown eyes. And they’re amazing 1 They’re about 5 m tall, not 2 m.
animals. They live in the African savannah and they’re the 2 Lions and crocodiles eat giraffes, not kangaroos.
tallest land animals in the world. They’re about five metres 3 They eat about 30 kg of leaves a day, not 40 kg.
tall and they’ve got really long necks and legs. Because they
have long legs they can run at fifty kilometres an hour. 3 Ask and answer.
Jack That’s really fast. • Put children into pairs to ask and answer the questions
Tina Yes, it is. But it’s slower than a lion. Lions sometimes eat about Jack’s presentation.
giraffes, and so do crocodiles. ANSWERS
Jack But crocodiles aren’t fast. 1 All about giraffes 2 How big they are, where
Tina No, the crocodiles hide in water. They’re not fast, but they live, how fast they can run, what they eat and
they’re very strong. drink. 3 Children’s own answers.
Jack And what do giraffes eat?
Tina They eat leaves. Because they are tall they can get Learn to learn
leaves that are higher than other animals can reach. They eat • Refer the children to the Learn to learn box. Ask them to
about thirty kilograms of leaves a day. find the measurements in Jack’s project. Encourage the
Jack Do they drink water? children to use similar information in the project they are
Tina Yes, they do. The leaves they eat contain water, so they going to write.
don’t need to drink very often. They’re mammals, so baby
giraffes drink milk from their mothers. 4 Prepare your project. Then write your
Jack That’s great. Thank you, Tina! project AB pages 24–25
ANSWERS • See Activity Book notes below.
1 b 2 a 3 c
English at home
COMPETENCES FOR 21ST CENTURY LEARNING: • After children have completed their project, they may take
Linguistic competence them home to show and tell to their family.
Listening to a text the first time for simple information
allows the children to then go on and predict answers for Activity Book pages 24–25
the more difficult listening task that follows. This develops
their listening skill. 1 Write an animal for each adjective.
• Tell the children they will prepare for their project. Point
2 Read Jack’s presentation. Listen and find to the table and tell the children to think of and write an
3 mistakes. w 1.40 animal for each adjective. The children may work in pairs
or individually.
• Ask the class when people give presentations. (Teachers
and children at school give presentations. Adults tell other 2 Read the project checklist and tick f for you.
adults about new ideas or research findings at work and at Learn to learn.
university.)
• See notes on page 71.
• Ask the children what they know or can remember about
giraffes from Jack’s interview. Take ideas in English or the 3 Read the research questions. Research and write
children’s own language. the answers.
• Tell the class to read Jack’s presentation and see what • Tell the children to choose an animal they would
information he gives about giraffes. Check understanding like to write about. They use the internet, books or
encyclopaedias to find out information about it. They
86 Unit 2
answer the questions to help them direct their research
and find useful and interesting information about the
animal.
• Look at Jack’s tip. Remind the class to use comparative
and superlative adjectives. Including a photo or picture
will also make their presentation look interesting.

• Play a game of the class’s choice (See Ideas bank
pages 167–172).
The children are now ready to do the Unit 2 test and Term
test 1. See the Teacher’s Resource Material evaluation
section. If you would like your class to have more practice
before doing the Term test, consider doing it after the
Review unit.

Unit 2 87
Review 1 Call the H Team: A problem
in Koumadi!
• Play the story audio again. Check comprehension:
Learning outcomes
Picture 1: Where is Koumadi? (In Africa.) What’s the problem
To read and understand a story revising and practising in Koumadi? (There isn’t any water because it’s very hot.)
previously learnt language Picture 2: Who calls the H Team? (Nala) Picture 3: What
To work together to plan, prepare and practise a play are the H team doing when they get the call? (Discuss the
based on the story activities of each member.) Picture 5: What do they decide
To work independently and follow instructions to make a to do to help? (Take a lot of water to Koumadi.) Picture
mask for the play 6: What do they use to help them? (A helicopter) Picture
7: Where do they get the ice from? (Antarctica) How do
Language
they move the ice? (With a fridge ship.) Pictures 8 and 9:
Core review language: Language from Starter and Where do they report the news of the H Team and the ice?
Units 1 and 2 (In the newspaper and on TV.) Picture 10: Do they get the
Other: dreaming, fridge, gas, helicopter, ice, liquid, meeting, ice to Koumadi? (Yes, but it’s melting.) Picture 11: How do
melting, the news; Three cheers! Hip, hip, hip hooray! Nala, the villagers and animals feel? (Happy! They need
Competences for 21st century learning: water.) Picture 13: What do the villagers need the water for?
(Washing, drinking, cleaning, swimming.)
Social and civic competence 2 Read the story again and write True or False.
Correct the false sentences.
Note: It is recommended that this unit is taught over two
lessons, depending on your timetable. It can be taught
• Ask the children to read the sentences and think about
their answers. Tell the children to focus on the content
before or after the Term 1 test.
words of each sentence to help them find the answer.
• The children read the story again and write True or False
Lesson 1 for their notebooks. The children check their answers in
pairs before feeding back as a class.
ANSWERS
• Play Lucky dip to review the vocabulary from the Starter 1 True
unit and Units 1–2 (see Ideas bank page 167).
2 False - Bonnie usually plays badminton on Saturdays.
3 False - They decide to take ice to Koumadi.
Classroom Presentation Tool (CPT) 4 True
Storybook presentation: Call the H Team: 5 False - The H Team arrive in Koumadi on the fridge ship.
6 False - The children of Koumadi decide to go swimming.
A Problem in Koumadi!
• Tell the class that they are going to read a story about 3 Prepare your project. Do your project. AB pages 26–27
a group of friends called the H Team. They are Bonnie, • Tell the class they are going to plan, prepare and practise a
Scott, Camilla and Owen. They are a team of super hero play about Call the H Team: A Problem in Koumadi!
kids who receive a message on their watches when
• See Activity Book notes below.
people need their help. They work together to help solve
problems. Ask What does Bonnie / Scott / Camilla / Owen 4 Rate your project. AB page 27
look like? Read the title of the story and ask What do you • See Activity Book notes below.
think will happen in the story? Take all ideas.
• Choose the ‘Listen only’ option in the Review 1 storybook. Classroom Presentation Tool (CPT)
Click through the story, frame by frame, asking the
children What can you see? Check their predictions about Review game
the characters and the story. • See instructions for Picture race on page 165.
Class Book page 26–27 Activity Book page 26
1 Read and listen. w 1.41 Note: The review projects provide an opportunity for
the children to work collaboratively to fulfil a task with a
• Tell the children to look at the pictures and say the names
communicative outcome, whilst revising language learnt
of the members of the H Team, the activities, animals and
over the term. They also provide the opportunity for the
the objects they can see.
teacher to evaluate the Competences for 21st century
• Play the story audio for the children to read and follow in learning.
their Class Books.
88 Review 1
Plan COMPETENCES FOR 21ST CENTURY LEARNING:
1 Plan your play. Decide who’s going to do each Cultural awareness and expression
part. Some pupils can be the chorus. Acting out the story allows children to express themselves
artistically. The vocabulary and grammar of the previous
• Put the children into groups of 12–15 and seat them units is activated more easily in the context of the story,
together so they can communicate. Consider abilities and
making it fun and memorable.
friendship groups when deciding on the groups.
• Ask the group to look at the cast list and work together to
decide which role each child will play. A confident child 2 Practise the songs from the Starter Unit, Unit 1
with good communication skills should be the director. and Unit 2. w 1.02 1.16 1.34
The children write their names in the cast list. • Sing the songs from the Starter Unit, Units 1 and 2, with or
without the audio.
SUGGESTED ANSWERS
2 a phone, sun hats, badminton racket, watches, warm Ending the lesson (optional)
clothes (hats and scarves), ‘ice’, etc. • Play a game of the children’s choice to review the
3 a phone ringing, a helicopter flying, a sports match on language from the Starter Unit and Units 1–2 (see Ideas
the radio, water splashing, etc. bank pages 167–172).
2 Talk about these things with your group. Further practice
Make notes. Teacher's Resource Material: Review 1 Story Playscript worksheet.
• Ask the class to give their group a name, and plan the
props they will need and the sound effects they will need
for each part of their play. They write their ideas in the
Lesson 2
plan. Monitor and help throughout. Language
Prepare Core review language: Units 1 and 2 language
Material: a piece of A4 card, coloured pens, elastic, a
1 Understand the story. Answer the question. pencil, scissors
• Ask the children to think about their lives and refer to the
story to answer the question. Starting the lesson (optional)
SUGGESTED ANSWERS • Play Snap! to review the vocabulary from the Starter Unit
We need water to drink, to wash, to shower, to wash our and Units 1–2 (see Ideas bank page 168).
hair, to wash our clothes, to wash the dishes, to water
plants, for animals to drink, to wash the car, to cook Classroom Presentation Tool (CPT)
food, etc.
Review game
2 Understand your part in the play. Work in • See instructions for Basketball on page 165.
groups. Talk about these things.
• Ask the children to refer to the Prepare section and answer Story review w 1.41
the questions about the part they will play in the play. • Ask the children what they remember from the story:
• The children can complete who plays each part on the Who’s in the story? What problem do they have to solve? How
worksheet. do they solve it? How do the people feel in the end?
SUGGESTED ANSWERS • Watch (or listen to) the story again to confirm answers.
1 Words to describe characters: helpful, friendly, kind,
clever, strong, young, old, tall, short, pretty, funny, Activity Book page 27
sporty (and other adjectives).
Suggested clothes: shorts, trousers, T-shirt, a dress,
Make. Follow the instructions to make an
sandals, trainers, shoes, a cap, a hat, etc. animal mask.
2 Nala: worried, The H Team: confident, happy, Koumadi • Ask the children to find the animals in the story in
villagers: happy, relieved. the Class Book (elephant, monkeys, snakes, kangaroo,
penguin). Then ask the children if they can remember
Practise what animals are in the Unit 2 song (giraffes, monkeys,
kangaroos, elephants, camels). Elicit some other animals
1 Practise your play. Listen to the director. Try to you find in Africa.
remember your lines. • Read the instructions and list of materials the children will
• The children use the Class Book as their play script. Ask the need as a class and check understanding. Put the children
director to consider each scene (Where the children stand, into smaller groups of 3–4 and hand out the materials
how do they speak and interact, etc.). they need.
• Ask the children to think about how they act as their • The children read the instructions again and follow them
character (How do they feel at that time?, etc.). The to make an animal mask of their choice for the play and to
children can use the worksheet to say / practise their lines. sing the Unit 2 song.
Review 1 89
Perform the play and rate it! Ending the lesson (optional)
• Play a game of the children’s choice to review the
1 Perform your play and sing your songs. Enjoy language from the Starter Unit and Units 1–2 (see Ideas
acting. It’s fun! bank pages 167–172).
• Ask each group to perform their play and sing one of the
songs from Units 1 and 2. Tell them to choose people ASSESSMENT OPPORTUNITIES:
from the chorus to wear the animal masks as and where The review project is an opportunity to assess the
they appear in the play and when they sing the song. Competences for 21st century learning. Assessment grid
Encourage the children to speak as clearly as they can and notes in the Teacher’s Resource Material.
and to show their emotions with their voice and acting.
Encourage them to sing loudly and clearly and think
about their pronunciation. Ask the children who are
watching to respect one another’s performance, listen
and clap at the end.
2 Watch all the plays and write 3 things you like

about each play.
• Refer to the table and read the examples listed in the first
column. Ask the children to write three things they like
about each group’s play. Brainstorm ideas if necessary.
• Ask the class to tell each group what they liked for positive
feedback.
• Congratulate the class on performing so well and finishing
a group project.

Working together to perform a play and giving and
receiving positive feedback are all important skills that
help children participate effectively inside and outside of
the classroom and develop respect for themselves and
others.
90 Review 1
Unit 3 Getting around town
Lesson 1: Vocabulary 6
7
It’s the hospital.
It’s the square.
Language 8 It’s the post office.
Core: bus station, hospital, hotel, museum, post office, 9 It’s the town hall.
shopping centre, square, supermarket, theatre, town hall 10 It’s the hotel.
Revised: café, cinema, library, park, police station, shops, COMPETENCES FOR 21ST CENTURY LEARNING:
sports centre; Prepositions: between, near, next to, opposite; Linguistic competence
It’s (opposite) the (square). It’s (between) the (hotel) and the Teaching new vocabulary alongside a known grammatical
(museum). There’s a (hotel). structure and using pictures will help the children give it
Other: castle, city, east, past, present, town; What places are meaning and context. This will enable them to remember
there in your town? the language and use it appropriately in future lessons.
OPTION:
• Play two-minute race to review places around town the Use the flashcards to present the new vocabulary. Place
children know (see Ideas bank page 171). the flashcards on the board and ask the class to say the
words with you. Choose a game from the Ideas bank on
• Talk about what places there are in your town in the pages 167–172.
children’s own language and English. Ask the children
which places they visit a lot, sometimes and never. Is there
a cinema? Are there any shops? Which shops do they like? 3 Listen and say. w 2.02
What do they like doing atm the sports centre? Where’s the • The children listen to the description of each place in
bank? What’s opposite the bank? town and say the number of the photo it corresponds to
• Point to the Unit aim box on the Class Book page and read on the Class Book pages. Play the audio, pausing before
the aim together. the number is revealed. Continue the audio to check.
Transcript
CPT, Classroom Resource Pack 1 Lots of doctors work here. What is it? … It’s the hospital. Six.
Unit introduction: 1 Watch. 2 You can catch lots of different buses from here. What
is it? … It’s the bus station. Five.
3 You can buy clothes, books and toys here. What is
clip, in the children’s own language: What are Lisa and Alfie
it? … It’s the shopping centre. One.
showing Jack? (Around town.) Are there lots of interesting
4 You can find out about the past here. What is it? …
places to see? (Yes)
It’s the museum. Three.
Transcript 5 You can buy food here. What is it? … It’s the
Jack Hello! Today Lisa and Alfie are showing me around supermarket. Two.
town. 6 You can buy stamps and send letters here. What is it? …
Lisa There are lots of interesting places to see in this town. It’s the post office. Eight.
Alfie Come on. We’ll show you. 7 You can stay here. There are lots of bedrooms. What is
it? … It’s the hotel. Ten.
Vocabulary presentation: flashcards (optional) 8 You can sit outside here. Sometimes there’s a market.
• Show the flashcards one by one to introduce the new What is it? … It’s the square. Seven.
vocabulary. Repeat several times, encouraging the 9 You can see plays and musicals here. What is it? …
children to remember the words. It’s the theatre. Four.
10 This is a big and important building in the town.
Class Book page 28 What is it? … It’s the town hall. Nine.
2 Listen and repeat. w 2.01 4 Read and say True or False.

• Focus the children on the scene showing Jack’s new town, • Check the children’s understanding of the prepositions:
Eastcastle, and talk about what the children can see. What between, near, next to, opposite.
places can you see? Are the buildings old or new? Is it a big • The children read the descriptions 1–10, look at the map
town or a small town? of Eastcastle and say whether each one is true or false.
• Play the audio for the children to listen and repeat. ANSWERS
1 False 2 True 3 False 4 True 5 True 6 False
Transcript 7 True 8 True 9 False 10 True
1 It’s the shopping centre.
2 It’s the supermarket. OPTION:
3 It’s the museum. In a more confident class, ask the children to correct
4 It’s the theatre. sentences which are false.
5 It’s the bus station.
Unit 3 91
EXTENSION: 2 Cover and play Point and spell. Check with your
In a more confident class, look at the new words in
friend.
the word bank. Put the children into pairs to point to a • See notes on page 60.
word for their partner to match to a place around town.
3 Tick f the places in your town or city. Compare
Alternatively, play a game from the Ideas bank using the
with your friend. Write 3 sentences about your
wordcards.
town or city.
• The children tick the places in their town or city on
5 Ask and answer. the left.
• Read the conversation in the speech bubbles. Put the • Read the conversation in the speech bubbles with the
children into pairs. They take turns describing and class. Put the children into pairs to ask and answer.
guessing the places on pages 28–29 using the structure.
• The children write four sentences about places in their
town or city. Ask them to check in pairs once finished.
Extra
• Say There’s a square between the hospital and the post
office. Ask the Star question encouraging the children to
• Fast finishers write sentences in their notebooks about the
places in their town using prepositions.
talk about the picture using vocabulary and structures
they have learnt in previous levels. Encourage them to Ending the lesson (optional)
talk about what you can buy at the supermarket, what
• Play The washing line game to review places around town
the emergency services do, types of transport and street
(see Ideas bank page 170).
furniture.
CULTURE NOTE: Towns in the UK Lesson 2: Grammar &

In the UK, people live in cities, towns, villages and hamlets.
Generally, they are distinguishable by size with a city Communication
being the biggest and a hamlet the smallest. A village
Language
may have quite a few houses, but perhaps only one shop
and a pub. A hamlet is a very small settlement with a few Core: There was / wasn’t (a school). There were some
houses and very little else. Historically, a city will have a (squares). There weren’t any (shopping centres).
cathedral or an abbey and a large population, whereas a Revised: Numbers; Places around town; Prepositions;
town has no cathedral and a smaller population. However, There is / isn’t, There are / aren’t, It’s bigger than …
this is not always the case and these determiners of status Other: bridge, exhibition, football stadium, police station,
are not always clear-cut. In the UK, there are 69 cities. yesterday; Your turn.
Among the oldest are Canterbury, Colchester, Coventry,
London, Bath and York, all Roman towns. Starting the lesson (optional)
• Play Stop! (see Ideas bank page 168). Invite the children to
Jack’s question choose the words.
• Point to Jack’s question and read it aloud. Say In my town, • Talk about your town in the children’s own language.
there’s a theatre and there are lots of hotels. Ask the question What did it look like in the past? What does it look like now?
around the class encouraging the children to answer Is it bigger now? What new shops or places to visit are there?
using the structure and places in town.
Class Book page 29
1 Read and listen. Write 3 differences between
Vocabulary practice: game Jack’s town in the past and now. w 2.03
• See instructions for Conveyor belt on page 162. • Tell the children to read and listen to Jack’s diary entry
about his town, Eastcastle, in the past and now.
Activity Book page 28 • Ask them to listen and find three differences between
his town now and in the past. Feed back answers from
1 Look and find the places on the map. Use the
the class.
co-ordinates and write.
• Look at the map and say a co-ordinate for the children ANSWERS
to listen and find the place. The children read the co- Past 19,000 people / Now 40,000 people; Past a football
ordinates in 1–10 and write the correct place in town. stadium / Now a shopping centre; Past a police station /
Now a theatre.
ANSWERS
1 town hall 2 a bus station 3 a post office 4 a hotel COMPETENCES FOR 21ST CENTURY LEARNING:
5 a square 6 a supermarket 7 a museum Linguistic competence
8 a hospital 9 a shopping centre 10 a theatre Presenting grammar in context while recycling language
of the previous lesson in a reading text develops the
children’s overall language skills and their confidence in
reading. The children will be able to give the language
meaning and use it appropriately.
92 Unit 3
2 Read and learn. Say the sentences. 2 What are the grammar rules? Tick f.
• Refer the children to the All about grammar box. Review • Tell the children to read the information in the table and
how we use There is / isn’t and There are / aren’t when we think about the grammar they have just learnt.
talk about the present / now. Explain that when we talk • Ask them to think about what each sentence stem means,
about the past we can use There was / wasn’t and There e.g. There was we use for singular nouns in affirmative
were / weren’t. sentences. Clarify the meaning of singular, plural,
• Point out how we use was and were + noun in affirmative affirmative and negative if necessary.
sentences. We use was for singular / uncountable nouns • The children read and tick the correct options. Feed back
and were for plural nouns. Point out the form in negative answers from the class. In a less confident class, allow the
sentences using wasn’t / weren’t. Finally, point out the children to work in pairs.
different use of a / some in affirmative sentences and any
ANSWERS
in negatives.
There was: Singular / Affirmative
• Put the children into pairs. Ask them to take turns There wasn’t: Singular / Negative
saying sentences about Jack’s town in the past using There were: Plural / Affirmative
the grammar box for support. Monitor, help and praise There weren’t: Plural / Negative
throughout.
3 Look and write 3 sentences about Georgetown
OPTION:
and Oldbridge in 1984.
In a less confident class, do this activity as a class referring
• The children look at the pictures of Georgetown and
to the diary entry on the IWB, using a projector or the
Oldbridge in 1984 and write three sentences about
Class Book page.
each town. Ask the children to write singular and plural
examples.
3 Play The 1964 game.
• Remind the class what year in the past Jack was 4 Speak and guess with your friend. Use Activity 3
comparing his town to (1964). Point to the table and elicit to help you.
the names of the two towns (Greenville and Avonbridge). • Refer the children to the conversation in the speech
Then elicit what each icon represents. bubbles. They take turns describing and guessing the
• Read the conversation in the speech bubbles and identify towns in Activity 3. Monitor and help throughout.
the examples of there was / there were. Model another
example with the class if necessary. All about grammar page 82
• Put the children into pairs. They take turns describing one
1 Look and complete with There was, There were,
of the towns by saying what there was / wasn’t / were /
There wasn’t or There weren’t.
weren’t, for their partner to guess. Refer them to the
grammar box and the model conversation for support. • Review with the class how we use There was / were. Clarify
Monitor and help throughout. in the children’s own language if necessary. Point out the
contractions in the Look box.
Classroom Presentation Tool (CPT) • The children look at the pictures and complete the
sentences in the negative or affirmative using the ticks
Vocabulary and grammar practice: game and crosses.
• See instructions for Gap-fill on page 165. ANSWERS
1 There were 2 There weren’t 3 There was
Activity Book page 29 4 There were 5 There wasn’t 6 There weren’t
1 Listen and write T (true) or F (false). Correct the 2 Look and complete using the correct words.
false sentences. w 2.04 • The children read and complete the text using the words
• Ask the children to read the sentences and guess the in the word bank.
answers before they listen.
ANSWERS
• The children listen and write T or F next to each sentence. 1 There was 2 There were 3 there weren’t 4 any
Check answers in pairs before feeding back. 5 some 6 there was 7 there wasn’t
• Play the audio again for the children to listen and write
the correct sentences for those they marked false. Check 3 Write about your town or city now and in
in pairs before feeding back. the past.
• Ask the children to think about their own town. They write
Transcript 2–3 sentences comparing it today and in the past using
1 There weren’t any hotels, but there was a post office. There was / wasn’t and There were / weren’t + noun.
2 There wasn’t a bridge, but there were two squares.
3 There was a museum, but there weren’t any sports Ending the lesson (optional)
centres. • Play What’s missing? using There was / wasn’t (see Ideas
4 There were two supermarkets and there was a school. bank page 169).
5 There was a library and a bus station.
Further practice
ANSWERS Teacher’s Resource Material: Unit 3 Lesson 2 Reinforcement and
1 True 2 False 3 True 4 False 5 True Extension worksheets.
Unit 3 93
Lesson 3: Culture & fruit and vegetable market here fifty years ago, but now it’s a
shopping district.
Communication ANSWERS
Language Buckingham Palace, The Houses of Parliament, Big Ben,
The British Museum, The Natural History Museum, a
Core: Excuse me, can you tell me the way to …? Go past the
theatre, The Ritz Hotel, Covent Garden
(museum). Go straight on, Turn left, Turn right, The (school) is
on your left / right. CULTURE NOTE: Famous buildings in London
Revised: Places around town; bedroom, map, room; There London has a huge variety of beautiful and historically
was / wasn’t, There were / weren’t interesting buildings. St Paul’s Cathedral was designed
Other: buildings, flag, historical, impressive, palace, queen by the famous architect Sir Christopher Wren and was
completed in 1710. It was the tallest building in London
Starting the lesson (optional) until 1962. Across the river is the current tallest building in
• Play The 1964 game from Lesson 2 again. London, The Shard. It is made of glass and steel and is
310 metres high! Tower Bridge is the most recognisable
• Talk about famous buildings in your country or around the
bridge on the River Thames and is often mistakenly
world in the children’s own language or English. Ask What
referred to as ‘London Bridge’. It was built in 1894. There
famous buildings do you know? What famous buildings are
are over 40 theatres in London’s West End, some of which
there in our town? Where are they? Have you visited them?
date back to the 17th century! Covent Garden’s building
Do you like them? What famous buildings are there in the UK?
is one of the grandest markets and was built in the 1830s.
The market was modernised in 1974 and stopped selling
Classroom Presentation Tool (CPT) fruit and vegetables.
Culture presentation: 1 Watch. What buildings can
you see? Class Book page 30
• 1st viewing: Watch Jack’s introduction to the culture film
and ask the children to tell you what the video is about 2 Read and listen. Which places are Jack and Emma
(Places to see in London) Make some predictions as a class messaging about? Why wasn’t Jack at school last
about the question What buildings can you see? week? w 2.05
• Watch the culture film, stopping before the • Point to the text message and tell the class that Jack is
comprehension questions, for the children to check their messaging his friend Emma today. Ask them where they
predictions. Ask the class what they know about the think Emma is from (The Netherlands).
places they saw. • Ask the children to look at the photos and say any words
• 2nd viewing: Watch the video again and answer the they know to describe them (A river, a palace, there are
comprehension task at the end of the film. horses, red uniforms, lights, a square, etc.).
Note: Use the Culture and Communication worksheet with • Play the audio for the children to listen and read. Then
the video. answer the two questions.
ANSWERS
Transcript
Jack Hi! I was in London last week. It was a school holiday. Jack and Emma are messaging about Buckingham Palace
This is my train ticket. I often go to London in the holidays and a palace in Amsterdam. Jack wasn’t at school last
with my family. It’s amazing! There are so many great places week because there was a school holiday.
to see. Have a look at some of them. OPTION:
Culture film:
Write the numbers 200, 300 and 775 on the board and ask
There are lots of famous buildings in London. This is
the children to read the message again and tell you what
Buckingham Palace where the Queen lives when she’s in
those numbers refer to.
London. Look, there isn’t a flag flying. This means she isn’t at
home at the moment. COMPETENCES FOR 21ST CENTURY LEARNING:
Many important buildings are near to the River Thames.
These are the famous Houses of Parliament. The tower on
Learning about the history of another place and the
the right is ‘Big Ben’ – that’s the name of the bell inside the
different buildings in other countries enables the children
tower. But its real name is Elizabeth Tower.
to learn about similarities and differences to their own
There are lots of things to do in London. You can visit a
culture. It improves their awareness of history and helps
museum. This is the British Museum. You can find out a lot
them to understand and respect other cultures.
about history here. Or you can go to the Natural History
Museum to see the dinosaurs!
Do you like going to watch plays? There are more than 3 Think about how to get to places in your town or
150 theatres in London, so you can probably find something city from your school. Write notes.
you want to watch! There are lots of hotels in London, too. • Refer the children to the language in the box for giving
The Ritz Hotel is very expensive. It’s got 135 bedrooms and directions. Ask them to find the directions Emma gives
three restaurants. Careful! London is always changing, and Jack in her message (Go straight on and then turn left. Go
the buildings change, too. This is Covent Garden. There was a past the museum and the palace is on the right). Check
the children’s understanding. Draw the directions on the
board to clarify if necessary.
94 Unit 3
• Ask the children to think about places in their town and Ending the lesson (optional)
how to get there. Place a town map on the board for • Play High five using Excuse me, can you tell me the way
support. to …? (see Ideas bank page 168).
• The children write directions from their home to another
place in town. Monitor and help throughout.
Further practice
Teacher’s Resource Material: Unit 3 Culture & Communication
worksheet.
CPT / Class Book page 30
4 Watch. Discuss how to get somewhere. w 2.06 The Language in action! activity is an opportunity to assess
• Explain to the class that they are going to watch or listen the children’s speaking development. Assessment grid
to two children asking for directions in London. Watch or and notes in the Teacher’s Resource Material.
listen.
the conversation. Repeat as necessary. Lesson 4: Cross-curricular
Transcript (Social Science)
A E xcuse me, can you tell me the way to Buckingham
Palace? Language
B Y es, of course! Turn right. Go straight on. Go past the hotel Core: palace, tower, train station, TV studio
and turn left. The palace is on your left. Revised: Places around town; band, football team, future,
A Thank you. history, library, north, old, new, past; There was / wasn’t,
There were / weren’t
Language in action!
Other: build, buildings, cotton industry, in the 1800s, top
• Refer the class to the Language in action! box and read
team, travel; Do you know anything about (Manchester)?
through the dialogue.
put them into pairs or small groups. They take turns to ask Starting the lesson (optional)
and answer about different activities using the Language • Play Sticky note reveal (see Ideas bank page 168). Use a
in action! box for support. picture of a famous Manchester United footballer.
• Ask around the class Which country does this football team
Let’s compare culture come from? Which city does it come from? What do you
• Discuss the culture question in English and in the know about Manchester? Is it big or small? Is it an old city?
children’s own language if necessary. What historical What places can you visit?
buildings are there in your region? When were they built?
Are they big or small? What are they made of? Are there big Classroom Presentation Tool (CPT)
palaces in our country? Where are they? What are they like?
Cross-curricular presentation: slideshow 1 Watch
Activity Book page 30 and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Jack
1 Read and complete the dialogue. messaging? (Emma.) Where was Jack? (In London.) Where
• The children read the text message and complete it using does Emma live? (In the Netherlands.) Which website did
the words in the word bank. Ask them to read it through they talk about at the end of their message? (Buildings that
once first and then read it again and complete. Check in tell stories.) Tell the children they are going to do a quick
pairs before feeding back. quiz from that website.
ANSWERS • Watch the slideshow, pausing before the Quick quiz.
1 palace 2 theatres 3 museum 4 turn 5 straight • Put children into pairs and pause after each Quick quiz
6 right question for the children to raise their hands and answer.
Continue the audio to check.
2 Write 6 places that are in your town or city.
• Brainstorm ideas as a class first for support. Transcript
There are many different buildings in our towns and cities.
3 Write directions from your home to 2 places Some buildings are old and others are new. Do you prefer
in your town or city. Use Activities 1 and 2 to old buildings or new buildings? Here’s an exciting new
help you. building. This tower is very tall! It’s a hotel. This is a TV
• The children choose two of the places they wrote in studio. You can watch television programmes being made.
Activity 2 and write directions to get there from their It’s important to build new buildings, but we must also
home. Refer them to Activity 1 and the Language in action! look after historical buildings because they teach us
box for support. about our past.
This building looks important, doesn’t it? It looks like a
Extra palace, but it’s now a theatre. What do you think this
• Fast finishers write directions to two more places they building is? Is it a hotel? Is it a school? It isn’t a hotel or a
listed in Activity 2. Ask them to check their ideas in pairs if
you have time.
Unit 3 95
school. It was a train station. It was one of the first train Activity Book page 31
stations in the world. Now it’s a museum.
Quick quiz! CULTURE NOTE: World Heritage Sites
Question 1 Do you remember what this building is? … It’s a UNESCO (or the United Nations Educational, Scientific
tower and a hotel. and Cultural Organization), adopted the World Heritage
Question 2 Can you remember what this building was? … It Convention in 1972, part of which was the designation
was a train station. of World Heritage Sites. This list was created to protect
Question 3 What is this building today? … It’s a museum. and preserve buildings, landmarks and sites of particular
Question 4 These buildings are all in a city in the north of cultural, historical or scientific significance. There are over
the UK, called Manchester. Do you know anything about 1,000 sites listed around the world.
Manchester?
1 Read the text and label the photos.
Class Book page 31
• Look at the photos and see if the children recognize any
2 Read and listen. Where’s Manchester? w 2.07 of the buildings or know where they are. Ask which are
• Play the audio for the children to follow the words in old and which are new.
their books. • The children read the text and label each photo with the
• Ask the children to read the text again and write the correct words. Check in pairs before feeding back.
answer in their notebooks. Check in pairs before ANSWER
feeding back. 1 Mumbai train station 2 Beijing Summer Palace
3 Warner Brothers Studios 4 Jeddah Tower
Transcript
See Class Book page 31 for transcript. 2 Complete the information. Read the text in
ANSWER Activity 1 again and check.
Manchester is in the north of England. • Read the headings for each column using the example
answers to clarify meaning.
3 Read again and answer. • The children complete the answers for each building,
• Read questions 1–6 and check the meaning of any without referring to the text if they can first.
words the class don’t know. Ask the children to consider • They read the text again to check their ideas and change
the possible answers then allow them time to read the any information that is incorrect. In a less confident class,
text again. ask the children to work in pairs.
ANSWERS
them to check in pairs before feeding back as a class.
Mumbai Train Station / India / yes / historical
ANSWERS Warner Brothers Studios / UK / no / modern
1 great bands, two top football teams 2 TV studios, a Beijing Summer Palace / China / yes / historical
modern tower / hotel 3 Because they teach us about Jeddah Tower / Saudi Arabia / no / modern
our past 4 the cotton industry 5 Because the people
think learning is important 6 a library, a theatre, a 3 Choose 3 important buildings in your country or
train station region and complete the information.
• The children complete the table about three important
WEB SEARCH: Find out about a historical buildings in their country. They may use the internet or
building where you live. What kind of building is resource books for support.
it? How old is it? Can you visit it?
• The children use the internet to find out about a 4 Write about 1 building in your country or region.
building in their town or city. Put the children into Use Activity 3 to help you.
pairs to use the Cross-curricular worksheet to do their • The children use the information about one building they
research. Check the instructions and language of the wrote in Activity 3 to write a short paragraph. Refer them
worksheet before the children research. to Activity 1 for support.
COMPETENCES FOR 21ST CENTURY LEARNING: Extra

Sense of initiative and entrepreneurship and Digital • Fast finishers write sentences describing their town or city
competence centre.
Encouraging children to find out information
independently about aspects of their own culture helps Ending the lesson (optional)
them to develop research skills and autonomy. Providing • Play Dictadraw to review the unit language (see Ideas
time on the internet also helps the children to decide bank page 170). Describe an imaginary town and the
which information is accurate and which is not, improving places in it.
their ICT competence. Further practice
Teacher’s Resource Material: Unit 3 Cross-curricular worksheet.
96 Unit 3
Lesson 5: Story & Vocabulary • Ask the children to look at the six words in the word bank
Language the words in the story. Ask the children what the words
Core: bored, excited, friendly, happy, scared, worried mean, in their own language or in English.
Revised: Animals; Directions; Places around town; • Use the flashcards to review the new words.
bridge, dark, sad; There was (a Roman town), There were ANSWERS
(20,000 people) happy: frames 1, 2, 4, 7 scared: frames 3, 5, 8
Other: 79 AD, destroyed, destruction, drama, historical, lost, bored: frame 2 friendly: frame 1 excited: frame 7
market, safe, smoke, volcano; Let’s follow him! He knows the worried: frames 4, 8
way to escape. ALL ABOUT VALUES: Animals can help us. We can help
animals, too.
Starting the lesson (optional) Remind the class of who helps the children in the story. How
• Play Over-under to review places around town (see Ideas does Max help them? How do they help Max? How do the
bank page 167). children feel when Max helps them? Talk to the children
in their own language about helping animals and animals
CPT, Classroom Resource Pack helping them and why it's important.
Vocabulary and grammar review and presentation: 3 Write True or False. Correct the false sentences.
story animation • The children read the questions. Check any words they
may not know and focus them on the question words and
1 Watch. key words that will help them find the answers.
• Tell the children they’re going to watch another story • The children read the story again and answer the
animation with Jack. Pause after Jack’s introduction and questions in their notebooks. They correct the false
ask What’s the story about? (A historical story based on sentences. Check in pairs before feeding back.
facts about the destruction of Pompeii.)
ANSWERS
• With books closed, watch the story. Ask What happens in 1 False: There were 20,000 people in Pompeii. 2 True
the story? (The story is set in Pompeii, a Roman town in 3 False: Lucius was eleven years old. 4 False: Max
79 AD. Two friends, Lucius and Olivia escape the volcano was Lucius’s dog. / Olivia was Lucius’s friend. 5 True
with the help of their dog, Max. They are safe but the town 6 False: The family were worried.
of Pompeii was destroyed.)
4 Listen to Jack and his friends. What do you think
Transcript about the story? w 2.09
Jack This is the story of the destruction of Pompeii, a town
near Rome in Italy. It’s a historical story based on facts. Let’s
find out what happens. WEB SEARCH: Where’s Pompeii? Can you visit it
• See Class Book pages 32–33 for story transcript. today?
Vocabulary presentation: flashcards (optional) • Put the children into pairs to find the answers. Choose
a child-friendly website before class for the children
• Show the flashcards one by one to introduce the new to use.
vocabulary. Repeat several times, encouraging the
children to remember the words.
2 Read and listen. Find the adjectives in the • See instructions for Pelmanism on page 163.
story. w 2.08
• Point to the photo at the top of the page and ask What Activity Book page 32
can you see? (A volcano.) What type of story is it?
(A historical story based on facts). 1 Read and complete Alfie and Jack’s review of
• Play the story audio for the children to read and follow in the story.
their Class Books. ANSWERS
• Check comprehension: What year is the story from? 1 Pompeii 2 volcano 3 happy 4 worried 5 scared
(79 AD) How many people lived in Pompeii? (20,000) What 6 bored 7 excited 8 friendly
were they like? (Happy and friendly.) How old was Lucius?
(11) Who is his best friend? (Olivia) Where do they go? (To the 2 What do you think about the story? Circle a word
market.) Why can’t they see the sun? (The sky is dark with and complete your review. Learn to learn.
smoke from the volcano.) How did the people feel? (Scared • See notes on page 66.
and worried.) Can they cross the bridge? (No) Why not?
(There isn’t a bridge.) How do they escape? (They follow 3 Do you help animals? Circle Yes or No. Write.
Max, the dog.) How do they feel when they follow Max? • The children think about how they help animals and read
(Happy and excited to escape.) Was the town safe? (No. It the sentences and circle Yes or No. Invite them to read
was destroyed.) their score rating.
Unit 3 97
• They complete the sentence about what they do to be ANSWERS
nice to animals. 1 was 2 was 3 were 4 weren’t
Extra 2 Beat the clock. How many sentences can you say
• Fast finishers consider what happens next in the story in 3 minutes?
using the questions as prompts. They write their ideas in • Ask the class to tell you some negative sentences in
their notebooks. Ask the children to share their ideas with English. Remind them that they already know how to
a partner or the class. make lots of negative sentences (e.g. I can’t sing. We
haven’t got a football. It isn’t cold. etc.) Review how we
Ending the lesson (optional) change affirmative sentences to negative sentences
• Play Mime it (see Ideas bank page 169). using the examples they gave (by adding not or the
contraction n’t).
• Explain that today they will learn how to make negative
sentences in the past using the verb to be and adjectives.
Acting out the story enables the children to express
themselves in an artistic and kinaesthetic way. This • Look at the All about grammar box as a class. Explain that
helps them understand the feelings of the characters the sentences talk about states and feelings in the past.
in the story. Point out how we use was / wasn’t with I / He / She and
were / weren’t with They / We / You.
Further practice • Say an example sentence from the grammar box to talk
Teacher’s Resource Material: Unit 3 Story playscript worksheet; about yesterday. Ask 2–3 confident children to give you
Unit 3 Word skills worksheet. more examples.
sentences using the grammar box for support. Ask them
Lesson 6: Story, Grammar & to count the number of sentences they say in 3 minutes.
Communication Set a timer. Monitor, help and praise throughout.
OPTION:
Language
Core: Past simple: to be I / He / She was / wasn’t (scared). We Brainstorm some past simple time expressions for the
/ You / They were / weren’t (happy). children to add to their sentences, e.g. this morning,
yesterday, last week / month / year, in 2016 etc. This will
Revised: Adjectives; Places around town; bored, excited,
challenge more confident children with longer sentences
friendly, happy, scared, worried
and supports less confident children with added meaning.
Other: last week(end), on (Saturday), yesterday
Starting the lesson (optional) Linguistic competence
• Play Anagram game to review the adjectives and places Speaking in a controlled activity allows the children to use the
around town (see Ideas bank page 169). language in a safe and supported way. This gives them the
confidence to speak and will help them develop accuracy.
3 Look, read and say sentences about yesterday
Story review and grammar presentation w 2.08 using was, wasn’t, were or weren't.
• Ask the children what they remember from the story: • Ask the children to look at the pictures and say what they
Who’s in the story? When and where is the story set? What can see. Read the adjectives below each picture.
animal is in the story? Where are the children when the
• Read the example in the speech bubble and tell the
volcano erupts? How do the children feel? How does Max help
children to point to the correct picture.
them? How do they feel at the end of the story?
• Put the children into pairs. They take turns pointing to a
• Watch (or listen to) the story again to confirm answers.
picture for their partner to say a sentence using the past
Vocabulary review: flashcards (optional) simple in the affirmative or the negative. Remind children
to use the correct form of the verb to be.
• Show the flashcards one by one to remind children of the
new vocabulary. ANSWERS
1 They weren’t friendly. 2 She was scared. 3 He was
Class Book page 34 bored. 4 They were happy. 5 She wasn’t worried.
6 He wasn’t excited.
1 Read and say. Find the answers in the story.
• Tell the class these are four sentences from the story. 4 Think of a time when you were happy, bored,
There is a word missing in each. Ask the children to read scared, excited or worried. Tell a friend where
the story on pages 32–33 again and find the missing you were.
words. Ask the children to tell you who says each line. • Point to the girl at the bottom of the page and read the
• Elicit what verb the missing words are (to be) and then speech bubble. Tell the class she’s talking about how she
ask if the sentences are about the past or the present felt last week (in the past).
(The past). • Ask the children to think about something they did last
week and how they felt when they did it. Brainstorm some
98 Unit 3
ideas first if necessary. Put the children into pairs to tell All about grammar page 83
their partner. Monitor, help and praise throughout.
1 Look and complete using the correct form of to
Star question (optional) be and an adjective.
• Ask the children to recall what their partner told them • Review how we use the past simple of to be and
about last week. They write 2–3 sentences in their adjectives. Remind the children how we use was and
notebooks. Ask them to check with their partner if they were for different pronouns. Clarify in the children’s own
remembered correctly. language if necessary.
Classroom Presentation Tool (CPT) sentences using an adjective from the word bank.
• See instructions for Cloudburst on page 162. 1 were worried 2 was happy 3 weren’t friendly
4 was bored 5 were excited 6 wasn’t scared
Activity Book page 33 2 Order the words and write sentences using the
1 Listen and number the pictures. w 2.10 correct form of to be.
• The children listen to the dialogue from the three story • The children write sentences, changing the verbs in the
frames and write the numbers 1–3 next to the correct prompts according to the pronoun.
pictures. ANSWERS
1 I was cold yesterday.
Transcript 2 My friends were worried last weekend.
1 Narrator The children were excited. They were very happy 3 I wasn’t hungry this morning.
to see Max. 4 My sister was scared last night.
Lucius Max is a good dog. He knows the way to escape. 5 We weren’t happy on Monday.
Olivia Look! He’s crossing the road. Let’s go! 6 They were tired this morning.
2 Lucius’ father Here they are! Oh, Lucius and Olivia, you’re
safe! We were very worried. 3 Write true sentences for you. Use Activity 2 to
Olivia Max, you’re a fantastic dog! We love you! help you.
Max Woof! Woof! • The children write 2–3 sentences about themselves using
Narrator The children weren’t scared anymore. They were the activities on the page for support.
safe. But Pompeii was destroyed.
3 Narrator Lucius was eleven years old. He was from Ending the lesson (optional)
Pompeii. Max was his dog. His best friend was Olivia. • Play Who was it? (see Ideas bank page 172).
Olivia Hi, Lucius! I was bored at home.
Lucius Hi, Olivia! I’m happy you’re here! Let’s go to Further practice
the market. Teacher’s Resource Material: Unit 3 Lesson 6 Reinforcement and
Extension worksheets. Unit 3 Word skills worksheet.
ANSWERS
a 2 b 1 c 3
Lesson 7: Song & Skills
2 Complete the sentences with was, wasn’t, were or
weren’t. Language
• The children read and complete the sentences with the Revised: Adjectives; Places around town; Past simple:
correct form of the verb to be. to be I / He / She was / wasn’t (excited). We / You / They
ANSWERS
were / weren’t (happy). There was (lots to do). There were
1 was, were 2 was, was 3 weren’t, were 4 were, (museums).
wasn’t 5 were 6 weren’t, was Core sound: /θ/ thirsty, thirty, three, Thursday /ð/ father,
mother, there
3 Write sentences with was, wasn’t, were or weren’t. Other: all aboard, day trip
• The children use the prompts to write two sentences
using was / wasn’t / were / weren’t. Starting the lesson (optional)
ANSWERS • Play Error correction to review the unit vocabulary (see
1 Carla was at the supermarket last weekend. She was Ideas bank page 171).
bored.
2 Paul and Susan were at the museum yesterday. They Classroom Presentation Tool (CPT)
were excited.
3 Adrian was at the hospital last week. He wasn’t worried. 1 Watch.
4 Anna and Tom were at the shopping centre on • The children watch and listen to Jack, Lisa and Alfie
Saturday. They weren’t happy. introduce their next song. Ask What’s the song about? Take
5 My parents were at the theatre last weekend. They were ideas from the class before you watch (It’s about London).
scared.
6 We were at the town hall yesterday. We were friendly.
Unit 3 99
Transcript COMPETENCES FOR 21ST CENTURY LEARNING:
Alfie Hi. How are you? Are you enjoying listening to our Learning to Learn
songs? Practising functional language in class using an exam
Lisa Today’s song is a really good one! practice activity helps to prepare children for this type of
Jack It’s about London. You might know some of the places. test context and reminds them of the importance of using
the target language.
Class Book page 35
2 Read the song. How do they feel about visiting English at home
London? Listen and check. w 2.11 • Encourage the children to say the tongue twister to their
• Ask the class to read the song silently and write how Alfie, family.
Lisa and Jack feel about visiting London. Ask them to
compare their answer with a partner. Classroom Presentation Tool (CPT)
• Play the song for the children to listen again and check.
Pronunciation: game
They tick their answers when they hear them.
• See instructions for Phonics matching on page 164.
ANSWERS
happy, excited / They loved every minute of it. Activity Book page 34
3 Sing. Do you like the song? Use these 1 Listen. Read and complete to make new
words. w 2.11 verses. w 2.11
• See notes on page 68. • Play the song for the children to listen and sing.
4 Listen and repeat. w 2.12 • The children complete the missing information in the
• Refer the children to the pronunciation box. Point to song using the words in the word bank to make their own
the two sounds and say them. Write them on the board. invented verses. Remind them to think about if they need
Tell the children these are two ways of pronouncing the to use an adjective or a noun. Put the children into pairs to
letters th. Focus on the difference between the sounds. sing or read their verses.
Ask the children to place a hand to their throat to feel the 2 Listen to the tongue twister and underline the /θ/
difference. /θ/ is soft and unvoiced so they shouldn’t feel
sounds and circle the /ð/ sounds. w 2.12
anything on their throat. /ð/ is harder and voiced so they
should feel a hum or a vibration. • Play the audio for the children to listen to the tongue
twister again. They underline the words with the /θ/ sound
• Play the audio for the children to listen and repeat the
and circle the words with the /ð/ sound.
words. Write the words on the board. Point to the words in
a random order for children to read and say. • In a less confident class, pause the tongue twister after
5 Listen and repeat the tongue twister. w 2.13 sounds.
• See notes on page 68. ANSWERS
/θ/ sounds: thirty, thirsty, three thirty, Thursday
Exam practice AB pages 93–94 /ð/ sounds: father, mother, there
6 Work in pairs. Complete your speaking 3 Write more words with the /θ/ and the /ð/ sounds.
cards. Play. • Ask the children to think of and write more words with
• Show the class the cut-out card and tell them to turn to these sounds in the correct columns. They may use their
pages 93–94 in their Activity Books and cut out the top Class Book for ideas.
cut out the bottom card. Extra
• Put the children into pairs. One child is A and the other • Challenge fast finishers to say the tongue twister as fast
is B. Ask the children to look at side A or B on their card and as accurately as they can, in pairs.
and look at what they can see. Explain that they both
have different information. A will tell B what they did on a
particular day and how they felt. B listens and writes the • Play First sounds (see Ideas bank page 172).
day of the week and circles the feeling. They then reverse ASSESSMENT OPPORTUNITIES:
roles. Do an example with a confident child, if necessary.
The speaking cards activity is an opportunity to assess the
• Refer the class to the two children at the bottom of the children’s speaking development. Assessment grid and
Class Book page and read the speech bubble. Remind the notes in the Teacher’s Resource Material.
children of the structure they are using. They take turns
asking a question to find the 4 differences in the pictures. Further practice
Monitor, praise and help throughout. Karaoke version of song available.
100 Unit 3
Lesson 8: Language review & lots of cars in the square. 5 No, she was worried and
excited. 6 Yes, it was. It was fantastic!
Communication
3 Look at the pictures for 1 minute. Cover and say.
Language • Tell the children they have 1 minute to look at the five
Core: Can I have two tickets for Spiderman, please? Yes, of pictures and think about the places and feelings they can
course. When do you want to go? see. Set a timer.
Revised: Adjectives; Places around town; last week(end), • Ask the children to close their books or cover the pictures
yesterday; Past simple: to be I / He / She was / wasn’t with their notebooks. Put the children into pairs to
(excited). We / You / They were / weren’t (at the cinema). take turns saying a place they can remember for their
Other: Prices; Times; late partner to say the correct adjective. Monitor and praise
throughout.
Starting the lesson (optional) ANSWERS
• Play Toss a word to review the unit vocabulary (see Ideas museum – happy, theatre – scared, post office – bored,
bank page 171). square – worried, town hall – excited

Class Book page 36 Linguistic competence
1 Listen to Jack and his friends. Which 5 places do Using images to review and recycle language helps
they mention? w 2.14 children give it context and provides the children with a
memorable activity.
• Ask the children to read the words in the word bank. Play
the audio for them to listen and write the five places they
hear mentioned in their notebooks. 4 Look at the pictures in Activity 3 again. Read
and say.
Transcript • Remind the class which pronouns we use was / were with
Lisa Hello, Jack! How are you? So, do you like living in this and what the negative forms are. Read the first sentence
new town? and elicit the answer. Explain that we can use the verb to
Jack Yes, I do. It’s great! There are so many places to see be in the past to talk about where we were, as well as how
and so many things to do. I think my favourite place is the we felt (She was at the museum). Point out how we use at
museum. + the + place.
Alfie Really? Why do you like it?
• Put the children into pairs. They look at the pictures in
Jack Because it’s so interesting. Yesterday I was bored at
Activity 3 and take turns saying the completed sentences
home so I went to the museum. How about you? How was
for each picture using the correct form of the verb to be.
your weekend?
Alfie It was really good, thanks. I was at the shopping centre ANSWERS
on Saturday – I’ve got a new tennis racket! What about 1 She was at the museum. She wasn’t at the library.
you, Lisa? 2 They were scared. They weren’t happy.
Lisa My weekend was amazing! It was my birthday so there 3 He was at the post office. He wasn’t friendly.
was a special trip for me to the theatre. We were nearly late 4 He was worried. He wasn’t with a friend.
for the play though because there were so many cars in the 5 They weren’t bored. They were excited.
square.
Jack Oh, no! Why? Classroom Presentation Tool (CPT)
Lisa Oh, there was a concert at the town hall.
Jack Were you worried? 5 Watch. Do the role-play with your friend.
Lisa Yes, we were worried, but I was really excited about Go to page 77.
going to the theatre, too. • The children watch the role-play. Ask What are they talking
Jack How was the play? about? (Buying tickets for a film). Elicit the questions they
Lisa It was fantastic! I want to go and see it again! ask: Can I have two tickets for Spiderman, please? When do
you want to go? Then elicit the answers and the price of
ANSWERS
the tickets.
a museum, a shopping centre, a theatre, a square,
a town hall Transcript
Lisa Can I have two tickets for Spiderman, please?
2 Listen again. Read and answer. w 2.14
Assistant Of course. When do you want to go?
• Read the questions and ask the children to consider the Lisa On Friday at six thirty, please.
possible answers. Assistant OK. That’s £14.20.
• Play the audio again for the children to listen and write Lisa Here you are.
the missing words in their notebooks. Check in pairs Assistant Thank you. Here are your tickets.
before feeding back. Lisa Thanks.
ANSWERS
1 He was at the museum. 2 He was at the shopping
centre. 3 It was her birthday. 4 Because there were
Unit 3 101
Class Book page 77 3 Where was Vicky last week? Listen and draw a
line from the day to the correct picture. There is
Conversation card 3 1 example. w 2.15
• Tell the children to turn to page 77 in their Class Book and • Look at the different places Vicky visited last week with
look at Conversation card 3. Read the aims together as a the class and point out the example answer. Children
class and point out the language the children will need for listen and draw a line from the day of the week to the
the role-play. Follow the instructions on the page: correct place. They will not hear the days of the week in
• 1 Read the Language tip as a class and practise saying sequential order.
the times. Put the children into pairs. They take turns
buying tickets at the cinema / theatre, choosing the Transcript
missing information from the words in the coloured word Adult Hello, Vicky. Where were you on Monday?
banks. Remind the children how we say prices and times. Vicky I was at the theatre.
Monitor, help and praise throughout. Adult That sounds good.
• 2 Read the question and ask and answer it around the Vicky Yes, it was. I was very excited.
class. Narrator Can you see the line? This is an example. Now you
listen and draw lines.
• 3 Invite 2–3 confident pairs to act out their role-play in
Adult Were you at the theatre on Thursday, too?
front of the class. Remember who acted out this time, so
Vicky No, I wasn’t. I was at the town hall on Thursday. My
mum works at the town hall.
Let’s compare culture Adult Was it fun?
Vicky Yes. People in the town hall are very friendly.
• Read the statement and check understanding. Discuss
Adult And where were you on Tuesday?
with the class what they call the place where they buy
Vicky On Tuesday I was at the shopping centre.
tickets in their language. How do they buy tickets for the
Adult Were you there with your friends?
cinema or the theatre? Do they go to a box office, do they
Vicky No, I was with my parents and I was bored.
buy them from a machine or can they be bought online?
Adult Now tell me something about your weekend.
Vicky On Saturday I was at the museum.
Class Book page 36 Adult Great!
Star question (optional) Vicky Yes! There was an exhibition about old cars.
Adult And what about Sunday?
• The children use language from the unit to write about a
Vicky On Sunday I was at the sports centre.
town they visited in the past. They consider which places
Adult I love sports centres.
there were and weren’t and how they felt there.
Vicky Me, too. I was very happy there. I love playing
badminton. It’s so exciting.
Classroom Presentation Tool (CPT) Adult Where were you on Wednesday?
Grammar and vocabulary review: game Vicky On Wednesday I was at the library.
Adult Alone?
• See instructions for Three in a row on page 164. Vicky No, I was with my friend, Harry.
Activity Book page 35 ANSWERS
Picture 1 – Thursday, Picture 2 – Sunday,
1 Order the words to make sentences. Picture 3 – Saturday, Picture 4 – Tuesday,
ANSWERS
Picture 5 – Monday, Picture 6 - Wednesday
1 There was a dinosaur in the museum. Ending the lesson (optional)
2 There weren’t any trains at the train station.
3 There were lots of books in the hospital.
• Play True or false? (see Ideas bank page 169).
4 There wasn’t a hotel next to the post office. ASSESSMENT OPPORTUNITIES:
2 Look at Activity 1 again. Read and write the The Conversation card is an opportunity to assess the
number. Write the sentences in the past. children’s speaking development. Assessment grid and
notes in the Teacher’s Resource Material.
• The children match the sentences in the present simple
to the situations in Activity 1 and write the number in the
box. Then they write the sentences again changing them
to the past simple.
ANSWERS
a She wasn’t at the hotel. She was at the post office.
She was worried. 4
b They were at the museum. They weren’t scared. 1
c He was at the hospital. He wasn’t bored. He was
happy. 3
d They were at the train station. They weren’t excited.
They were bored. 2
102 Unit 3
Lesson 9: Think, do & review: • Ask the children what they remember about Jack’s town
from his interview with Rob.
My project • Tell the class to read Jack’s report and see if the
information they remembered was correct.
Language
• Play the audio for the children to listen and read. Tell
Revised: Adjectives; Places around town; Time
children that there are three mistakes in the text they will
expressions; Past simple to be: There was / wasn’t
(a hotel). There were / weren’t any (shopping centre). I / He /
notebooks.
She was / wasn’t (excited). We / You / They were / weren’t
(at the cinema). Transcript
Other: author, label, report My town: past and present by Jack
My town is called Eastcastle. It’s a small town in the south of
Starting the lesson (optional) w 2.11 the UK. There are old and new buildings in Eastcastle.
There’s a new theatre on George Road, near the square. It’s a
• Sing the song from Lesson 7 again.
beautiful modern building. It’s only ten years old. There was
a hotel there before.
Class Book page 37 Twenty years ago there was a school in George Street. My
1 Listen to Jack’s interview. Which 7 places do you grandpa was a teacher there when he was young. Now it’s a
hear? w 2.16 post office.
My dad works in Bella Vita restaurant on London Road.
• Explain to the class that today they’re going to look at Before it was a restaurant, it was a library. It’s my favourite
Jack’s project. Read Jack’s speech bubble at the top of the
building in Eastcastle because I love the food!
page. Explain that before Jack wrote his presentation he
interviewed Rob. ANSWERS
• Ask the children to read the words in the word bank. Play The new theatre is on Castle Road, not George Road.
the audio for them to listen and write the seven places The new theatre is only six years old, not ten.
they hear mentioned in their notebooks. Jack’s uncle works in the restaurant, not his dad.
Transcript 3 Ask and answer.

Jack Today, I’m interviewing Rob Jenkins. He works at the • Put the children into pairs to ask and answer the questions
town museum. Hello, Rob. Thanks for talking to me today. about Jack’s report. Remind the class of the expressions
Rob Hello, Jack! It’s a pleasure. of opinion they know and encourage them to give their
Jack I’ve got lots of questions for you about our town for my opinion to answer question 3 using I think it’s …
History report. Firstly, was there always a theatre in the town? ANSWERS
Rob No, there wasn’t. The theatre is quite modern. It’s only 1 My town: past and present 2 There was a hotel on
six years old. Before that, there was a hotel there. Castle Road. There was a school in George Street. His
Jack Oh, really? And what about a library? Was there always a grandpa was a teacher there. The Bella Vita restaurant was
library here? a library 3 Children’s own answers
Rob Well, yes there was a library but it wasn’t where it is
now. It was in a different place. Do you know the Bella Vita COMPETENCES FOR 21ST CENTURY LEARNING:
restaurant on London Road? Linguistic competence
Jack Oh, yes! My uncle works there! Prompting the children to think about the context for
Rob Really? Well, that was the old library before it was a different text types and what information they might
restaurant. contain helps the children to prepare for their own
Jack How interesting! Now I’ve got a question about schools. project, by developing their ability to organise a text, and
I go to a school in a different town because there isn’t a research and put together a coherent project.
school here. But my grandpa says he was a teacher in a
school in our town when he was young. Can you tell me Learn to learn
where the school was in the past?
Rob Yes, there was a school here twenty years ago. It was in
• Refer the children to the Learn to learn box. Ask them to
find the time expressions used in Jack’s report. Encourage
George Street, but it’s now the post office.
the children to use similar information in their project.
Jack How fascinating! Well, it was really interesting talking
to you, Rob. I think I’ve got lots of information for my History 4 Prepare your project. Then write your
report now. Thank you! project AB pages 36–37
ANSWERS • See Activity Book notes below.
a museum, a theatre, a hotel, a library, a restaurant, a
school, a post office English at home
2 Read Jack’s report. Listen and find take them home to show and tell to their family.
3 mistakes. w 2.17
• Ask the class where we find reports (In newspapers,
magazines, and on websites.).
Unit 3 103
Activity Book pages 36–37
1 Think of the places in your town or city now and
in the past. Complete the mind map.
to the mind map and tell the children to think and write
places that were in their town or city in the past and what is
in their town or city in the present. The children may work
in pairs or individually. Feed back ideas from the class.
2 Read the project checklist and tick f for you.

Learn to learn.
3 Complete the research questions. Research and
write the answers.
• Look at Jack’s tip and ask the class to think about how
they will research their project. Encourage the children
to think about what information they can find on the
internet and what questions they might want to ask
their family and friends to find interesting information
about their town or city’s past. Remind them about the
questions Jack asked in his interview, e.g. Was there
always a … here?
• The children use the internet or talk to friends and family
to find out information about their town. They answer
the questions to help them direct their research and find
useful and interesting information about their town.

pages 167–172).

104 Unit 3
Unit 3 105
Unit 4 At the job fair
Lesson 1: Vocabulary Transcript

1 a musician 2 a computer programmer 3 a journalist
Language 4 a gardener 5 an engineer 6 a scientist 7 a cook
Core: artist, computer programmer, cook, engineer, 8 an artist 9 a police officer 10 a firefighter
firefighter, gardener, journalist, musician, police officer, OPTION:
scientist
Revised: Past simple to be (was) This was the person with the flashcards on the board and ask the class to say the
…, Was he / she with …? Yes, he / she was. No, he / she words with you. Choose a game from the Ideas bank on
wasn’t. She’s got (short, brown) hair pages 167–172.
Other: goggles, inside, jobs, lab, microphone, outside, plant
3 Listen and say. w 2.19
Starting the lesson (optional) • The children listen to the description of each job and say
• Play Ladders in teams to review jobs the children know the number of the photo it corresponds to on the Class
(see Ideas bank page 171). Book pages. Play the audio, pausing before the number is
• Talk about what jobs the children’s family and friends revealed. Continue the audio to check.
do, in the children’s own language and English. Ask the
children What’s my job? (A teacher.) What does your mum / Transcript
dad / friend’s mum do? Would you like to be a (doctor)? Why / 1 She plays the guitar. She’s a musician. … One
Why not? Do you think it’s important to have a job you love or 2 She works with plants. She’s a gardener. … Four
that you earn a lot of money from? 3 You can see her on television. She’s a journalist. … Three
• Point to the Unit aim box on the Class Book page and read 4 She works with paints and pencils. She’s an artist… Eight
the aim together. 5 He writes computer programmes. He’s a computer
programmer. … Two
6 She wears a black and yellow uniform. She’s a police
CPT, Classroom Resource Pack officer. … Nine
Unit introduction: 1 Watch. 7 He works in a lab. He’s a scientist. … Six
• Watch the video. Ask the children questions about the 8 He wears a red helmet. He’s a firefighter. … Ten
clip, in the children’s own language: What’s happening at 9 He works in a kitchen. He’s a cook. … Seven
Jack’s school today? (A job fair.) What is a job fair? (People 10 She works outside and inside. She’s an engineer. … Five
come and talk about their jobs.) Is Jack excited to go? (Yes, COMPETENCES FOR 21ST CENTURY LEARNING:
he is.) Linguistic competence
Transcript Presenting the language of the lesson through a listening
Mum Jack! Are you ready for school? activity enables the children to hear the language
Jack Yes, Mum. Here I am. pronounced naturally in a meaningful sentence. This
Mum Wow! That was quick. develops their listening and speaking skills.
Jack There’s a job fair at school today. Lots of people are
coming to talk to us about their jobs. I can’t wait! 4 Read and say the job.
Mum OK. Off you go. Have a good day! • Tell the class they are going to try and remember the
Jack Bye! people and jobs from the job fair. Check comprehension
of any new or difficult words in sentences 1–10.
• Ask the class to cover the picture on pages 38–39, read
• Show the flashcards one by one to introduce the new the descriptions 1–10 and say which job it is. Do this as a
vocabulary. Repeat several times, encouraging the class or put the children into pairs.
ANSWERS
Class Book page 38 1 the musician 2 the engineer 3 the firefighter
4 the computer programmer 5 the artist
2 Listen and repeat. w 2.18 6 the journalist 7 the police officer 8 the gardener
• Focus the children on the photo display of the job fair. Talk 9 the cook 10 the scientist
about what the children can see Where’s Jack? Can you see OPTION:
Alfie and Lisa? What food can you see? What instruments can
you see? In a less confident class, do this activity with the pictures
uncovered, rather than from memory.
• Play the audio for the children to listen and repeat.
106 Unit 4
ANSWERS
EXTENSION:
1 gardener 2 artist 3 musician 4 engineer
In a more confident class, look at the new words in the 5 journalist 6 police officer 7 cook 8 firefighter
word bank. Put children into pairs to point to a word for 9 scientist 10 programmer
their partner to match to a job. Alternatively, play a game
from the Ideas bank using the wordcards. 2 Cover and play Point and spell. Check with
your friend.
5 Ask and answer. • See notes on page 60.
• Read the conversation in the speech bubbles. Put the
children into pairs to take turns describing a person and 3 Choose and mime 3 jobs. Ask and answer. Write
guessing the job of the person they were with. Monitor, sentences about what your friend was.
help and praise throughout. • Read the conversation in the speech bubbles and remind
• Remind the class to use He’s / She’s got and the order of the children to use the past simple with was.
adjectives when we talk about appearance and point out • Put the children into pairs and ask them to each choose
that here we are talking about the past so we use was. three jobs to act out for their partner to guess.
• The children write sentences about the three jobs their
OPTION: partner mimed. Ask the children to check their work
Review words to describe people (e.g glasses, fair hair, in pairs.
long hair, etc.) before the children ask and answer.
Extra
Star question (optional) • Fast finishers write about their family member’s jobs using
the past and present tenses in their notebooks.
• Say My brother is (a cook) and my mother is (an artist).
Ask the Star question encouraging the children to use Ending the lesson (optional)
the structure. In a more confident class, encourage the
• Play Memory chain (see Ideas bank page 169). Make
children to say more about what they do in that job, if
sentences about jobs with the past simple of to be, e.g.
they can e.g. She paints pictures.
I was a doctor. I was a doctor and an engineer, etc.
CULTURE NOTE: Jobs in the UK Further practice
Jobs in the UK have changed a lot over the years with the Teacher’s Resource Material: Unit 4 Word skills worksheet.
developments in technology. In the UK, there are large
aerospace technology companies and in school children
can learn how to send people into space and design Lesson 2: Grammar &
rockets. Music and cultural jobs, such as artists, potters, Communication
designers, actors and writers are popular. Some people
are lucky enough to work in a job they enjoy over one Language
which pays them a lot of money and young people often Core: Past simple regular verbs: Affirmative and negative;
take on voluntary roles or do internships to gain work I talked to an engineer. He listened to the gardener. We didn’t
experience. There are some rather unusual jobs in the UK, play the guitar.
too. The Tower of London employs a Ravenmaster who Revised: Jobs; dangerous, safe
looks after the birds and ensures they don’t fly away. And
Other: design, news channel
how about becoming the Queen’s personal piper – if you
know how to play the bagpipes!
Jack’s question • Play Mime it to review jobs (see Ideas bank page 169). Play
in teams or in pairs.
• Point to Jack’s question and read it aloud. Say I want to
be (a teacher) when I’m older. Ask the question around • Talk about the jobs from Lesson 1 in the children’s own
the class encouraging the children to answer using the language. What does a fire fighter do? What does an
structure and jobs. Help with job words they don’t know engineer do? Would you like to play on stage with a band? Is
in English. that job dangerous or safe? Why is that job important?
Classroom Presentation Tool (CPT) Class Book page 39

Vocabulary practice: game 1 Read and listen. Who did Jack talk to first? w 2.20
• See instructions for Image matching on page 163. • Tell the children to read and listen to Jack’s article about
the job fair yesterday. Ask them to listen and find out who
Jack talked to first.
• Play the audio for the children to listen and read. Feed
1 Look and find. Write the 10 jobs. back the answer from the class.
• The children find the jobs in the word search and write ANSWER
them below pictures 1–10. He talked to an engineer first.
Unit 4 107
2 Read and learn. Say the sentences. ANSWERS
• Ask the class What was Jack’s article about? (The job fair.) Jack: visited a museum, listened to music, played
Was his article about the past or the present? (The past. The basketball
job fair was yesterday.) Alfie: played the guitar, phoned his friends, watched TV
1 visited, didn’t watch 2 listened to music, played, didn’t
• Refer the children to the All about grammar box. Look at
phone 3 didn’t play, played 4 phoned, didn’t visit
the verbs and explain that these are actions in the past
using the past simple. Point out the form of regular past 2 What are the grammar rules? Complete the
simple verbs in the affirmative with –ed. Point out the chart.
form of regular past simple verbs in the negative and the
use of didn’t + infinitive. Point out that the form of the verb
• Tell the children to look at the chart and think about the
grammar they have just learnt.
is the same for all pronouns.
• Remind the class that they already know the past simple
• Refer them to the column headings and ask them to
complete them for each of the verbs.
form of the verb to be. To be is an irregular verb: am / is /
are become was / were. • The children may work individually or in pairs to complete
the chart. The children check their answers in pairs before
feedback. Check they understand when we add –ed to a
sentences about what Jack did or didn’t do yesterday in
verb and when we add only –d (When the verb ends in e,
the using the grammar box for support. Monitor, help and
e.g. liked).
praise throughout.
ANSWERS
OPTION: watch: watched /didn’t watch
Ask fast finishers to find other examples of regular verbs in like: liked / didn’t like
the past simple in Jack’s article. play: played / didn’t play
phone: phoned / didn’t phone
3 Play Who was it? listen: listened / didn’t listen
visit: visited / didn’t visit
• Point to the table and read the actions and character’s
names. Read the conversation in the speech bubbles and 3 Complete the sentences with affirmative verbs in
tell the class the children are using past simple regular the past. Write the negative sentences.
verbs to describe a person in the table.
• Ask the children to complete the affirmative sentences
• Put the children into pairs to play What was it? They take with the correct form of the verb. Check in pairs before
turns describing a person by saying what they did or feeding back.
didn’t do for their partner to guess. Refer them to the
• Ask the children to write the negative sentences using the
grammar box and the model conversation for support.
affirmative sentences for support. Feed back answers from
Monitor and help throughout.
the class.
COMPETENCES FOR 21ST CENTURY LEARNING: ANSWERS
Linguistic competence 1 liked / I didn’t like my breakfast this morning.
Practising the language in a semi-controlled speaking 2 watched / We didn’t watch a film on Saturday.
activity allows the children to use the grammar in a fun 3 played / They didn’t play football on Sunday.
and supportive context. This develops their ability to 4 phoned / He didn’t phone his cousin last night.
communicate effectively in English. 5 visited / You didn’t visit an art gallery last week.
6 listened / She didn’t listen to a famous musician
yesterday.
Vocabulary and grammar practice: game
to help you.
• See instructions for Sentence spin on page 165. • Read the conversation in the speech bubbles at the
bottom of the page. The children take turns describing an
Activity Book page 39 action from Activity 1 for their partner to guess if it was
1 Listen and tick f the activities. Listen again and Jack or Alfie.
complete. w 2.21
• The children listen and tick the activities that Jack and All about grammar page 84
Alfie did. 1 Read and complete using the correct form of
• Play the audio again for them to complete the sentences the verb.
using a verb in the past simple affirmative or negative. • Review with the class how we form the past simple with
regular verbs and when we use it. Clarify in the children’s
Transcript
own language if necessary.
Last Saturday Jack visited a museum. He didn’t watch TV.
Last Sunday Jack listened to music and he played basketball. • Refer the children to the Look box to clarify the form.
He didn’t phone his friends. Remind them we add –d to verbs that already end in e.
Last Saturday Alfie didn’t play basketball. He played the guitar.
Last Sunday Alfie phoned his friends and he watched TV.
He didn’t visit a museum.
108 Unit 4
• The children look at the picture and complete the diary predictions. Ask the class to tell you what they know
entry using the correct past simple form of the verb in about the bridges.
brackets. • 2nd viewing: Watch the video again and answer the
ANSWERS comprehension task at the end of the film.
1 visited 2 watched 3 painted 4 talked 5 listened Note: Use the Culture and Communication worksheet with
6 didn’t ask 7 played 8 didn’t like the video.
2 Look and complete using the past simple Transcript

affirmative and negative. Jack The engineer at the job fair was really interesting. He
• The children use the pictures and question prompts to talked about how people design and build things, and we
complete the sentences. designed a bridge. Now let’s find out about other landmarks.
Culture film:
ANSWERS This is one of Britain’s oldest landmarks. It’s called
1 didn’t play, played 2 didn’t design, designed Stonehenge. It’s about five thousand years old. It’s very big
3 didn’t talk, talked 4 didn’t listen, listened – look how small the people are! Some of the stones come
from Wales, more than 200 kilometres away. We don’t know
3 Write about last weekend. Use the past simple of
how people carried the stones. Maybe they used boats.
the verbs in Activities 1 and 2 to help you.
Two thousand years ago, the Romans ruled Britain. The
• Ask the children to think about what they did last Romans were great engineers. They constructed Hadrian’s
weekend and write 2–3 sentences using the verbs on the Wall in the north of England, which is more than a hundred
page in the past simple. Encourage them to write both kilometres long.
affirmative and negative sentences. The Romans also constructed roads and bridges, including
Ending the lesson (optional) the first London Bridge. It was made of wood. Later, there
were houses on London Bridge. Imagine living on the
• Play Teacher’s mistake to review the grammar and the bridge! This is what London Bridge looks like today. The
vocabulary (see Ideas bank page 168).
modern bridge opened in 1973.
Further practice The most famous bridge in London is Tower Bridge. It
Teacher’s Resource Material: Unit 4 Lesson 2 Reinforcement and opened in 1894. There was a competition to design it. The
Extension worksheets. bridge can open so that boats can pass. It’s very heavy, so it’s
got big machines to open it.
The newest bridge over the River Thames is the Millennium
Lesson 3: Culture & Bridge. It’s a very modern design. You can walk over
Communication the bridge, but you can’t drive a car or ride a bike. The
Millennium Bridge opened in 2000, but when people walked
Language on it, it moved from side to side. The engineers stopped it
Core: He was (French) / an engineer / very intelligent. He’s moving, and it opened again in 2002.
famous for … ANSWER
Revised: Jobs; Nationalities; Past simple regular verbs: London Bridge, Tower bridge and Millennium bridge.
Affirmative and negative; Past simple: to be; bridge, design
Other: balloons, discover, fireworks display, intelligent, CULTURE NOTE: Bristol Balloon Fiesta
train line Bristol is a large city in the South West of England. Every
year in August the Bristol International Balloon Fiesta is
held at Ashton Court Estate. Having started in 1979, it is
now the largest meeting of hot air balloons in Europe.
• Play Who was it? from Lesson 2 again. More than 150 hot air balloons from around the world
• Talk about famous bridges as a class in the children’s own congregate for four days of fun. You can ride in a hot air
language or English. What famous bridges do you know balloon, see the balloons light up during the Night Glow,
around the world? What famous bridges are there in Europe? or simply enjoy the views from the ground, eat, listen to
And in our country? Do we have a famous bridge in our city / music and watch the fireworks display.
town? What jobs help to build bridges? (Engineers, scientists,
builders.)
Class Book page 40
Classroom Presentation Tool (CPT) 2 Read and listen. What’s the name of the bridge
Culture presentation: 1 Watch. What bridges can that Jack visited? Who designed it? w 2.22
you see? • Point to the text message and tell the class that Jack is
• 1 viewing: Watch Jack’s introduction to the culture film
st messaging his friend Helena. Ask them where they think
and ask the children to tell you what the video is about Helena is from (Portugal).
(Landmarks designed by engineers) Make some predictions • Ask the children to look at the photos and say any words
as a class about the question What bridges can you see? they know to describe them (a big bridge, hot air balloons,
• Watch the culture film, stopping before the the Eiffel tower is in Paris, etc.).
comprehension questions, for the children to check their • Play the audio for the children to listen and read. Then
answer the two questions.
Unit 4 109
ANSWERS ANSWERS
The Clifton Suspension Bridge. Brunel. 1 artist 2 engineer 3 musicians 4 visited
5 famous 6 gardeners
3 Think about someone famous from your region.
Make notes. 2 Complete the information about a famous
• Refer the children to the words in the box and check bridge or building in your country or region.
their understanding of the jobs, verbs and adjectives. Ask • Research a famous bridge or building as a class on the
them to think about someone famous from the past who IWB, or allow the children time to search the internet on
discovered or designed something. Brainstorm ideas as a a suitable website. Alternatively, bring a picture of some
class and write them on the board. famous bridges and buildings and brainstorm ideas
• Tell the children to write notes about this person in their for each.
notebooks using the vocabulary and the past simple • The children complete the table using the information
using the verb to be and regular verbs. Monitor and help they have found.
throughout.
3 Complete the text. Use Activities 1 and 2 to
COMPETENCES FOR 21ST CENTURY LEARNING: help you.
Sense of initiative and entrepreneurship • Refer the children to the Language in action! box and how
Thinking and writing about their own culture in English we write sentences about famous people from the past
enables the children to expand their knowledge about and what they did.
that subject while learning to work independently – an • The children use their ideas from Activities 1 and 2 to
important study skill for the children as they grow. complete the text about a bridge or building using the
past simple of regular verbs and to be.
CPT / Class Book page 40 Extra
4 Watch. Discuss what people are famous for. w 2.23 • Fast finishers write two sentences about another famous
• Explain to the class that they are going to watch or listen building or bridge in their country. Ask the children to
to two children talking about a famous person. Watch or check their ideas in pairs, if you have time.
listen.
• Watch or listen again and pause for the children to listen
• Play Roll the dice using pictures of famous buildings
and repeat the conversation. Repeat as necessary.
and bridges, or use the unit flashcards (see Ideas bank
Transcript page 168).
A This is Alexander Graham Bell. He was a scientist and lived Further practice
in the 19th century. Teacher’s Resource Material: Unit 4 Culture & Communication
B Why is he famous? worksheet.
A He’s famous for designing the first telephone.
Language in action! The Language in action! activity is an opportunity to assess
• Refer the class to the Language in action! box and read the children’s speaking development. Assessment grid
through the examples. and notes in the Teacher’s Resource Material.
• When the children are using the language confidently, put
them into pairs or small groups. They take turns to ask and
answer about different famous people from the past using Lesson 4: Cross-curricular (Art)
the Language in action! box for support.
Language
Let’s compare culture Core: abstract, cubist, impressionist, pointillist
• Discuss the culture question in English and in the Revised: Affirmative and negative; Past simple: to be; Past
children’s own language if necessary. Is there a famous simple regular verbs; artist
bridge in your region? Who designed it? Where was he / she
Other: died, dots, Japanese, lines, outdoors, painter,
from? When did he / she design it? Have you visited it? What
painting, portrait, shapes, styles, water lilies, style, represent;
can you do there? Was it similar or different to the bridges in
(Juan Gris) was born in …
Jack and Helena’s messages?
Activity Book page 40 Starting the lesson (optional)

• Play Slow reveal (see Ideas bank page 167). Use 2–3
1 Reorder the letters and make words to complete pictures of famous paintings the children may know,
the dialogue. e.g. Picasso’s Guernica, Da Vinci’s Mona Lisa, Van Gogh’s
• The children read the text message and complete it by Sunflowers.
solving the anagrams. Ask them to read it through once • Ask around the class Which famous artists come from our
first and then read it again and complete. Check in pairs region / country? Do you like their paintings? Why or why
before feeding back. not? Which picture on the board do you like the most? Do you
like portraits (pictures of a person) or landscapes (pictures of
nature)? Would you like to be an artist? Why or why not?
110 Unit 4
Classroom Presentation Tool (CPT) 3 Read again and answer.
• Read questions 1–6 and check the children understand
Cross-curricular presentation: slideshow 1 Watch the key words in the questions. Allow the children time to
and do the Quick quiz. Discuss. read the text again.
• Talk about Lesson 3. Ask the class Who was Jack messaging • The children write their answers in their notebooks. Ask
about bridges? (Helena) Which website did they talk about them to check in pairs before feeding back as a class.
at the end of their message? (Styles of Art) Tell the children
they are going to do a quiz from that website. ANSWERS
1 Impressionist painters like working outdoors.
2 Georges Seurat developed pointillist art.
• Put the children into pairs and pause after each Quick quiz 3 Juan Gris painted Portrait of Picasso.
question for the children to raise their hands and answer. 4 Picasso created cubist art.
Continue the audio to check. 5 Abstract art doesn’t show people, places or things.
6 Abstract artists paint shapes, lines and colours.
Transcript
Artists use different styles of art. Here are some famous COMPETENCES FOR 21ST CENTURY LEARNING:
artists from the 19th and 20th centuries. Claude Monet. Cultural awareness and expression
Georges Seurat. Juan Gris. Wassily Kandinsky. Learning about painters and the history of styles of
Impressionist art: These paintings contain people and art expands the children’s cultural awareness. The
places. Impressionist artists often painted nature. This opportunity to do their own research and find out about
painting is by Claude Monet. other artists consolidates that knowledge while allowing
Pointillist art: These paintings contain small dots of colours. the children to express themselves creatively.
When you stand near the painting, you can see the dots very
clearly. But when you stand far from the painting you can’t WEB SEARCH: Choose one of the styles of art. Find
see them. This painting is by Georges Seurat. another painting in this style. Who painted it?
Cubist art: These paintings contain shapes that represent
people and objects. This painting shows the artist Pablo
• The children use the internet to find out about another
artist that paints in these styles. Put the children into
Picasso. This painting is by Juan Gris.
pairs to use the Cross-curricular worksheet to do their
Abstract art: These paintings contain shapes, lines and
research. Check the instructions and language of the
colours. This painting is by Wassily Kandinsky.
worksheet before the children research.
Quick quiz!
Question 1 a What style of art is this? b What can you see
in the painting? c Do you remember who painted it? Activity Book page 41
a impressionist art b a bridge, water, trees, plants and
flowers c Claude Monet 1 Read and complete the definitions.
Question 2 a What style of art is this? b What can you see • The children read the definitions and choose the correct
in the painting? c Do you remember who painted it? style of art for each one.
a pointillist art b Eiffel Tower, Paris c Georges Seurat
ANSWERS
Question 3 a What style of art is this? b What can you see
1 abstract 2 cubist 3 pointillist 4 impressionist
in the painting? c Do you remember who painted it?
a cubist art b a man, Picasso, an artist c Juan Gris 2 Look at the paintings and write the painting
Question 4 a What style of art is this? b What can you see style. Use Activity 1 to help you.
in the painting? c Do you remember who painted it?
a abstract art b shapes, lines and colours c Wassily
• The children look at paintings 1–3 and write the correct
style from Activity 1 below each title.
Kandinsky
Question 5 Which painting is your favourite? Why? • Ask why they chose each style (e.g. Because it has
cubes / has different colours / is outdoors, etc).
Class Book page 41 ANSWERS
1 cubist 2 impressionist 3 abstract
2 Read and listen. What countries were the artists
from? w 2.24 3 Choose 1 painting from Activity 2 and write
• Play the audio for the children to follow the words in about it.
their books. • Ask the children to complete the paragraph about a
• Ask the children to read the text again and write their painting of their choice from Activity 2. Encourage them
answers in their notebooks. Check in pairs before to explain why they like the painting.
feeding back.
4 Make a cubist portrait. Complete the information
Transcript about your portrait.
See Class Book page 41 for transcript. • Ensure the class have got the materials they need and
ANSWERS
read instructions 1–3. Show the children a completed
Monet and Seurat were from France. Juan Gris was from portrait to demonstrate.
Spain. Kandinsky was from Russia. • The children make their own portrait on a piece of paper
or work in small groups to create a portrait. They choose
Unit 4 111
a title and complete the information about the artist, year • Play the story audio for the children to read and follow in
and style in their Activity Book or on their piece of art. their Class Books.
• Check comprehension: Where was Marie Curie born?
Extra (Warsaw in Poland.) When? (In 1867) What did she want
• Fast finishers create another portrait using a different art to be? (A scientist.) Did she go to university in Poland? (No.
style. Women weren’t allowed to study there.) Where did she
go to university? (In Paris.) What did she and her husband
discover? (Radium, polonium and X-rays.) When did she win
• Play I spy to review colours and jobs (see Ideas bank her Nobel prizes? (1903 and 1911) Were men happy she was
page 168). a professor? (No) What other jobs did Marie have? (She was a
Further practice nurse and a teacher.) Were her children successful, too? (Yes,
Teacher’s Resource Material: Unit 4 Cross-curricular worksheet. they were. Her daughter won a Nobel prize, too.)
Lesson 5: Story & Vocabulary the words in the story. Ask the children what the words
mean, in their own language or in English.
Language
Core: daughter, husband, prize, professor, university, war
• Use the flashcards to review the new words.
Revised: Jobs; Past simple regular verbs: Affirmative and ANSWERS
negative; Past simple: to be; School subjects; Superlative university / universities: frame 2, 5, 8 prize /
adjectives; moustache prizes: frames 5, 6, 8 professor: frames 5, 8 daughter /
Other: biography, brave, chemicals, fiction, inspired, daughters: frames 1, 4, 7, 8 husband: frame 4,
laboratory, Nobel Prize, Poland, professor, the Red Cross, war: frame 7
woman, women, X-rays OPTION:
Review plurals with the children, e.g. university –
Starting the lesson (optional) universities, woman – women, prize – prizes.
• Play two-minute race (see Ideas bank page 171). Start with
the topic Science. ALL ABOUT VALUES: Work hard to make your dreams
come true.
CPT, Classroom Resource Pack Remind the children of who works hard in the story. How
does she work hard? What was her dream? What does she
Vocabulary and grammar review and presentation: achieve? How do her achievements help others? Talk to
story animation the children in their own language about working hard to
achieve your dreams and why it’s important.
1 Watch.
• Tell the children they’re going to watch a story animation 3 Correct the sentences.
with Jack. Pause after Jack’s introduction and ask What’s • Check any words the children may not know. They
the story about? (A biography about famous Scientist, read the story again and correct the sentences in their
Marie Curie.) notebooks. Check in pairs before feeding back.
• With books closed, watch the story. Ask What happens in ANSWERS
the story? (The story is about Marie Curie’s life. She was 1 Marie Curie was a good student.
very intelligent and wanted to be a scientist. The men of 2 She worked as a teacher for five years.
the time thought women weren’t intelligent. She became 3 She worked very hard at university.
the first female professor at the University of Paris and 4 Marie and her husband discovered two chemicals.
won two Nobel Prizes for her work.) 5 Marie Curie won two Nobel Prizes. / Pierre Curie won
one Nobel Prize.
Transcript
6 Marie and Pierre’s granddaughter is a Science professor.
Jack I’m reading a biography about a famous scientist called
Marie Curie. She was an interesting woman. Let’s find out COMPETENCES FOR 21ST CENTURY LEARNING:
about her. Social and civic competence
• See Class Book pages 42–43 for story transcript. Learning about women who have helped to change the
world is an important part of the children’s social and civic
Vocabulary presentation: flashcards (optional) education. Understanding the history of and changes in
• Show the flashcards one by one to introduce the new equal rights helps boys and girls see how important it is to
vocabulary. Repeat several times, encouraging the strive for what they believe in and that they can achieve
children to remember the words. whatever they put their minds to.
Class Book pages 42–43 4 Listen to Jack and his friends. What did you think
2 Read and listen. Find the words in the about the story? w 2.26
biography. w 2.25 • See notes on page 65. Remind the class they can use It
• Point to the photo at the top of the page and ask What type was … to talk about their opinion.
of story is it? (A biography.) What’s her job? (She’s a scientist.)
112 Unit 4
WEB SEARCH: Find out about another Nobel CPT, Classroom Resource Pack
Prize winner. Write 5 facts. Story review and grammar presentation w 1.25
• Put the children into pairs to research a Nobel Prize • Ask the children what they remember from the story: Who
winner on the internet. Choose a child friendly website was in the story? When and where is the story set? Did Marie
before class for children to use. Curie go to university? What did she study? What Jobs did
Marie Curie do? What did she discover? What prize did she
Classroom Presentation Tool (CPT) win? What did she do during the war? How did she inspire her
children? How does she inspire you?
Vocabulary practice: game • Watch (or listen to) the story again to confirm answers.
• See instructions for Snap on page 163.
Vocabulary review: flashcards (optional)
Activity Book page 42 • Show the flashcards one by one to remind the children of
the new vocabulary.
1 Read and complete Lisa and Jack’s review of
the story. Class Book page 44
ANSWERS
1 biography 2 husband 3 professor 4 Prizes
5 daughter 6 war 7 university • Tell the class these are four sentences from the story. There
2 What do you think about the story? Circle a word story on page 42–43 again and find the missing words.
and complete your review. Learn to learn. ANSWERS
• See notes on page 66. 1 went 2 met 3 won 4 became
3 Do you work hard to make your dreams come 2 Beat the clock. How many sentences can you say
true? Circle Yes or No. Write. in 3 minutes?
• The children think about what it means to work hard to • Look at the Review box. Remind the class that they
make your dreams come true and when they do this in already know how to make past simple sentences with
their lives. They read the sentences and circle Yes or No. an irregular verb (to be). Elicit 2–3 affirmative and negative
Invite them to read their score rating. sentences with to be (e.g. She was a teacher. She was born
• The children complete the sentence about how they work in Poland. They were scientists., etc.)
hard to follow their dreams. • Explain that today they will learn how to make sentences
in the past using other irregular verbs. Look at the All
Extra about grammar box as a class. Read the affirmative and
• Fast finishers consider what happens next in the story negative sentences and explain that with irregular verbs in
using the questions as prompts. They write their ideas in the past simple we don’t add –ed to the verb in affirmative
their notebooks. Ask the children to share their ideas with sentences. The form of the verb changes. To form negative
a partner or the class. sentences we use didn’t + verb as we do with regular verbs.
Remind the class that the form of the verb stays the same
Ending the lesson (optional) for all pronouns.
• Play Freeze frame (see Ideas bank page 172). • Put the children into pairs. Ask them to take turns saying
Further practice sentences using the grammar box for support. Ask them
Teacher’s Resource Material: Unit 4 Story playscript worksheet. to count the number of sentences they say in 3 minutes.
Set a timer. Monitor, help and praise throughout. Feed
back some of the sentences from pairs.
Lesson 6: Story, Grammar &
OPTION:
Communication Ask children to look at the past simple irregular verbs
Language and say what they are in the present tense to check
Core: Past simple irregular verbs: Affirmative and understanding.
negative; I went / didn’t go to (Paris), You had / didn’t have
(two daughters), She won / didn’t win a prize, He met / didn’t 3 Read and say in the past.
meet (an artist), We became / didn’t become (professors), • Look at the painting and ask Who is it? (Louis Pasteur) Who
They made / didn’t make (a cake). painted it? (Albert Edelfelt) Ask the class what they know
Revised: Jobs; Past simple: to be; School subjects; Verbs; about these two people from the past.
daughter, husband, prize, professor, university, war • Read the information in the two timelines. Point out that
the verbs that are highlighted are in the present.
Starting the lesson (optional) • Read the example in the speech bubbles as a class. Do
• Play Bingo! to review regular past simple verbs (see Ideas another example if necessary. Put the children into pairs.
bank page 170). They take turns saying a sentence in the past simple
about Louis Pasteur or Albert Edelfelt for their partner to
Unit 4 113
guess the correct person. Remind the children to change ANSWERS
the verbs to the past simple and to use both affirmatives a 5 won b 1 didn’t have c 7 won d 3 met
and negatives. Remind the class that we say, e.g. in 1822 e 6 became f 2 went g 8 didn’t win h 4 had
for dates. Monitor, help and praise throughout. The correct order is: b, f, d, h, a, e, c, g
4 Tell a friend about your family. 3 Write sentences about what you and your family
• Point to the girl at the bottom of the page and read the did last week.
speech bubble. Tell the class she’s talking about her family • The children use the prompts to write sentences about
and what they did in the past. what they and their family did last week. Encourage
• Ask the children to think about their family members, their them to write affirmative and negative sentences. Put the
jobs and school life, their travel and their achievements. children into pairs to check and correct the verb forms
Write the irregular verbs on the board as additional and sentence structure.
support. Put the children into pairs to tell their partner.
Monitor, help and praise throughout. All about grammar page 85
COMPETENCES FOR 21ST CENTURY LEARNING: 1 Look and complete using the correct form of
Linguistic competence the verb.
Allowing children to personalise the language of the unit • Review how we form the past simple with irregular verbs.
will help give it meaning and context. This will enable Remind the class that we need to learn the form of each
them to recall the language in later lessons and develops irregular verb. Clarify in the children’s own language if
their ability to speak more fluently. necessary.
Star question (optional) sentences using a verb from the word bank in the correct
• Ask the children to recall what their partner told them form of the past simple affirmative.
about their family. They write 2–3 sentences about their ANSWERS
partner in their notebooks. Ask them to check with their 1 went 2 became 3 won 4 had 5 met
partner if they remembered correctly.
2 Complete the sentences using the past simple
Classroom Presentation Tool (CPT) negative.
• Ask the children to read the sentences and identify the
Vocabulary and grammar practice: game verb in the affirmative and then complete the sentence
• See instructions for Multiple choice on page 165. with the verb in the negative.
ANSWERS
Activity Book page 43 1 didn’t have 2 didn’t win 3 didn’t make
1 Listen and number the pictures. w 1.27 4 didn’t meet 5 didn’t go
• The children listen to the dialogue from the three story 3 Write sentences using the past simple affirmative
frames and write the numbers 1–3 next to the correct or negative.
pictures.
• The children use the prompts to write sentences in the
Transcript past simple affirmative or negative.
1 Narrator In 1914, World War One started. Marie wanted ANSWERS
to help, so she worked for the Red Cross. She and her 1 I didn’t become a scientist. 2 They made a delicious
daughter, Irène learned to use X-rays. After the war, Marie cake. 3 We went to the job fair. 4 She didn’t meet a
continued to teach and work as a scientist. gardener. 5 He won a big prize.
Marie I think I prefer the laboratory.
2 Narrator In 1903, Marie and Pierre Curie won a Nobel Prize. 4 Write about a good day in the past with your
Marie was the first woman to win. In 1906, she became friends or family.
the first female professor at the University of Paris. • The children write 1–2 sentences about a good day. Ask
Man She can’t be a real professor. She hasn’t got a the children to read their description to a partner and
moustache! work together to correct any errors in their sentence
3 Narrator In 1891, she went to Paris to study Science and structure.
Maths. She worked very hard and was the best student in
her class. Ending the lesson (optional)
ANSWERS
• Play Who was it? using facts about a famous person from
Lessons 4, 5 or 6 (see Ideas bank page 172).
a 2 b 1 c 3
Further practice
2 Complete the sentences with the verb in the Teacher’s Resource Material: Unit 4 Lesson 6 Reinforcement and
past. Order the sentences. Extension worksheets. Unit 4 Word skills worksheet.
• The children read and complete the sentences with the
correct past simple form of the verb in brackets. They
number them in the correct order from the story.
114 Unit 4
Lesson 7: Song & Skills COMPETENCES FOR 21ST CENTURY LEARNING:
Language Making children aware of the phonetic symbols and
Revised: Affirmative and negative; Comparative and sounds of English helps them to identify and record
superlative adjectives; Jobs; Past simple regular / irregular different sounds. Identifying and practising the weak
verbs; daughter, husband, prize, professor, university, war schwa sound (/ə/) that is so prevalent in English will help
Core sound: /ə/ actor, theatre, sister, professor, letters /ɜː/ the children to improve their fluency and pronunciation.
works, her, worst, Shirley
Other: humanity 5 Listen and repeat the tongue twister. w 2.30
• Play Word race to review the unit vocabulary (see Ideas Exam practice AB pages 93–94
bank page 170).
6 Work in pairs. Complete your speaking cards.
Play.
• Show the class a cut-out card and tell them to turn to
1 Watch. pages 93–94 in their Activity Books and cut out the
• The children watch and listen to Jack and Lisa introduce bottom card for Unit 4 along the dashed lines.
another song. Ask What’s the song about? Take ideas from • Put the children into pairs. One child is A and the other
the class before you watch (Famous people from history.) is B. Ask the children to look at side A or B on their card.
Explain that they both have different information. A will
Transcript say a grid reference and what they did using the past
Lisa Hi, it’s Lisa here. Did you like our last song? simple. B listens and write the name of the job on their
Jack This song is even better than the last one! It’s about side of the card. B then tells A what they did. Do an
famous people from history. example with a confident child, if necessary. After they
Lisa We’re so happy you’re watching our video channel. have both spoken, they tell each other the odd ones out
in their rows.
Class Book page 45 • Refer the class to the two children at the bottom of the
Class Book page and read the speech bubble. Remind the
2 Read the song. What do Jack and Lisa want to
children of the structure they are using. Monitor, praise
do? Listen and check. w 2.28
and help throughout.
• Ask the class to read the song silently and write what Jack
and Lisa want to do. Ask them to compare their answer English at home
with a partner. • Encourage the children to say the tongue twister to their
• Play the song for the children to listen again and check. family.
They tick their answers when they hear them.
• The children read the song and write the jobs they hear Classroom Presentation Tool (CPT)
Lisa and Jack say they want to do in their notebooks.
Check in pairs. Pronunciation: game
• Play the song for the children to listen and check their • See instructions for Phonics matching on page 164.
ideas. They tick their answers when they hear them.
ANSWERS
Jack wants to be an artist. Lisa wants to be a scientist. 1 Read and circle the correct word. Listen and
check. w 2.28
3 Sing. Do you like the song? Use these
words. w 2.28 • Play the song for the children to listen and sing.
• See notes on page 68. • The children circle the correct option in the song.
ANSWERS
4 Listen and repeat. w 2.29 1 best 2 milk 3 artist 4 scientist 5 won
• Refer the children to the pronunciation box. Point to the 6 husband 7 scientist
two sounds and say them. Write them on the board and
drill the sounds with the class. Write a word under each as 2 Listen to the tongue twister and underline the /ə/
an example of the sound, e.g. sister and her. Focus on the sounds and circle the /ɜː/ sounds. w 2.30
differentiation of the sounds. /ə/ is a weak vowel sound • Play the audio for the children to listen to the tongue
while /ɜː/ is a longer vowel sound. twister again. They underline the words with the /ə/ sound
• Write the words under each sound. Play the audio for the and circle the words with the /ɜː/ sound.
children to listen to the words. Play it again for them to ANSWERS
repeat. Point to the words on the board in a random order /ə/ sounds: actor, theatre, sister, professor, letters
for the children to read and say. /ɜː/ sounds: Shirley, works, her
Unit 4 115
3 Write more words with the /ə/ and the /ɜː/ Jack’s mum Do you still want to be a journalist?
sounds. Jack Yes, I do!
• Ask the children to think of and write more words with Jack’s mum What does Alfie want to do?
these sounds in the correct columns. They may use their Jack He wants to be a cook.
Class Book for ideas. Jack’s mum And was there a cook at the job fair?
Jack Yes, there was. He made pizzas for our lunch!
Extra ANSWERS
• Challenge fast finishers to say the tongue twister as fast a gardener, a computer programmer, an engineer, a
and as accurately as they can, in pairs. journalist, a cook
Ending the lesson (optional) 2 Listen again. Read and write the missing
• Play Find someone who … (see Ideas bank page 171). Use words. w 2.31
Find someone who wants to be … • Ask the children to read the sentences and consider the
possible answers. What type of words are they?
The speaking cards activity is an opportunity to assess the • Play the audio again for the children to listen and write
children’s speaking development. Assessment grid and the missing words in their notebooks. Check in pairs
notes in the Teacher’s Resource Material. before feeding back.
ANSWERS
Further practice 1 go 2 talked 3 met 4 went 5 made
Karaoke version of song available.
Lesson 8: Language review & Asking children to consider the missing words before they
Communication answer is a useful study skill. It also develops the children’s
ability to listen for specific information.
Language
Core: Could I borrow your (notebook), please? Yes, of course. 3 Lisa talked to 2 people at the job fair and made
I need it back (tomorrow). Help yourself. notes. Look and say.
Revised: Jobs; Past simple regular / irregular verbs: • Ask the children to look at the notes Lisa made in the
Affirmative and negative; daughter, husband, prize, table. Ask Who did she talk to? (A journalist and a musician.)
professor, university, war What did she ask them about? (School, university, after
university.) Read the example in the speech bubbles.
Starting the lesson (optional) • Put the children into pairs. They take turns giving
information from Lisa’s table for their partner to guess the
• Play Jumping the line to review the unit language (see
job. Monitor and praise throughout.
Ideas bank page 167). Tell the class to listen for errors in
both the vocabulary and the grammar. 4 Read the article and say the verbs in the past
simple.
Class Book page 46 • Remind the class we use the past simple to talk about
1 Listen to Jack and his mum. Which 5 jobs do they actions which started and finished in the past. Verbs
mention? w 2.31 may be regular or irregular. Check understanding of how
we form past simple regular and irregular verbs in the
• Ask the children to read the words in the word bank. Play affirmative and negative.
the audio for them to listen and write the five jobs they
hear mentioned in their notebooks. • Ask the children to read the article to themselves and say
the verbs in the past simple. Put the children into pairs to
Transcript read together and check their ideas.
Jack’s mum Hello, Jack! How was your day? ANSWERS
Jack It was great. I didn’t go to lessons because there was a 1 painted 2 made 3 studied 4 worked
job fair at school. 5 painted 6 won
Jack’s mum Oh, that sounds good.
Jack It was. There were lots of different people – a gardener, Classroom Presentation Tool (CPT)
a computer programmer, an engineer – and we talked to
them about their jobs. 5 Watch. Do the role-play with your friend. Go to
Jack’s mum How interesting! Did you talk to the engineer? page 78.
Jack Yes, I did. I also met a journalist! She talked to me about • The children watch the role-play. Ask What are they talking
studying to be a journalist and working for the TV news about? (Jack’s notebook.) Has Lisa got a notebook? (No) Has
channel. Jack? (Yes) Can Lisa borrow Jack’s notebook? (Yes) Check
Jack’s mum How exciting! the children understand the meaning of borrow.
Jack She went to university and studied English. After
university, she worked for a newspaper. Then she became a
TV journalist.
116 Unit 4
Transcript 2 Complete the sentences using affirmative or
Lisa Could I borrow your notebook, please? I’m writing negative verbs in the past.
about the job fair. • The children use the pictures to write affirmative or
Jack Yes, of course. I need it back after lunch. negative past simple sentences using the verbs in the
Jack OK. Have you got it? word bank.
Lisa Have I got what?
ANSWERS
Jack My notebook. You borrowed it.
Lisa It’s in my bag. Help yourself. 1 went 2 met 3 didn’t win 4 didn’t
Jack Thanks! go 5 had 6 won
3 Listen and tick f the box. There is 1 example.

Class Book page 78 w 2.32
Conversation card 4 • Look at the pictures about what Jim did last weekend and
point out the example answer. The children listen and tick
• Tell the children to turn to page 78 in their Class Book and
picture A, B or C.
look at Conversation card 4. Read the aims together as a
class and point out the language the children will need for Transcript
the role-play. Follow the instructions on the page: Narrator L ook at the pictures. Listen and look. There is one
• 1 Put the children into pairs. They take turns asking to example.
borrow something and responding, choosing the missing Adult Hello, Jim. Talk about your weekend.
information from the words in the coloured word banks. Jim I went out with my friends.
Monitor, help and praise throughout. Read the Language Adult Did you go to the cinema?
tip and check the children’s understanding. Jim No. I went to the beach.
• 2 Read the question and ask and answer it around the Narrator Can you see the tick? Now you listen and tick
class. the box.
• 3 Invite 2–3 confident pairs to act out their role-play in 1 Adult How did you go to the beach?
front of the class. Remember who acted out this time, so Jim We went by bus. It’s cheaper than the train.
different children can do it the next time. Adult So you went by bus.
Jim Yes.
Let’s compare culture 2 Adult And what did you do on the beach?
• Read the statement and check understanding. Discuss Jim John wanted to play football, but Linda wanted to
with the class how they ask to borrow something in their play volleyball.
language. Is it polite to state why you need to borrow Adult And what about you?
something? Is it polite to say please and thank you? Jim I also wanted to play volleyball. So we played
volleyball.
Class Book page 46 3 Adult And what did you have for lunch?
Jim I usually like salads, but I had a burger for lunch.
Star question (optional) Adult Why?
• The children write about a person and their job history Jim Because it’s easier to eat a burger sitting on the beach.
using the unit language and referring to the table in ANSWERS
Activity 3. 1 B (bus) 2 B (volleyball) 3 C (burger)
Classroom Presentation Tool (CPT) Ending the lesson (optional)

• Play Noughts and crosses to review the unit language (see
Grammar and vocabulary review: game Ideas bank page 167).
• See instructions for Gap-fill on page 165.
Activity Book page 45 The Conversation card is an opportunity to assess the
1 Write the name of the job. Rewrite the sentences notes in the Teacher’s Resource Material.
in the negative.
• The children read the sentences, look at the picture and
write the correct jobs. They then rewrite the sentences in
the negative past simple.
ANSWERS
1 engineer / He didn’t design a bridge.
2 firefighter / She didn’t work in a fire station.
3 scientist / She didn’t win a Nobel Prize.
4 musician / She didn’t play the guitar.
5 artist / He didn’t paint a cubist painting.
6 cook / She didn’t make delicious cakes.
Unit 4 117
Lesson 9: Think, do & review: • Play the audio for the children to listen and read. Tell the
children that there are three mistakes in the text they will
My project hear. They should listen and write the mistakes in their
notebooks.
Language
Revised: Jobs; Past simple regular / irregular verbs; Transcript
Affirmative and negative; daughter, husband, prize, Michael López-Alegría: The Spanish-American astronaut.
professor, university, war Michael López-Alegría was born in Spain in 1958, but he
Other: astronaut, flight, space moved to the USA when he was very young. He went to
school in Spain. Before he became an astronaut, he studied
to be a scientist.
Starting the lesson (optional) w 2.28 He started working for NASA in 1992 and first went into
• Sing the song from Lesson 7 again. space in 1995. He completed three more space flights
and eight space walks. He was in space for 215 days!
Class Book page 47 Michael made his last space flight in 2006. He now lives in
Washington DC with his family.
1 Listen to Jack talking to his dad. Which 4 jobs do
they mention? w 2.33 ANSWERS
1 He went to school in California, not in Spain.
• Explain to the class that today they’re going to look at
2 He studied to be an engineer, not a scientist.
Jack’s project. Read Jack’s speech bubble at the top of the
3 He did ten space walks, not eight.
page. Explain that before Jack wrote his presentation he
talked to his dad. 3 Ask and answer.
• Ask the children to read the words in the word bank. Play • Put the children into pairs to ask and answer the questions
the audio for the children to listen and write the 4 jobs about Jack’s biography.
they hear mentioned in their notebooks.
ANSWERS
Transcript 1 The title tells us the name of the person, his nationality
Jack’s dad What are you working on, Jack? and his job. 2 b 3 Paragraph 1
Jack A biography of someone with an unusual job. I’m
thinking of a musician or an artist. Learn to learn
Jack’s dad Hmm, how about an astronaut? Someone famous, • Refer children to the Learn to learn box. Ask them to find
like Michael López-Alegría. the past simple verbs used in Jack’s biography. Encourage
Jack Oh, thanks Dad. That’s a great idea. Isn’t he from Spain? children to use these, and other past tense verbs in their
Jack’s dad I think he was born in Spain, but he went to school project.
in California. Why don’t you check online?
Jack Here he is. He was born in Spain in 1958, but he
moved to the USA when he was young. He studied to be an Learning to learn
engineer before he became an astronaut. Learner training is an essential part of developing the
Jack’s dad When did he first go to space? language skills of all children. It encourages learner
Jack Er, in 1995. He went three more times, in 2000, 2002 and autonomy and builds children’s confidence to work
2006. He made history with the longest space flight and he independently. All these skills are transferable to other
completed ten space walks. He lives in Washington DC now curriculum subjects.
with his family.
Jack’s dad OK. Do you think you’ve got enough information 4 Prepare your project. Then write your
for your project? project. AB pages 46–47
Jack Definitely! • See Activity Book notes below.
ANSWERS
English at home
musician, artist, astronaut, engineer
2 Read Jack’s biography. Listen and find take them home to show and tell to their family.
3 mistakes. w 2.34
• Ask the class what biographies are and where we find Activity Book pages 46–47
them (They give factual information about a person’s
life. They are written as books or articles online and in 1 Write a job for each place.
magazines.). • Tell the children they will prepare for their project. Point to
• Ask the children what they remember or know about the table and tell the children to read the places around
Michael López-Alegría from Jack’s conversation with town and write an appropriate job next to each place. The
his dad. children may work in pairs or individually. Feed back ideas
from the class. Answers may differ.
• Tell the class to read the biography and see if the
information they remembered was correct. Check 2 Read the project checklist and tick f for you.
understanding by asking questions (Was he born in the Learn to learn.
USA? Where did he go to school? What’s his job? Why is he • See notes on page 71.
famous?)
118 Unit 4
3 Complete the research questions. Research and
write the answers.
• Read Jack’s tip and ask the class to think about what
information is useful to include in their biography and
remind them to write events in chronological order.
• The children use the internet, newspaper articles or
magazines to find out about a famous person with an
interesting job. They answer the questions to help them
direct their research and find useful and interesting
information about the person.

pages 167–172).
test 2. See the Teacher’s Resource Material evaluation
section. If you would like your class to have more practice
before doing the Term test, consider doing it after the
Review unit.

Unit 4 119
Review 2 Call the H Team: Catch that thief!
are older? (Bonnie: a sportsperson, Owen: a firefighter,

Learning outcomes
Scott: a scientist, Camilla: a computer programmer.)
To read and understand a story revising and practising Picture 4: What do they decide to do? (Interview people at
previously learnt language the shopping centre.) Picture 5: Who do they interview?
To work together to plan, prepare and practise a play (A cook, a gardener and two musicians.) Picture 6: How
based on the story do they find the case? (It has a GPS tracking system inside
To work together and follow instructions to make a it. They follow the directions.) Picture 7: Where is the thief
poster for the play now? (He’s near the post office.) Picture 8: Where is the
thief now? (In the hotel.) Picture 9: Which room is he in?
Language
(Room 247) Picture 10: Did the police arrive slowly? (No,
Core review language: Language from Units 3 and 4 they arrived quickly.) Picture 11: How did the engineer feel?
Other: case, GPS tracking, inside, outside, plans, thief, top (Happy!) Picture 12: What’s the new children’s hospital like?
(engineer) (It’s amazing.) Picture 13: What happened to the H team
Competences for 21st century learning: yesterday? (They became heroes!)
Sense of initiative and entrepreneurship 2 Read the story again and answer the questions.
Cultural awareness and expression • Ask the children to read the questions and think about
their answers. Tell them to focus on the content words of
each sentence to help them find the answer.
before or after the Term 2 test. • The children read the story again and write the answers in
their notebooks. The children check their answers in pairs
before feeding back as a class.
Lesson 1 ANSWERS
Starting the lesson (optional) 1 No, it wasn’t.
2 She wants to be a computer programmer.
• Play Racing lists to review the vocabulary from the Starter 3 Bonnie and Owen interviewed people at the shopping
unit and Units 1–4 (see Ideas bank page 169).
centre.
4 It’s made of a new material and you can see exactly
Classroom Presentation Tool (CPT) where it is all the time.
5 He was in a hotel.
Storybook presentation: Call the H Team: Catch
6 He designed a new children’s hospital.
that thief!
• Tell the class that they are going to read another story 3 Prepare your project. Do your project. AB pages 48–49
about the H Team. Ask the class who the members of the • Tell the class they are going to plan, prepare and practise a
H Team are and what they do (Bonnie, Scott, Camilla and play about Call the H Team: Catch that thief!
Owen. They work together to help solve problems.) Say
Read the title of the story. What do you think will happen in
this story? Take all ideas. 4 Rate your project. AB page 49
• Choose the ‘Listen only’ option in the Review 2 storybook. • See Activity Book notes below.
Click through the story, frame by frame, asking the
children What can you see? Check their predictions about Classroom Presentation Tool (CPT)
the story.
Review game
Class Book pages 48–49 • See instructions for Picture race on page 165.
1 Read and listen. w 2.35
• Tell the children to look at the pictures and name the
members of the H Team, say the activities, jobs, places Plan
around town and objects they can see.
• Play the story audio for the children to read and follow in 1 Plan your play. Decide who is going to do each
their Class Books. part. Some pupils can have 2 parts.
• Play the story audio again. Check comprehension: • Put the children into groups of 12–15 and seat them
Picture 1: Where is the engineer? (In the shopping centre.) together so they can communicate. Consider abilities and
What has he designed? (A new Children’s hospital.) Picture friendship groups when deciding on the groups.
2: What happens at the shopping centre? (A thief steals • Ask the group to look at the cast list and work together to
his case.) Picture 3: What are the H team doing when they decide which role each child will play. A confident child
get the call? (Children say what each character is doing.) with good communication skills should be the director.
What jobs do you think the H team want to do when they The children write their names in the cast list.
120 Review 2
SUGGESTED ANSWERS Ending the lesson (optional)
2 a cook’s hat, a case, some papers (plans), musical • Play a game of the children’s choice to review the
instruments, etc. language from Units 3–4 (see Ideas bank pages 167–172).
3 somebody running, police whistle, phone ringing,
music, etc. Further practice
Teacher's Resource Material: Review 2 Story Playscript worksheet.
The planning stage of a project is a key stage for children Lesson 2
to develop when working together on a project.
Language
Negotiating and organizing roles for the play encourages
them to cooperate, problem solve and use their decision- Core review language: Units 3 and 4 language
making skills. Material: coloured pencils, large piece of paper for
poster, notebooks
2 Talk about these things with your group.
Make notes. Starting the lesson (optional)
• Ask the class to give their group a name, and plan the • Play Flashcard sequence to review the vocabulary from
props they will need and the sound effects they will need Units 3–4 (see Ideas bank page 168).
for each part of their play. They write their ideas in the
plan. Monitor and help throughout. Classroom Presentation Tool (CPT)
Prepare Review game
• See instructions for Basketball on page 165.
1 Understand the story. Answer the question.
• Ask the children to think about their lives and refer to the Story review (optional) w 2.35
story to answer the question. • Ask the children what they remember from the story:
SUGGESTED ANSWERS Who’s in the story? What problem do they have to solve? How
Most important buildings: hospital (because people go do they solve it? How do the people feel in the end?
there to get well), school (because children go there to • Watch (or listen to) the story again to confirm answers.
learn), shopping centre (because people go there to
buy food and other things), library (because people can Activity Book page 49
borrow books there), post office (because you can send a
letter there), bank (because you can get money there), etc. Make. Follow the instructions to make a poster.
2 Understand your part in the play. Work in 1 Plan your poster in pairs. Complete the mind map.
groups. Talk about these things. • Tell the children they are going to make a poster for
• Ask the children to refer to the Prepare section and answer their play.
the questions about the part they will play in the play. • Put children into pairs and ask them to look at the mind
• The children can complete who plays each part on the map to help them plan their poster.
worksheet. • Ask them to think about each point and complete the
mind map with the information they need to include for
SUGGESTED ANSWERS
their poster.
1 Words to describe characters: helpful, friendly, kind,
clever, strong, dangerous, naughty, bad, good (and 2 Design the poster in your notebook.
other adjectives). • The children write and draw to design a poster in their
2 Happy, unhappy, sad, angry, scared, worried, bored, etc. notebooks. Each child in each pair can design their own
Practise poster and then they choose ideas from both for the final
poster. Help and praise throughout.
1 Practise your play. Listen to the director. Try to
remember your lines. 3 Check your spelling.
• The children use the Class Book as their play script. Ask the • Remind the children to check their work and their
spelling. They can use their Class Book for support. Pairs
director to consider each scene (Where the children stand,
can check each other’s work.
how do they speak and interact, etc.)
• Ask the children to think about how they act as their 4 Make your poster.
character (How do they feel at that time?, etc.) • Hand out paper for the poster to pairs. The children create
• The children can use the worksheet to say / practise their their final poster for display.
lines.
2 Practise the songs from Unit 3 and Unit 4.

w 2.11 2.28
• Sing the songs from Units 3 and 4, with or without the
audio.
Review 2 121
5 Put the posters on the walls around your school.
• If you are able to, decide on a time and place before you
design your posters, when you can perform your play to
the rest of the school. Invite other classes to come and
watch. Display the posters around the school to advertise
the performance.
• Alternatively, display the posters around the classroom.
Perform the play and rate it!

1 Perform your play and sing your songs. Enjoy
acting. It’s fun!
songs from Units 3 and 4. Encourage the children to speak
as clearly as they can and to show their emotions with
their voice and acting. Encourage them to sing loudly
and clearly and think about their pronunciation. Ask
the children who are watching to respect one another’s
performance, listen and clap at the end.
2 Watch all the plays. Tick f or cross g.

• Ask the children to read points 1–5 in the table and check
understanding. The children tick the areas they liked for
each group.
• Ask the class to feed back to each group what they liked.
a group project.

Acting out the story allows the children to express
themselves artistically. The vocabulary and grammar of
the previous units is activated more easily in the context
of the story, making it fun and memorable.

language from Units 3–4 (see Ideas bank pages 167–172).
The review project is an opportunity to assess the
122 Review 2
Unit 5 At the department store

1 a cotton T-shirt 2 a wool jumper 3 a metal
Language bracelet 4 a plastic car 5 a silk scarf 6 a leather
Core: a cotton T-shirt, a glass bottle, a leather belt, a metal belt 7 a wooden train 8 rubber boots
bracelet, a paper plane, a plastic car, rubber boots, a silk 9 a paper plane 10 a glass bottle
scarf, a wooden train, a wool jumper OPTION:
Revised: Colours; Past simple regular and irregular: Use the flashcards to present the new vocabulary. Place
affirmative and negative; Prepositions of place: this, these; the flashcards on the board and ask the class to say the
It’s made of (paper). They’re made of (plastic). I’m wearing … words with you. Choose a game from the Ideas bank on
My friend is wearing … pages 167–172.
Other: department store, (water) glasses; What’s it made of?
What are they made of?
• The children listen to the description of each item of
Starting the lesson (optional) clothing and say the number it corresponds to on the
• Write the word department store on the board. Play Class Book pages. Play the audio, pausing before the
Ladders to review items you can buy there (see Ideas bank number is revealed. Continue the audio to check.
page 171).
• Talk about what material each object on the board is Transcript
made of in the children’s own language and English. Ask 1 A Can you see the train? Is it plastic?
the children What’s a hat made of? What are toy cars made B No, it’s wooden. … Seven
of? What’s your desk made of? Have you got a lot of wood, 2 A Can you see the bracelet? Is it metal?
plastic or glass at home? Are you wearing any leather? Do B Yes, it’s metal. … Three
you like wearing wool? 3 A Can you see the bottle? Is it plastic?
• Point to the Unit aim box on the Class Book page and read B No, it’s glass. … Ten
the aim together. 4 A Can you see the belt? Is it leather?
B Yes, it’s leather. … Six
5 A Can you see the scarf? Is it wool?
CPT, Classroom Resource Pack B No, it’s silk. … Five
Unit introduction: 1 Watch. 6 A Can you see the jumper? Is it wool?
• Watch the video. Ask the children questions about the B Yes, it’s wool. … Two
clip, in the children’s own language: Where are they 7 A Can you see the plane? Is it metal?
shopping? (At the department store.) What department are B No, it’s paper. … Seven
they going to? (The toy department.) Who are they buying a 8 A Can you see the boots? Are they leather?
present for? (Their cousin, Lewis.) B No, they’re rubber. … Eight
9 A Can you see the car? Is it plastic?
Transcript B Yes, it’s plastic. … Four
Dad OK. Let’s go to the toy department and find a present 10 A Can you see the T-shirt? Is it cotton?
for your cousin Lewis. B Yes, it’s cotton. … One
Jack Where’s the toy department?
Dad It’s on the second floor. 4 Read and say the object.
Sally Let’s go to the clothes department. That’s on the first • The children read the sentences and say which object is
floor. being described.
Dad OK. But let’s get Lewis’s present first. ANSWERS
1 a plastic car 2 a paper plane 3 a leather
Vocabulary presentation: flashcards (optional) belt / a silk scarf 4 a wooden train 5 a wool
• Show the flashcards one by one to introduce the new jumper 6 rubber boots 7 a metal bracelet
vocabulary. Repeat several times, encouraging the 8 a cotton T-shirt 9 a silk scarf / a leather belt
children to remember the words. 10 a glass bottle
Class Book page 50 OPTION: In a less confident class, the children take turns
in pairs, one child answering odd sentences the other
2 Listen and repeat. w 3.01 even sentences. Ask them to repeat the activity doing the
• Focus the children on the photo display of the department other numbers.
store and talk about what children can see. Ask What
department is Jack in? (The toy department.) What
department is Sally in? (The clothes department.)
Unit 5 123
EXTENSION: In a more confident class, look at the new 2 Cover and play Point and spell. Check with your
words in the word bank. Put the children into pairs to friend.
point to a word for their partner to match to an item of • See notes on page 60.
clothing and material. Alternatively, play a game from the
Ideas bank using the wordcards.
3 Complete the table. Ask and answer. Write 4
sentences about your friend.
COMPETENCES FOR 21ST CENTURY LEARNING: • The children list six items of clothing they are wearing and
Linguistic competence what they are made of.
Matching pictures to written descriptions will help the • Read the conversation in the speech bubbles. Put the
children consolidate the new language. It also raises children into pairs to ask and answer about their clothes.
awareness of sentence structure, developing their They write their friend’s clothes and materials they are
reading, grammar and vocabulary skills. made of in the table.
• The children write four sentences about their friend.
5 Play The I can see … game. Check in pairs.
• Read the conversation in the speech bubbles. Put the Extra
children into pairs. They take turns describing the clothes
on pages 50–51 using the letter it begins with and It’s • Fast finishers write about the objects in their pencil case
made of / They’re made of … . Monitor, help and praise thinking about the materials they are made of.
throughout. Ending the lesson (optional)
Star question (optional) • Play Find the card (see Ideas bank page 168).
• Say There’s a cotton shirt. It’s checked. There are rubber
balls on the floor. etc. Ask the Star question encouraging Lesson 2: Grammar &
the children to use the structure with objects and
prepositions learnt in this lesson and previous levels. Communication
CULTURE NOTE: Department stores in the UK Language
In the UK, department stores came into being during the Core: Obligation: have to / don’t have to, has to / doesn’t
industrial revolution in the late 19th century as products have to
were manufactured in Britain but also imported from Revised: Clothes; Materials; Places around town
around the world. Silk and china from China, wood from Other: camping trip, cool, juggle, post, shopping centre, to
Indonesia, gold and silver from India. You could buy all do list
of these in the UK. Manchester, Liverpool, Birmingham
and London have some of the largest and oldest
department stores. Selfridges in London and House of
Fraser in Manchester are two of the most well-known • Play Teacher’s mistake (see Ideas bank page 168).
and popular. Selfridges opened in 1909 offering 100 • Talk about things the children have to do at school in the
different departments. Today its buildings are modern, children’s own language. Do you have to wear a uniform to
light and filled with clothes, toys, home furnishings and school? Can you wear any clothes you like? What do you have
gadgets from around the world. They also have cafes and to do in class? Do you have to eat lunch at school? Do you
restaurants to relax in while you shop. have to do homework? Can you stay inside at playtime?
Jack’s question. Class Book page 51

• Point to Jack’s question and read it aloud. Say I’m wearing 1 Read and listen. Where does Jack have to go with
(a cotton T-shirt), (cotton trousers), (leather shoes) and his mum? w 3.03
(a leather watch). Ask the question around the class • Point to the letter and ask the class why Jack is writing to
encouraging the children to describe the materials their Lewis (It’s his birthday).
clothes are made of.
• Tell the children to read and listen to the letter. Ask them
Where does Jack have to go with his mum? Feed back the
Classroom Presentation Tool (CPT) answer from the class.
Vocabulary practice: game ANSWER
• See instructions for Pelmanism on page 163. He has to go to the post office.

1 Look at the code and complete the words. This short reading text allows the children to see the
• The children use the code grid to find the material each target language in context before they go on to focus
object is made of. on its form and use. This will help children to apply the
language and use it appropriately.
ANSWERS
1 cotton 2 wool 3 silk 4 leather 5 metal
6 plastic 7 glass 8 wooden 9 paper 10 rubber
124 Unit 5
2 Read and learn. Say the sentences. ANSWERS
• Ask the class Why can’t Jack go to Lewis’s birthday party? Jack: a f b f c g d f e g
(There’s a school camping trip.) 1 shopping centre 2 wool jumper 3 play football
4 have to 5 wear
• Refer the children to the All about grammar box. Explain
Lisa: a g b f c g d f e f
that when we talk about obligation we use have to and
1 don’t have to 2 have to 3 park 4 rubber boots
has to. Ask the class to look and say which pronouns use
5 cotton T-shirt
which form. Explain that when there is no obligation we
use don’t have to and doesn’t have to. Point out the form of 2 What are the grammar rules? Tick f.
the verb that follows have to / has to / don’t have to / doesn’t
• Tell the children to look at the chart and think about the
have to (the infinitive).
• Put the children into pairs. Ask the children to take turns
• Refer them to the column headings and ask them to
saying sentences about what Jack’s obligations using
look and tick the columns that show how we talk about
the table. Tell them to find the examples in the letter
obligation.
in Activity 1. Then ask them to talk about their own
obligations using the grammar box for support. Write • The children may work individually or in pairs to complete
some ideas on the board to support the children, e.g. At the chart. The children check their answers in pairs before
school, I have to … At home, I have to … Today, I have to … feeding back.
Monitor, help and praise throughout. ANSWERS
have to: I / You / We / They Affirmative
OPTION: Do this activity as a class and elicit examples don’t have to: I / You / We / They Negative
using a range of pronouns. has to: He / She Affirmative
doesn’t have to: He / She Negative
3 Play The things to do game.
3 Write about things you and your friend have to
• Point to the To do list and explain that these are Helen
and Emma’s obligations. Elicit the items in the pictures
and don’t have to do today.
and then read the conversation in the speech bubbles. • Put the children into pairs to decide on one thing they
Remind the children that they should use She has to / both have to do and one thing they both don’t have to
doesn’t have to. do. Then they tell each other one other thing they have
to do and one thing they don’t have to do individually.
• Put the children into pairs. They take turns describing an
They write affirmative and negative sentences about
obligation for their partner to guess which person it is.
the obligations for both of them, their friend alone and
Refer them to the grammar box for support. Monitor and
themselves.
help throughout.
• Put pairs together to form a group of four to read their
Classroom Presentation Tool (CPT) descriptions.
Vocabulary and grammar practice: game 4 Speak and guess with your friend. Use Activity 1
to help you.
• See instructions for Three in a row on page 164.
• Pairs take turns to say a sentence about Jack or Lisa in
Activity 1 for their partner to guess. Refer the children to
the speech bubbles at the bottom of the page. Monitor
1 Listen and tick f or cross g. Complete the list of and help throughout.
things that Jack and Lisa have to do. w 3.04
• Elicit the places in the pictures on Jack and Lisa’s To All about grammar page 86
do lists.
1 Look and complete using the correct form of
• Play the audio for the children to listen, and tick the have to or don’t have to.
activities each person has to do and cross the activities
• Review with the class how we use and form sentences
they don’t have to do. Check answers in pairs before
using have to and don’t have to. Point out how the
feeding back.
form changes with different pronouns and that we use
• Ask the children to complete the sentences with the an infinitive after have to / don’t have to. Clarify in the
structure or a place. Play the audio again for the children children’s own language if necessary.
to check.
• Point out the contractions in the Look box and clarify the
Transcript contraction of not in the negative forms.
Adult Hello, Jack! Do you have to do many things today? • The children look at the pictures and complete the
Jack Yes! I have to go to the shopping centre. I have to buy sentences with the correct form of have to or don’t have to.
a wool jumper. I don’t have to play football. I have to play Check in pairs before feeding back.
hockey. I don’t have to wear a cotton T-shirt. ANSWERS
Adult And what about you, Lisa? What do you have to do 1 has to 2 has to 3 don’t have to 4 doesn’t have
today? to 5 have to
Lisa I don’t have to go to school. I have to learn to juggle.
I don’t have to go to the park. I have to buy some rubber
boots. And I have to wear a cotton T-shirt.
Unit 5 125
2 Complete the text using the correct form of have • Watch the culture film, stopping before the
to or don’t have to and the verb. comprehension questions, for children to children check
• The children read the text about Paul and his family their predictions. Ask the class to tell you what they know
and complete it with the correct form of the verb in the about the clothes.
brackets. Tell them to think about which pronoun or • 2nd viewing: Watch the video again and answer the
person is being talked about and if it is an affirmative or comprehension task at the end of the film.
negative. Note: Use the Culture and Communication worksheet with
ANSWERS the video.
1 have to go 2 doesn’t have to learn 3 have to
Transcript
wear 4 doesn’t have to wear 5 has to take 6 don’t
Jack I like wearing jeans and a T-shirt, but sometimes I have
have to study 7 has to work
to wear special clothes, for a party or a celebration. In the UK
3 Write about you, your friends, your family and you can see lots of different clothes from different places.
your school. Use have to and don’t have to. Use Let’s watch.
Activities 1 and 2 to help you. Culture film:
• Ask the children to think about themselves, their friends How do you choose what to wear? Do you think about the
and family and their different obligations. They write 2–3 weather? Where you’re going? What you’re going to do?
sentences using the correct form of have to (affirmative Some people have to wear special clothes for work. Can you
and negative). Refer then to Activities 1 and 2 for support. spot the police in their uniforms? Look – there on the left.
Monitor and help throughout. The Queen’s Guard at Buckingham Palace wear a very special
uniform. The furry hat is called a busby – do you think it’s
Ending the lesson (optional) hot? Some people wear special clothes for sports, like this
• Play Missing letters to review the language from the lesson skier. In a cricket match, people usually wear white T-shirts
(see Ideas bank page 169). and long white trousers. These clothes are called ‘whites’.
This festival in Scotland is called the Highland Games. The
Further practice sportsmen wear a traditional wool skirt called a kilt. The
dancers wear kilts, too, and so do the musicians. These are
Extension worksheets.
traditional Welsh clothes – well, maybe not the sunglasses!
People from many different cultures live in the UK, so you
Lesson 3: Culture & can see lots of different kinds of clothes. These people are
going shopping. This shop sells traditional Indian material
Communication – silk and cotton. You can see traditional Indian costumes
at this festival. The dancers are wearing colourful dresses …
Language
but the people in the audience are wearing hats and scarves
Core: kilt, kimono, sari; Can for permission: I can wear because it’s autumn, and it’s cold!
(bracelets) at the weekend, but I can’t wear them to school. I
can wear a (swim hat) but I don’t have to. ANSWER
silk and cotton
Revised: Clothes; Materials; checked, colourful, flowery,
spotty, stripy; have to / don’t have to, has to / doesn’t have to, COMPETENCES FOR 21ST CENTURY LEARNING:
What’s it made of? What are they made of? Cultural awareness and expression
Other: bright patterns, celebration, traditional The visual nature of the video brings the culture topic to
life, allowing the children to really engage in the topic and
Starting the lesson (optional) think about their own culture in the context of the wider
• Play The things to do game from Lesson 2 again. world.
• Talk about traditional clothes in your country as a class in
CULTURE NOTE: Traditional clothes in the UK
the children’s own language or English: What traditional
clothes do people wear in our region / country? What are Kilts are made from wool and the ‘tartan’ is the different
they made of? When do people wear them? Do you know patterned design on them. The pattern of tartan you wear
any other traditional clothes from around the world? Do you shows which family you come from. Tartan isn’t traditional
wear them? only in Scotland, but is also worn in Wales and Northern
Ireland. Busby hats are part of the traditional military
uniform of the Queen’s Guards. They are now purely a
ceremonial uniform, but they were originally worn in
Culture presentation: 1 Watch. What kinds of active service on the battlefield up until the end of the 9th
material does the shop sell? century. The hats are made from bear skins. Many women
• 1st viewing: Watch Jack’s introduction to the culture film in the UK of Indian, Bangladeshi, Sri Lankan and Pakistani
and ask the children to tell you what the video is about origin wear saris. They consist of one strip of cloth and
(Different clothes from different places in the UK). Make some can be worn in different styles. They are often worn to
predictions as a class about the question What kinds of weddings or other celebratory occasions.
material does the shop sell?
126 Unit 5
Class Book page 52 When do you wear them? Are they the same as the UK? Or
Japan? Or India? What’s different?
2 Read and listen. Does Alfie have to wear a skirt to
school every day? What did Lisa wear? w 3.05 Activity Book page 52
• Point to the text message and tell the class that Jack is
messaging his friend, Haruki. Ask them where they think 1 Reorder the letters and make words to complete
Haruki is from (Japan). the dialogue.
• Ask the children to look at the photos and say any words ANSWERS
they know to describe them (It’s a kilt, a sari, a Japanese 1 kimono 2 has 3 wool 4 cotton 5 scarf
boy, a boy and girl are wearing Japanese clothes, kimonos, 6 silk 7 leather
They’re red and blue, red, spotty boots, etc.).
• Play the audio for the children to listen and read. Then
2 Think of the clothes you wear for celebrations.
answer the two questions. Complete the mind map.
• Read the headings in the mind map as a class and check
ANSWERS
understanding. Brainstorm ideas or ask the children to
No, he doesn’t. Lisa wore a sari. work in pairs. They think about the clothes they wear for a
3 Think about the clothes you can wear. celebration and write words in each category.
Write notes. 3 Write a description of the clothes you wear for
• Refer the children to the words in the box and check celebrations. Use Activities 1 and 2 to help you.
their understanding. Ask the children to think about what • The children complete the sentences about clothes they
clothes they wear and when. What they are made of and wear for celebrations referring to Activities 1 and 2 for
what colours or patterns they have? Brainstorm ideas as a support.
class and write them on the board.
• Refer the children to the Language in action! box and
• Tell the children to write notes about the clothes they can review the difference between can / can’t, have to / don’t
wear and when they wear them in their notebooks using have to if necessary.
the vocabulary. Monitor and help throughout. Feed back
answers. Extra
• Fast finishers write about the clothes they are wearing
CPT / Class Book page 52 today, thinking about materials, colours and patterns. Ask
the children to check their ideas in pairs if you have time.
4 Watch. Discuss what clothes you can wear for
different things. w 3.06 Ending the lesson (optional)
• Explain to the class that they are going to watch or listen • Play Lucky dip (see Ideas bank page 167). Use the
to two children talking about clothes people can wear for flashcards or talk about the clothes the children are
different occasions. Watch or listen. wearing.
Further practice
the conversation. Repeat as necessary.
Transcript worksheet.
A I can wear bracelets at the weekend, but I can’t wear them ASSESSMENT OPPORTUNITIES:
to school.
The Language in action! activity is an opportunity to assess
B I can wear a swim hat for swimming, but I don’t have to.
the children's speaking development. Assessment grid
Language in action! and notes in the Teacher’s Resource Material.
• Refer the class to the Language in action! box and read
through the statements. Explain to the class their own
language or English that we use can when we talk about Lesson 4: Cross-curricular
things we have permission to do and can’t for things
we don’t have permission to do. Remind them that in
(Natural Science)
the example here we use don’t have to when there is no Language
obligation. Core: absorbent, flexible, man-made, natural, rigid,
• When the children are using the language confidently, put waterproof; What’s this (chair) made of? It’s made of
them into pairs or small groups. They take turns to make (plastic). It’s (rigid).
statements about what they can and can’t do using the Revised: Clothes; Materials; pot, table, umbrella
Language in action! box for support.
Other: cheap, the environment, jars, keep their shape, light,
Let’s compare culture properties, recycled, stay dry, through, waste
• Discuss the culture question in English and in the
children’s own language if necessary, Are there any Starting the lesson (optional)
traditional clothes for your region? What are they? What • Play I spy (see Ideas bank page 168).
colours or patterns do they have? What are they made of? • Bring items to class to illustrate the new language of the
lesson if you can. Allow the children to look at, touch and
Unit 5 127
pick up the objects. Ask around the class What’s this made Transcript
of? What colour is it? What do you use it for? See Class Book page 53 for transcript.
ANSWER
Classroom Presentation Tool (CPT) Rubber is waterproof.
Cross-curricular presentation: slideshow 1 Watch 3 Read again and answer.
and do the Quick quiz. Discuss.
• Talk about Lesson 3. Ask the class Who was Jack messaging the key words in the questions. Allow the children time to
about traditional clothes? (Haruki) Which website did read the text again.
they talk about at the end of their message? (Properties of
materials.) Tell the children they are going to do a quiz
from that website.
• Watch the slideshow, pausing before the Quick quiz. ANSWERS
1 Waterproof 2 Cotton and paper 3 Paper and
• Put the children into pairs and pause after each Quick quiz
glass 4 Children’s own answers 5 Children’s own
question for the children to raise their hands and answer.
answers 6 Plastic, because it’s waterproof.
Continue the audio to check.
Transcript
Mathematical competence and basic competences in
Look around and you can see things made of different
science and technology
materials. We make objects from different materials because
Considering the materials and properties of everyday
some materials are better for making objects than other
objects not only develops the range of language the
materials. This is because all materials have got different
children learn, it also improves their understanding of
properties.
the physical world around them and engages them in
Waterproof: Waterproof materials stop water passing
discussion about this. This motivates children who enjoy
through.
Science in the English language classroom.
Absorbent: Absorbent materials take water in.
Natural: Many materials are natural materials, which means
they come from nature. Wood comes from trees.
WEB SEARCH: Can you find out how glass
Man-made: Other materials are man-made materials, which is made?
means people make them. Glass is a man-made material. • The children use the internet to find out how glass
Rigid: Rigid materials don’t bend easily, so they are good for is made. Put the children into pairs to use the Cross-
objects that need to keep their shape. curricular worksheet to do their research. Check the
Flexible: Flexible materials bend easily, so they are good for instructions and language of the worksheet before
objects that don’t need to keep their shape. children research.
Quick quiz!
Question 1 Are these boots waterproof or absorbent? …
Waterproof.
Question 2 Is this table made from a natural or a man-made 1 Write the properties of the materials and their
material? … Natural. opposites.
Question 3 Is this pot rigid or flexible? … Rigid.
• The children write the properties in the word bank in
Question 4 Is this cloth waterproof or absorbent? …
opposite pairs.
Absorbent.
Question 5 Are these jars made from a natural or a man-made ANSWERS
material? … Man-made. 1 absorbent, waterproof 2 flexible, rigid 3 man-made,
Question 6 Is this bag rigid or flexible? … Flexible. natural
Question 7 What objects can you see in your classroom?
What properties have they got?
2 Which materials are waterproof? Do the
experiment and record your results.
Class Book page 53 • Ensure you have the materials needed for the experiment
before the class. Read through what you need with the
2 Read and listen. Is rubber waterproof or class and then read the instructions.
absorbent? w 3.07 • Put the children into small groups and ask them to predict
• Ask the class which objects they can name that are made which materials they think will be waterproof. Note their
of rubber. predictions on the board.
• Point to the photos on the website and elicit the items • Either do the experiment in groups of 4–5 and hand out
(rubber boots, a cotton towel, a wooden table, glass jars, materials to each group, or work through the experiment
metal pots, a cotton bag). together as a class.
• Play the audio for the children to follow the words in • The children write the answers to questions 1–4 from the
their books. results of the experiment. Feed back answers from the
• Ask the children to read the text again and answer the class.
question with a partner. Discuss the answer as a class.
128 Unit 5
3 Complete the table with the properties of the Transcript
materials. Jack This is an adventure story about a family holiday. It looks
• The children use the information from the experiment and exciting! Let’s find out what happens.
their own knowledge to complete the table. • See Class Book pages 54–55 for story transcript.
ANSWERS Vocabulary presentation: flashcards (optional)
cotton: absorbent, natural, flexible
leather: waterproof, natural, flexible
metal: waterproof, natural, man-made, rigid, flexible
plastic: waterproof, man-made, rigid, flexible
silk: absorbent, natural, flexible
paper: absorbent, man-made, flexible Class Book pages 54–55
4 Choose and write about the properties of objects 2 Read and listen. Find the words in the story.
in your home. w 3.08
• Ask the children to think of 2–3 objects in their own • Point to the photo at the top of the page and ask What is
home. They write sentences about the properties of the it? (A mountain) What type of story is it? (An adventure story).
objects in their notebooks. Ask the children to read their Do you like adventure stories?
ideas to a partner, if you have time. • Play the story audio for the children to read and follow in
their Class Books.
Extra • Check comprehension: Who are the people in the story?
• Fast finishers choose another object in the classroom and (Lucy, her brother Ben, Mum and Dad) When did the story
describe its properties in their notebooks. happen? (Last year) What is their boat called? (Adventurer)
What did they do on the sixth day? (They climbed a
Ending the lesson (optional) mountain.) What is the matter with Dad? (He can’t walk. He
• Play Describe it (see Ideas bank page 170). Play in teams has a temperature.) What does Ben make? (An emergency
using words to describe properties and materials. signal.) What do Lucy and Ben have to find? (Water and
Further practice wood for a fire.) How do they clean the water? (They use
Teacher’s Resource Material: Unit 5 Cross-curricular worksheet. a sock.) Why was Ben scared? (Because he heard a noise.)
Who was it? (Mountain rescue) How does Dad feel at the
end of the story? (He’s much better.) How did Ben, Lucy and
Lesson 5: Story & Vocabulary Mum feel? (Happy)
Language on page 54. Read them as a class. Tell the children to find
Core: blanket, fire, map, rucksack, torch, whistle the words in the story. Ask the children what the words
Revised: Activities; Adjectives of feeling; Ailments; mean, in their own language or in English.
Clothes; Food; Materials; Past simple regular and irregular • Use the flashcards to review the new words.
verbs; Properties of materials; have to / doesn’t have to, can
ANSWERS
/ can’t
rucksack: frame 4 map: frame 4 fire: frames 6, 7
Other: adventurer, boil (water), creative, emergency signal, whistle: frame 3 blanket: frame 4 torch: frame 3
(5 minutes) ago, get sick, mountain rescue, a noise, sailing
boat, sails ALL ABOUT VALUES: Be creative to solve problems.
Remind the children of the problems that get solved in the
story and who creatively solves them. What did they do?
How did these ideas help the family? What would have
• Play Lucky dip to review a selection of language from the happened if they had done nothing? Talk to the children in
course (see Ideas bank page 167). their own language about being creative to solve problems
and why it’s important in all areas of life.
3 Read and answer.
Vocabulary and grammar review and presentation: • Read questions 1–6 and check understanding of any
story animation unknown words. Check the children understand the verb
1 Watch. take and its past form took. Then allow the children time
to read the questions and text again.
with Jack. Pause after Jack’s introduction and ask What’s • The children write their answers in their notebooks.
the story about? (An adventure story about a family Remind them to answer in the past simple if they can. Ask
holiday.) them to check in pairs before feeding back as a class.
• With books closed, watch the story. Ask What happens in ANSWERS
the story? (A family have an adventure on holiday. They sail 1 Lucy’s rucksack is blue. 2 The sixth day. 3 Mum had
on a boat and climb a mountain. But the dad gets sick. chocolate biscuits and nuts. 4 Mum made the fire with
The family have to find ways of surviving until they get her glasses. 5 Ben has got the torch in picture 7.
rescued.) 6 Mountain Rescue took Dad to hospital.
Unit 5 129
COMPETENCES FOR 21ST CENTURY LEARNING: Lesson 6: Story, Grammar &
Encouraging children to think creatively to solve problems
Communication
is helpful in many aspects of their lives. It can help them Language
problem solve in class, with friends and at home. This
Core: Past simple questions and short answers
develops their ability to think and act independently for
the benefit of themselves and others. Revised: Affirmative and negative; Clothes; Materials;
Past simple regular and irregular verbs; Properties of
materials; Short answers; blanket, fire, map, rucksack, torch,
4 Listen to Jack and his friends. What did you think whistle,
about the story? w 3.09
• See notes on page 65. Remind the class they can use the Starting the lesson (optional)
past simple I liked / enjoyed … to talk about their opinion.
• Play the Alphabet race to review verbs (see Ideas bank
WEB SEARCH: Find out what emergency page 171).
equipment to put in your rucksack when you
climb a mountain. CPT, Classroom Resource Pack
• Put the children into pairs to find the answers to the Story review and grammar presentation w 3.08
Web search. Choose a child friendly website before
class for children to use.
• Ask the children what they remember from the story:
Who’s in the story? Where did Dad get sick? How did Mum
help the family? How did Ben help? How did Lucy help? Who
Classroom Presentation Tool (CPT) found the family? How did they feel in hospital?
• Watch (or listen to) the story again to confirm answers.
• See instructions for Conveyor belt on page 162. Vocabulary review: flashcards (optional)
• Show the flashcards one by one to remind the children of
Activity Book page 54 the new vocabulary.
1 Read and complete Lisa and Alfie’s review of the Class Book page 56
story.
ANSWERS
1 adventure 2 sailed 3 blanket 4 rucksack • Tell the class these are four sentences from the story. There
5 torch 6 whistle 7 fire 8 map is a word missing in each. Ask the children to read the
story on page 54–55 again and find the missing words.
2 What do you think about the story? Circle a word Ask the children to tell you who says each line.
and complete your review. Learn to learn. ANSWERS
• See notes on page 66. 1 Did 2 get 3 you 4 have
3 Can you be creative to solve problems? Circle Yes COMPETENCES FOR 21ST CENTURY LEARNING:
or No. Write. Linguistic competence
• The children think about solving problems creatively and This structured activity allows the children to identify key
when they do this in their lives. They read the sentences aspects of the target structure using the story context.
and circle Yes or No. Invite them to read their score rating. This breaks down the language formal context that is
• The children complete the sentence about how they can already familiar, enabling the children to understand the
be creative to solve problems. language clearly, recall it and use it appropriately.
Extra OPTION:
• Fast finishers consider what happens next in the story Ask the children to look at the story and find and tell you
using the questions as prompts. They write their ideas in the answers to the questions in Activity 1.
their notebooks. Ask the children to share their ideas with
a partner or the class. 2 Beat the clock. How many questions and answers
can you say in 3 minutes?
• Look at the All about grammar box as a class and explain
• Play Who was it? (see Ideas bank page 172). that this is how we make questions in the past simple.
Further practice Point out how we use Did to start the question, and the
Teacher’s Resource Material: Unit 5 Story playscript worksheet; word order Did + pronoun + verb. Point out that the verb
Unit 5 Word skills worksheet. is in the infinitive and it is the same for all pronouns.
• Tell the class they already know how to make short
answers for questions. Ask 2–3 questions and elicit the
affirmative and negative short answers (e.g. Do you
like …? Yes, I do. No, I don’t. Are you …? Yes, I am. No,
I’m not. Have you got …? Yes, I have. No, I haven’t, etc.)
130 Unit 5
Explain that in the past simple we make short answers Mum Go and get some water. Ben and I have to get
using did or didn’t. some wood.
• Put the children into pairs. Ask them to take turns asking 3 Lucy But it wasn’t an animal. It was Mountain Rescue!
and answering past simple questions using the grammar They helped us and took Dad to hospital. The next day, he
box for support. Ask the children to count the number of didn’t remember our mountain adventure!
questions and answers they ask / answer in 3 minutes. Set Mum Did you have a good sleep?
a timer. Monitor, help and praise throughout. Feed back Dad Yes, thanks. I feel much better!
some of the questions and answers from pairs. ANSWERS
a 3 b 2 c 1
3 Ask and answer.
• Ask the children to look at the pictures of the children and 2 Answer the questions about the story.
read their names. Elicit what they can see in the pictures (a
ANSWERS
rucksack, a map, some sheep, a river, a mountain, a jacket,
1 Yes, she did. 2 Yes, she did. 3 No, they
etc.).
didn’t. 4 Yes, he did. 5 Yes, they did. 6 No, he didn’t.
• Read the sample in the speech bubbles as a class. Put
the children into pairs. They take turns describing a child 3 Order the questions and write answers.
for their partner to guess who it is. Remind them to use • The children reorder the words to write the questions.
Did with the correct pronoun and to answer with short Then they write short answers for themselves. Give them
answers using did or didn’t. Monitor, help and praise a time reference to answer about, e.g. last weekend. If
throughout. the answer is negative they write a correct statement for
themselves.
OPTION:
• The children check verb forms and sentence structure
Ask the class questions about the characters in the story
in pairs.
using the prompts in the word bank in Activity 3, e.g. Did
she / Lucy take a rucksack? Did she look at a map? and elicit ANSWERS
the short answers. 1 Did you go to the museum?
2 Did you go to the sports centre?
3 Did you play basketball?
4 Ask a friend what they did on their last holiday.
4 Did you go to the supermarket?
• Ask the children to think about their last holiday and what 5 Did you wear a waterproof jacket?
they did / saw / ate / had, where they went, etc. Elicit and 6 Did you watch TV?
write some verbs on the board for support. Children’s own answers
• Point to the two children talking at the bottom of the
page and read the conversation. Put children into pairs to All about grammar page 87
ask and answer in the same way. Monitor, help and praise
throughout. 1 Order the words and write questions. Write the
short answers.
• Review with the class how we form past simple questions
• Ask the children to recall what their partner told them and short answers. Clarify in the children’s own language
about their holiday. They write 2–3 sentence in their if necessary.
notebooks. Ask them to check with their partner if they
remembered correctly.
• The children order the words to form past simple
questions using Did. They write a negative or affirmative
short answer referring to the pictures above. Check
Classroom Presentation Tool (CPT) answers in pairs before feeding back.
• See instructions Chase the cheese on page 164. 1 Did you hear a noise? Yes, we did.
2 Did he wear a waterproof jacket? Yes, he did.
Activity Book page 55 3 Did they have a good sleep? No, they didn’t.
4 Did she get the wood? No, she didn’t.
1 Listen and number the pictures. w 3.10 5 Did they see the river? Yes, they did.
Transcript 2 Read the sentences and write the questions.

1 Lucy We used a sock to clean the water! • The children read the sentences and identify the verb and
Mum Now we have to boil it. pronoun in each to write a question with Did. Remind the
Lucy Did you get any wood? children of the rules with regular and irregular verbs.
Mum Yes, we did.
ANSWERS
2 Lucy Mum had chocolate biscuits and nuts in her
1 Did you hear a noise? 2 Did they climb a
rucksack. She had a blanket for Dad, too. We looked at
mountain? 3 Did he make a fire? 4 Did she go to the
the map.
beach? 5 Did you win a prize?
Mum Lucy, we walked past a river five minutes ago. Did
you see it?
Lucy Yes, I did.
Unit 5 131
3 Write 3 past simple questions to ask your friend OPTION:
about last weekend.
Ask the children to draw a picture of the singer and his
• The children write three questions about last weekend clothes.
using Did + you + verb. Put the children into pairs to ask
and answer using short answers.
4 Listen and repeat. w 3.12
Ending the lesson (optional) • Refer the children to the pronunciation box. Point to the
• Play Find someone who … to review past simple questions three sounds and say them. Write the sounds on the
(see Ideas bank page 171). board next to each other. Tell the class these are three
different ways we pronounce –ed endings in past simple
Further practice regular verbs. Write a word under each as an example and
drill the sounds with the class.
Extension worksheets. Unit 5 Word skills worksheet.
• Write the words under the correct sound. Then play the
audio for the children to listen. Play the audio again for the
Lesson 7: Song & Skills children to listen and repeat the words.
• Point to the words on the board in a random order for the
Language children to read and say.
Revised: Body parts; Clothes; Colours; Materials; Past
simple questions and short answers / regular verbs; 5 Listen and repeat the tongue twister. w 3.13
blanket, fire, map, rucksack, torch, whistle; • See notes on page 68.
Core sound: /d/ climbed, lived /t/ helped, worked /ɪd/
started, visited
Other: concert, dance floor, dressed, string
Saying a fun tongue twister will engage the class and help
them focus on the differentiation of the target sounds.
Starting the lesson (optional) This improves their listening and speaking skills.
• Play Flashcard story guess before you listen to the song
(see Ideas bank page 172).
Classroom Presentation Tool (CPT) 6 Work in pairs. Complete your speaking
1 Watch. cards. Play.
• Tell the class that Jack, Lisa and Alfie are going to • Show the class a cut-out card and tell them to turn to
pages 95–96 in their Activity Books and cut out the top
introduce another song. Ask What’s the song about? Take
ideas from the class before you watch, then play the video
cut out the bottom card.
(It’s about a singer who wears very funny clothes.).
• Put the children into pairs. One child is A and the other
Transcript is B. Ask the children to look at side A or B on their card.
Jack Hello. Welcome to our video channel. Explain that they should read the sentences about last
Alfie This is the best song you’re going to hear! weekend and tick them if they are true for them or cross if
Lisa I love it! they aren’t. A then asks B a past simple question using Did
Jack You’re going to love it! It’s about a singer. about each statement. B answers using a short answer.
Alfie Who wears very funny clothes! We hope you enjoy it! They swap roles. Do an example with a confident child,
if necessary.
Class Book page 57 • Refer the class to the two children at the bottom of the
Class Book page and read the speech bubbles. Remind
2 Read the song. What was the singer wearing the children of the structure they are using. Monitor,
around his head? Listen and check. w 3.11 praise and help throughout.
• Ask the class to read the song silently and write what
the singer was wearing around his head. Ask them to English at home
compare their answer with a partner. • Encourage the children to say the tongue twister to their
• Play the song for the children to listen again and check. family.
They tick the answer off in their notebooks when they
hear it. Classroom Presentation Tool (CPT)
ANSWERS Pronunciation: game
A white, silk scarf.
• See instructions for Phonics matching on page 164.
3 Sing. Do you like the song? Use these words.
w 3.11 Activity Book page 56
• See notes on page 68. 1 Listen. Read and complete to make the new
verses. w 3.11
• Play the song for the children to listen and sing.
132 Unit 5
• The children complete the missing information in the • Play the audio for them to listen and write the presents
song using the words in the word bank to make their own Lewis got in their notebooks.
invented verses. Put the children into pairs to sing or read
their verses. Transcript
Jack Hello?
2 Listen to the tongue twister and underline the Lewis Hello, Jack. It’s Lewis.
/d/ sounds, circle the /t/ sounds and draw a box Jack Oh, hi, Lewis. Did you have a good birthday?
around the /ɪd/ sounds. w 3.13 Lewis Yes, I did. My mum made a birthday cake!
• Play the audio for the children to listen to the tongue Jack Did you get any good presents?
twister again. They underline the /d/ sounds, circle the /t/ Lewis Yes – Mum and Dad got me a new bike. But I can’t ride
sounds and draw a box around the /ɪd/ sounds. it yet. I have to get a helmet!
Jack Oh, OK. What else did you get?
ANSWERS Lewis I got a plane from Granny.
/d/ sounds: lived, climbed Jack Cool! Can it fly?
/t/ sounds: helped Lewis No, it’s made of wood. I got some clothes from Mum
/ɪd/ sounds: visited and Dad as well: a T-shirt and a wool hat for the winter. And
3 Write more words with the /d/, /t/ and /ɪd/ I got a new rucksack for school.
Jack It sounds like you had a good birthday.
sounds.
Lewis It was great. And it’s my party next weekend! Can I
• Ask the children to think of and write more words with speak to your mum now, please? I have to say thank you for
these sounds in the correct columns. They may use their my plastic car.
Class Book for ideas.
ANSWERS
Extra 3 (wooden plane) 2 (wool hat), 5 (rucksack)
• Challenge fast finishers to say the tongue twister as fast
and as accurately as they can, in pairs. 2 Listen again. Read and answer. w 3.14
• Read the questions and ask the children to consider the
Ending the lesson (optional) possible answers.
• Play Post boxes to review the pronunciation of the unit • Play the audio again for the children to listen and write
sound (see Ideas bank page 172). Use a range of -ed the answers in their notebooks. Check in pairs before
ending verbs to post into /d/, /t/ or /ɪd/ envelopes. feeding back.
ASSESSMENT OPPORTUNITIES: ANSWERS
1 Yes, he did.
The speaking cards activity is an opportunity to assess
2 Because he has to get a helmet. / Because he hasn’t got
the children’s speaking development. Assessment grid
a helmet.
3 No, she didn’t. She got him a wooden plane. / His mum
and dad got him clothes.
Further practice
4 No, he didn’t. His party is next weekend.
Karaoke version of song available.
5 Because he has to say thank you for his plastic car.
Lesson 8: Language review & 3 Look and say.

• Ask the children to look at the picture of Jack. Ask the
Communication children to look at the materials in the left word bank and
the objects in the right word bank. Ask the children to
Language read the speech bubble. Tell children they will describe
Core: Please can I try this (dress) on? Yes, of course. Is it any the picture using these words and the present continuous
good? It’s too bog / small. Have you got a (smaller) size? as in the speech bubble.
Revised: Clothes; Materials; Past simple questions and • Put the children into pairs. They take turns saying what
short answers / regular and irregular verbs; Properties of Jack is wearing using the correct material and object.
materials; have to / don’t have to, , He’s wearing a…
ANSWERS
Other: hi-viz jacket
He’s wearing cotton trousers / a plastic helmet / plastic
sunglasses / a waterproof jacket / a wool jumper / leather
Starting the lesson (optional) shoes.
• Play Question chain to review the unit language (see Ideas
bank page 167). Ask Did you buy / wear / see …? COMPETENCES FOR 21ST CENTURY LEARNING:
Class Book page 58 Reviewing the vocabulary of the unit using a recycled
structure presents the children with a meaningful context
1 Listen to Jack and Lewis. Which of these presents for it. Learning language in chunks improves natural
did Lewis get? w 3.14 speech and ability to recall the language.
• Ask the children to look at the objects and say what they
can see and what they are made of.
Unit 5 133
4 Read and say have to or don’t have to. Class Book page 58
• Remind the class we use have to to talk about obligation
and don’t have to talk about no obligation. Check Star question (optional)
understanding. • The children use the unit language to write a list of the
• Ask the children to read the activity poster. Check the class clothes they are wearing and the materials they are
understand the meaning of hi-viz (high visibility). Put the made of.
children into pairs to take turns completing and saying
the sentences about the poster. Monitor, help and praise Classroom Presentation Tool (CPT)
throughout.
ANSWERS • See instructions for Multiple choice on page 165.
1 have to 2 have to 3 don’t have to 4 don’t have to
5 have to
Classroom Presentation Tool (CPT) 1 Complete the questions and answer.
5 Watch. Do the role-play with your friend.
• The children complete the questions using Did or the
correct pronoun. They look at the pictures to write the
Go to page 79.
short answers. When the answer is negative they write the
• The children watch the role-play. Ask What does Lisa want correct statement.
to try on? (A dress.) What’s wrong with it? (It’s too big). Elicit
the questions she asks Please can I try this dress on? Have ANSWERS
you got a smaller size? 1 Did / No, she didn’t. She played with a wooden car.
2 he / Yes, he did.
Transcript 3 Did / Yes, she did.
Lisa Please can I try this dress on? 4 they / No, they didn’t. They made plastic necklaces.
Assistant Yes, of course. 5 Did / No, he didn’t. He had a wool jumper.
Assistant Is it any good? 6 she / No, she didn’t. She won a glass prize.
Lisa No, it’s too big. Have you got a smaller size?
Assistant Yes, we have. Here you are. 2 Write about the things you and your friends or
Lisa Thanks. family have to or don’t have to do today.
Assistant Is that one better? • Ask the children to think about themselves, their
Lisa Yes, it’s great. Thank you. friends and their family and their obligations. They write
sentences using have to (f) or don’t have to (g) using the
Class Book page 79 given pronouns. Ask the children to check their answers in
pairs for sentences structure and verb form.
Conversation card 5
• Tell the children to turn to page 79 in their Class Book and 3 What did Jane do last week? Listen and draw a
look at Conversation card 5. Read the aims together as a line from the day to the correct picture. There is
class and point out the language the children will need for 1 example. w 3.15
the role-play. Follow the instructions on the page: • Read the days of the week and elicit the things Jill did last
• 1 Put the children into pairs. They take turns being the week. Point out the example answer.
customer and assistant in the shop, choosing the missing • The children listen and draw a line from the day of the
information from the words in the coloured word banks. week to the correct picture. The days of the week are in
Monitor, help and praise throughout. order but they are not all included.
• 2 Read the question and ask and answer it around the
Transcript
class. Then read the Language tip as a class and practise
Narrator Hello, Jane. What did you do on Monday?
an example using plural clothes items.
Jane I went to visit my grandparents. I had to wear a
• 3 Invite 2–3 confident pairs to act out their role-play in waterproof jacket because it was raining.
front of the class. Remember who acted out this time, so Narrator Can you see the line? This is an example. Now you
different children can do it the next time. listen and draw lines.
Adult What did you do on Tuesday?
Let’s compare culture
Jane I had to go to the post office.
• Read the statement and check understanding. Discuss Adult Did you go to the park on Wednesday?
with the class how they say this in their language. Do they Jane No, I didn’t. I went to the shopping centre. I had to buy
try on clothes before they buy them? Is it the same as in a cotton T-shirt.
the UK or different? Adult Did you go to the park on Thursday?
Jane Yes, I did.
Adult What did you do on Saturday?
Jane On Saturday we had to play football for our school.
Adult Did you do anything special on Sunday?
Jane Yes, I did. I climbed a mountain!
134 Unit 5
ANSWERS Uncle Joe I usually wear my swimming shorts under my
1 Wednesday 2 Monday 3 Tuesday 4 Saturday wetsuit.
5 Thursday 6 Sunday Jack Thanks for your time, Uncle Joe.
Ending the lesson (optional) ANSWERS

rubber, leather, metal, glass
• Play Kim’s game to review the unit language (see Ideas
bank page 169). 2 Read Jack’s report. Listen and find 3 mistakes.
ASSESSMENT OPPORTUNITIES: w 3.17
The Conversation card is an opportunity to assess the • Ask the children what they remember about wetsuits
children’s speaking development. Assessment grid and from Jack’s interview with his uncle.
notes in the Teacher’s Resource Material. • Tell the class to read the report and see if the information
they remembered was correct.
• Play the audio for the children to listen and read. Tell the
Lesson 9: Think, do & review: My children that there are three mistakes in the text they will
project notebooks.
Language Transcript
Revised: Clothes; Materials; Past simple questions and Wetsuits by Jack
short answers / regular and irregular verbs; Properties of A wetsuit is a special kind of clothes. People wear wetsuits
materials; Sports; have to / don’t have to, He’s wearing a … for watersports like surfing, diving and windsurfing.
Wh- questions A wetsuit is made of leather, usually a man-made rubber
Other: neoprene, watersports, wetsuit called neoprene. Scientists invented neoprene in 1930.
Before wetsuits, people became cold in the sea very quickly.
A wetsuit keeps you dry, so you can spend hours in the sea!
Starting the lesson (optional) w 3.11
A wetsuit has to fit you well to keep you warm. You don’t
• Sing the song from Lesson 7 again. have to wear swimming shorts under your wetsuit.
ANSWERS
Class Book page 59
1 Wetsuits are usually made of rubber, not leather.
1 Listen to Jack’s interview. Which 4 materials do 2 A wetsuit keeps you warm, not dry.
they mention? w 3.16 3 You don’t have to swimming shorts under your wetsuit.
• Explain to the class that today they’re going to look at COMPETENCES FOR 21ST CENTURY LEARNING:
another project Jack is doing. Read Jack’s speech bubble Mathematical competence and basic competences in
at the top of the page. Tell them that before Jack wrote his science and technology
report he interviewed his uncle. Learning about the development of a product and its uses
• Ask the children to read the activities in the word bank. raises the children’s awareness of product development
Play the audio for them to listen and write the four and scientific and technological developments. In order
materials they hear mentioned in their notebooks. to create new products for a variety of circumstances we
• Feed back answers and ask the class if they know anything have to think of innovative ways to find solutions.
about wetsuits.
Transcript 3 Ask and answer.

Jack Hi, everybody! Today I’m talking to my Uncle Joe about • Put the children into pairs to ask and answer the questions
special clothes. What’s this, Uncle Joe? about Jack’s report.
Uncle Joe It’s my wetsuit, Jack. I wear it when I go ANSWERS
windsurfing. 1 Wetsuits 2 Four 3 The photo shows Jack’s uncle Joe
Jack OK. And why is it special? windsurfing in his wetsuit.
Uncle Joe Because it keeps me warm. You can get very cold in
the sea and when you get cold, you can get sick. Learn to learn
Jack What’s the wetsuit made of? • Refer the children to the Learn to learn box. Ask them to
Uncle Joe It’s made of a special kind of man-made rubber find the phrases used in Jack’s project. Encourage the
called neoprene. It was invented in 1930. Older diving suits children to use similar expressions in the report they are
were made of waterproof leather. Divers had helmets made going to write.
of metal and glass, too!
Jack Can I borrow your wetsuit for my school trip, 4 Prepare your project. Then write your
Uncle Joe? project. AB pages 58–59
Uncle Joe No, Jack – sorry. It’s too big for you. A wetsuit has • See Activity Book notes below.
to be the right size – not too big, not too small – so that it
keeps you warm. English at home
Jack Oh, OK. And – last question – What do you wear under • After the children have completed their project, they may
your wetsuit? take them home to show and tell to their family.
Unit 5 135
Activity Book page 58–59
1 Complete the table with different clothes.
to the table and tell the children to read the properties of
materials at the top of the table.
• The children write a list of 3–4 different clothes in each
column. Encourage them to think of special items of
clothing (sports clothing, celebration clothing, clothes
for a particular job, etc.). They may work in pairs or
individually. Feed back ideas from the class.

Learn to learn.
3 Write the research questions. Research and write
the answers.
• Tell the children to think about a special item of clothing
they would like to write about. They use the internet or
books and magazines to find out information about it.
• Look at Jack’s tip focussing on the Wh- question words.
Tell the children to think about and write Wh- questions
about the special kind of clothes they have chosen to
help them shape their project and write useful and
interesting information. The children write the questions
in the present simple.

pages 167–172).

136 Unit 5
Unit 5 137
Unit 6 At the summer camp

1 visit a castle 2 go kitesurfing 3 take photos
Language 4 play volleyball 5 go caving 6 go to the beach
Core: climb a mountain, cook on the campfire, go caving, 7 go fishing 8 swim in the lake 9 climb a mountain
go fishing, go kitesurfing, go to the beach, play volleyball, 10 cook on the campfire
swim in the lake, take photos, visit a castle OPTION:
Revised: Free time / outdoor activities / sports; camera, Use the flashcards to present the new vocabulary. Place
helmet, kite, mobile phone, sandcastles, torch; have to / don’t the flashcards on the board and ask the class to say the
have to, I like (swimming) on holiday. words with you. Choose a game from the Ideas bank on
Other: baked potato, board, equipment, fishing rod, holiday, pages 167–172.
pay, summer camp, swimming costume
Starting the lesson (optional) • The children listen to the comment about each activity
• Play Mime it (see Ideas bank page 169) to review activities and say the number it corresponds to on the Class Book
from previous lessons and levels. pages. Play the audio, pausing before the number is
• Talk about activities the children do at the weekend and revealed. Continue the audio to check.
on holiday, in the children’s own language and English.
Ask the children What do you like doing at the weekend? Transcript
What do you like doing in the summer holidays? What do 1 Yes, we won! … Four
you like doing in winter? Are you good at skiing? Can you 2 Oh, the water’s cold! … Eight
windsurf? Are you good at sailing? 3 Smile! … Three
• Point to the Unit aim box on the Class Book page and read 4 Look! We’re at the top! … Nine
the aim together. 5 Do you want a baked potato? I think they’re ready. … Ten
6 Let’s make a sandcastle! … Six
7 Did you see me jump? … Two
CPT, Classroom Resource Pack 8 I think I’ve got a fish! … Seven
Unit introduction: 1 Watch. 9 Wow, look. It says it’s seven hundred years old. … One
• Watch the video. Ask the children questions about the 10 Have you got your helmets? Yes! OK, turn on your torches
clip, in the children’s own language: Where’s Jack going? now. … Five
(To summer camp.) What does he have to take? (Clothes, 4 Read and say the activity.
a torch, a waterproof jacket and some suncream.) Has he
got boots? (Yes, he has.) Does he have to take a tent? (No, he
• Check comprehension of any new or difficult words.
Children read the descriptions 1–10 and say which activity
doesn’t.)
it is. Do this as a class or put the children into pairs.
Transcript ANSWERS
Jack Hello! I’m packing for summer camp. The bus leaves at 1 go caving 2 go kitesurfing 3 swim in the lake
eleven o’clock! It’s half past ten now. I have to take clothes, 4 take photos 5 cook on the campfire 6 play
a torch and a waterproof jacket. Oh, and some suncream. volleyball 7 go fishing 8 go to the beach 9 climb a
I’ve got my rubber boots here. We don’t have to take tents, mountain 10 visit a castle
because there are some at the camp. OK, I think I’ve got
everything. Time to go! OPTION:
In a less confident class, the children take turns in pairs,
Vocabulary presentation: flashcards (optional) i.e. one child answering odd sentences the other even
• Show the flashcards one by one to introduce the new sentences. Ask them to repeat the activity doing the other
vocabulary. Repeat several times, encouraging the numbers.
EXTENSION:
Class Book page 60 In a more confident class, look at the new words in
the word bank. Put the children into pairs to point to
2 Listen and repeat. w 3.18 a word for their partner to match to a holiday activity.
• Focus the children on the photo display of activities at the Alternatively, play a game from the Ideas bank using the
summer camp and talk about what the children can see. wordcards.
Where are they? (At summer camp.) Is there a beach? (Yes,
there is.) Is there a mountain? (Yes, there is.) Is there a lake?
5 Ask and answer.
(Yes, there is.) Who is at the summer camp with Jack? (Alfie
and Lisa.) • Read the conversation in the speech bubbles. Put the
children into pairs. They take turns asking about what they
138 Unit 6
need for the activities on pages 6–7 using the structure. Extra
Monitor, help and praise throughout. • Fast finishers write about what activities they and their
• Remind the class that when we talk about obligation or family usually do in the summer.
no obligation we use have to / don’t have to. Check the
children use the question and short answers correctly. Ending the lesson (optional)
• Play Mystery card to review the holiday activities (see Ideas
Jack’s question. bank page 169).
• Point to Jack’s question and read it aloud. Say I like going
to the beach and playing volleyball on holiday. Ask the
question around the class encouraging the children to use Lesson 2: Grammar &
the structure with the new activities. Communication
Star question (optional) Language
• Ask the Star question encouraging the children to say Core: Going to future: I’m / You’re / He’s / She’s /
activities they know from previous levels that use different We’re / They’re going to (go caving). I’m not / You aren’t /
verbs. He isn’t / She isn’t / We aren’t / They aren’t going to (climb a
mountain).
Linguistic competence Revised: Days of the week; Holiday activities; Time phrases;
The Star question enables the children to further have a picnic
personalise and use the language of the lesson, Other: baked potatoes, beans
while incorporating language they have learnt in
previous levels. Starting the lesson (optional)
• Play Flashlight flashcards to review the holiday activities
CULTURE NOTE: Summer camps in the UK (see Ideas bank page 167).
School summer holidays in the UK last for six weeks, from • Talk about things you are going to do at school today, this
the middle of July to the end of August. During this time week and at the weekend, in the children’s own language.
there are many different types of holiday activities and What are we going to do in class today? What are you going
summer camps. There are day camps where children to do tomorrow? What activities are you going to do this
learn a new sport for a week such as tennis, swimming weekend? Are you going to go shopping on Saturday? Are you
or football, or do drama and dance. There are overnight going to go to the beach this weekend? What are you going
camps where children go to the seaside or countryside to do there?
and learn water sports such as surfing, paddle boarding,
water skiing and paragliding. There are also nature camps
where children learn how to forage for food and track
Class Book page 61
animals or look at wildlife and collect and study insects. 1 Read and listen. What time is Jack going to arrive
home on Sunday? w 3.20
Classroom Presentation Tool (CPT) • Remind the class that Jack is at a summer camp. Point to
the message and ask the class who it is from and who it is
Vocabulary practice: game to (From Jack to his mum).
• See instructions for Snap on page 163. • Tell the children to read and listen to the message and
find out what time Jack is going to arrive home on
Activity Book page 60 Sunday. Feed back the answer from the class.
ANSWER
1 Look and complete the crossword.
At 8 pm.
ANSWERS
1 photos 2 kitesurfing 3 beach 4 mountain 2 Read and learn. Say the sentences.
5 castle 6 volleyball 7 fishing 8 campfire • Tell the class Jack has got lots of plans for things he is
9 lake 10 caving going to do at summer camp. Refer the children to the All
about grammar box. Explain that we use going to to talk
2 Cover and play Point and spell. Check with your about our future plans. Point out the form of going to in
friend. the affirmative and negative with the different pronouns.
• See notes on page 60. Point out the verb to be before going to and the form of
the verb that follows going to (infinitive).
3 Complete the table. Ask and answer. Write 4
• Put the children into pairs. Ask the children to take turns
sentences about your friend.
saying sentences about what Jack is going to do and then
• The children imagine they are at Jack’s summer camp what they are going to do (individually and with their
and write five activities they would like to do in the table. partner). Monitor, help and praise throughout.
Put the children into pairs to ask their partner what five
activities they want to do. They write them in the table. OPTION:
• The children write four sentences about what their In a less confident class, do this activity together as a class
partner wants to do in the space provided. Ask the using a variety of pronouns.
children to check their work in pairs.
Unit 6 139
3 Play The activities game. ANSWERS
• Point to the calendar and elicit the holiday activities Jack I’m going to: Affirmative
and Alfie are going to do. Check the children understand I’m not going to: Negative
the time expressions in the morning, in the afternoon, on You’re going to: Affirmative
Saturday. You aren’t going to: Negative
He’s / She’s going to: Affirmative
• Put the children into pairs. One child says a sentence
He / She isn’t going to: Negative
using going to (affirmative and negative sentences) about
We’re / They’re going to: Affirmative
Jack or Alfie’s plans, for their partner to guess who. Refer
We / They aren’t going to: Negative
them to the grammar box and the model conversation for
support. Monitor and help throughout. 3 Order the words to make sentences.
COMPETENCES FOR 21ST CENTURY LEARNING: ANSWERS
Linguistic competence 1 Lisa isn’t going to play volleyball.
Following a controlled speaking activity with freer 2 Lisa and Alfie are going to go caving.
speaking practice allows the children to play with the 3 Alfie is going to visit a castle.
language of the lesson and consolidate their learning. It 4 Jack and Alfie are going to go to the beach.
also develops their speaking and listening skills. 5 Jack isn’t going to climb a mountain.
OPTION:
Classroom Presentation Tool (CPT) In a less confident class, write an example with going to
on the board as support and point out the form of the
Vocabulary and grammar practice: game sentence (subject + to be + going to + verb).
• See instructions for Cloudburst on page 162.
4 Speak and guess with your friend. Use
Activity Book page 61 Activities 1 and 3 to help you.
1 Listen and number. Listen again and complete • Read the two speech bubbles. The children refer to
the sentences. w 3.21 Activity 1 to say and guess the activities Jack, Alfie and Lisa
• Look at the numbered pictures and elicit the names and are going to do. Monitor and help throughout.
holiday activities. Play the audio for the children to listen
and write one number from each box to indicate the child All about grammar page 88
and the activities they are going to / not going to do.
1 Look and complete using the correct form of
Check answers in pairs.
going to.
• The children use the numbers they have written to
complete the sentences 1–3. Play the audio again for
• Review with the class how we form sentences using going
to and when we use them. Clarify in the children’s own
children to check their ideas. Check in pairs before
language if necessary.
feeding back.
Transcript sentences with the correct form of be + going to for each
1 Lisa is going to climb a mountain, but she isn’t going to picture. Check answers in pairs before feeding back.
swim in the lake. ANSWERS
2 Jack and Alfie are going to go fishing, but they aren’t 1 ’re going to 2 isn’t going to 3 ’re going to
going to take photos. 4 ’m not going to 5 ’s going to 6 aren’t going to
3 Jack is going to visit a castle, but he isn’t going to go
kitesurfing. 2 Complete the text with the correct form of going
ANSWERS to and the verb.
1 [ 2] [4] [9]: Lisa is going to climb a mountain, but she isn’t • The children read the text about Emma’s holiday plans
going to swim in the lake. and write the correct form of be + going to and the verb
2 [3] [5] [11]: Jack and Alfie are going to take photos, but in brackets. Tell them to think about which pronoun
they aren’t going to go fishing. or person is being talked about and if the sentence is
3 [1] [7] [10]: Jack is going to visit a castle, but he isn’t affirmative or negative.
going to go kitesurfing. ANSWERS
1 ‘m going to go 2 ’re going to listen to 3 ’re going to
stay 4 aren’t going to cook 5 are going to eat 6 isn’t
• Tell the children to look at the chart and think about the going to come 7 ’s going to climb 8 ‘m going to ask
• Refer them to the column headings and ask them to look 3 Write about your plans for next weekend.
and tick the columns that show how we talk about future • The children think about their own plans for next
plans with going to. weekend and write 2–3 sentences using the correct form
• The children may work individually or in pairs to complete of going to (affirmative and negative).
the chart. The children check their answers in pairs before
feeding back.
140 Unit 6
Ending the lesson (optional) for an active holiday. You can go mountain biking, hiking or
• Play Listen and find to review going to and the holiday kayaking.
activities (see Ideas bank page 168). As well as lakes, the UK has got more than ten thousand
kilometres of seaside, so there are lots of beaches! It’s often
Further practice windy at the beach, so it’s a good place to fly a kite or go
Teacher’s Resource Material: Unit 6 Lesson 2 Reinforcement and surfing.
Extension worksheets. If you want to fly a kite and go surfing, and you like
adventure, try kitesurfing! Splash! Watch out for the
Lesson 3: Culture & windsurfers!
Seaside towns have got hotels, funfairs and ice cream!
Communication Many people go camping with their family or friends. But
the weather isn’t always good so some people from the UK
Language choose to go to a different country on holiday, where they
Core: Excuse me, could you send / give / tell me …? Yes, of know it’s hot and sunny!
course. Yes, here you are.
Revised: Animals; Holiday activities; Past simple; Present CULTURE NOTE: The seaside in the UK
simple; Places around town; Weather; beach, can, going Greta Britain and Northern Ireland are islands, so there
to, lake, mountain, waterproof, wetsuit are lots of different types of beaches to be found. There
Other: crab, Egypt, leaflet, lido, map, seaside, website are long sandy beaches in Wales which are excellent
for surfing. Cornwall, in the south west of the country,
has beautiful beaches, both sandy and stony, and there
Starting the lesson (optional) are small bays which are perfect for paddle boarding,
• Play The activities game from Lesson 2 again. snorkelling or learning to sail. In the north of England,
• Talk about activities you can do at the seaside in your many seaside towns have activities such as donkey rides,
country in the children’s own language or English: What funfairs with exciting rides and aquariums that you can
activities can you do at the seaside in our country? What visit. There is often a pier. In Northern Ireland, you can find
do you like doing? What activities can you do in different a beach with huge hexagonal rocks, known as the Giant’s
countries around the world? Do you like snorkelling? Is it scary Causeway, which is amazing to walk around. Try to spot
or exciting? Why? Scotland over the sea!

Class Book page 62
Culture presentation: 1 Watch. What activities can
you do on an active holiday? 2 Read and listen. What activities are Jack and
Omar going to do when Omar visits? w 3.22
• 1st viewing: Watch Jack’s introduction to the culture film
and ask the children to tell you what the video is about • Point to the text message and tell the class that Jack is
(Things people do in the summer holidays in the UK). Make messaging his friend Omar. Tell them Omar is from Egypt.
some predictions as a class about the question What • Ask the children to look at the photos and say any words
activities can you do on an active holiday? they know to describe them (a crab, colourful fish, the sea,
• Watch the culture film, stopping before the there’s a swimming pool, etc.).
comprehension questions, for children to check their • Play the audio for the children to listen and read. Then
predictions. Ask the class to tell you what they know answer the question.
about the activities. ANSWERS
• 2nd viewing: Watch the video again and answer the They’re going to go to the beach and go swimming in
comprehension task at the end of the film. the lido.
Note: Use the Culture and Communication worksheet with
TEACHING TIP:
the video.
Remind the class that we can use swim and go swimming.
ANSWERS
go mountain biking, hiking or kayaking
3 Think about a place to visit and the information
Transcript you need. Write notes.
Jack It’s nearly the summer holidays. In the UK, we usually • Refer the children to the words in the box and check
have six weeks’ holiday from school. Most families go away their understanding. Ask them to think about what sort
somewhere. Let’s see what kinds of things they do! of information they might need to find out or ask for if
Culture film: they visit those places. Read the sentences Could you tell
Are you going to go on holiday this year? Do you like me …? and ask the class to find an example of this type
History? The UK has got lots of castles. This is Warwick Castle of question in Jack and Omar’s text message. Brainstorm
in the centre of England. It’s more than a thousand years old. other places to visit and the types of information we
In the past, kings and queens lived here. Now, more than six might need to ask about when visiting them. Brainstorm
hundred thousand people visit every year. ideas as a class and write them on the board.
Maybe you prefer the countryside. This is the Lake District, • Tell the children to write the questions they might need to
in the north of England. The Lake District is a great place ask to get information about 2–3 places they want to visit.
Unit 6 141
CPT / Class Book page 62 Extra
• Fast finishers write what they are going to take on a
4 Watch. Discuss the information you need to visit camping holiday using going to. Ask the children to check
a place. w 3.23 their ideas in pairs if you have time.
• Explain to the class that they are going to watch or listen
to two children asking for information. Watch or listen. Ending the lesson (optional)
• Watch or listen again and pause for the children to repeat • Play True or false? (see Ideas bank page 169).
the conversation. Repeat as necessary. Further practice
Transcript
worksheet.
A Excuse me, could you tell me what time the swimming
pool opens? ASSESSMENT OPPORTUNITIES:
B Yes, of course. It opens at ten o’clock. The Language in action! activity is an opportunity to assess
A Thank you. Could you give me a map? the children’s speaking development. Assessment grid
B Yes, here you are. and notes in the Teacher’s Resource Material.
A Thanks.
Language in action!
• Refer the class to the Language in action! box and read Lesson 4: Cross-curricular
through the questions and answers. (Natural Science)
put them into pairs or small groups. They take turns to ask Language
for information about places to visit using polite questions Core: fresh water, land, ocean, reservoir, salt water, tap
using the Language in action! box for support. Revised: Present simple: can, have to; every day, ice, lake,
river, save water, snow, (three) times a week, waste water,
water plants
Learning polite functional language enables the children Other: collect rain water, contain water, flush the toilet, the
to interact in society in a polite and positive way. This is Earth’s surface, the ground, less than, more than, North /
an important skill for communicating with others, both in South Pole, store water, turn off
their own and other cultures.
Let’s compare culture • Play Ladders to brainstorm rivers, lake, seas and oceans
• Discuss the culture question in English and in the around the world (see Ideas bank page 171).
children’s own language if necessary. What do you do at • Ask around the class Which of these places have you visited?
the seaside? Do you go swimming? Do you like doing water What type of water is it, salt water or fresh water? Do you like
sports? Do you visit places at the seaside or do you stay on the swimming in salt water or fresh water? Which water do we
beach? What activities do they do in the UK? Is the sea warm drink?
or cold in the UK? Is the weather wet or dry? Does this change
the activities they do in the UK? Classroom Presentation Tool (CPT)
Activity Book page 62 Cross-curricular presentation: slideshow 1 Watch

and do the Quick quiz. Discuss.
1 Reorder the letters and make words to complete • Talk about Lesson 3. Ask the class Who was Jack messaging
the dialogue. about seaside activities? (Omar) Which website did they talk
ANSWERS
about at the end of their message? (World of water) Tell the
1 going 2 Could 3 fishing 4 campfire children they are going to do a quiz about water from that
5 beach 6 volleyball 7 caving website.
2 Complete the table with holiday places, activities • Put the children into pairs and pause after each Quick quiz
and sports. question for the children to raise their hands and answer.
• Look at the table as a class and point out the headings. Continue the audio to check.
Brainstorm ideas as a class or work in pairs.
• The children write places you can visit and the activities Transcript
The Earth is sometimes called the Blue Planet because more
and sports they can do at each place.
than 70% of the Earth’s surface is covered by water. Less
3 Write a description of your perfect summer than 30% of the Earth’s surface is land.
holiday. Use Activities 1 and 2 to help you. Salt water: The oceans contain salt water. More than 97%
• The children refer to the table in Activity 2 for ideas and of the world’s water is salt water. Many different kinds of
the text in Activity 1 to write a description about their animals live in the ocean. They need salt water to survive.
perfect summer holiday using going to. Fresh water: Rivers and lakes contain fresh water. There is
also fresh water under the ground, and as snow and ice.
Less than 3% of the world’s water is fresh water. Humans
142 Unit 6
and some animals need fresh water to survive. People store COMPETENCES FOR 21ST CENTURY LEARNING:
water in large, man-made lakes called reservoirs.
Mathematical competence and basic competences in
The Earth’s population is getting bigger, so it’s very
science and technology
important not to waste water. Think about how you can save
Learning about the importance of water and ways to
water. Can you turn off the tap more often?
preserve it is an important issue to reflect on. The children
Quick quiz!
will have to think of innovative ways to preserve and use
Question 1 What is the Earth sometimes called? … The Blue
water in the future.
Planet.
Question 2 How much of the Earth’s surface is water? … More
WEB SEARCH: Find out where your nearest lake,
than 70%.
river and reservoir are. Can you find out where
Question 3 How much of the Earth’s surface is land? … Less
than 30%.
the fresh water you use comes from?
Question 4 Is the water in the oceans salt water or fresh • The children use the internet to find out about water
water? … Salt water. in their area. Put children into pairs to use the Cross-
Question 5 Is the water in the rivers, lakes and under the curricular worksheet to do their research. Check the
ground salt water or fresh water? … Fresh water. instructions and language of the worksheet before
Question 6 Is the water in ice or snow salt water or fresh children research.
water? … Fresh water.
Question 7 Think about how much water you use. Activity Book page 63
a. How often do you have a bath? b. How often do you
have a shower? 1 Label the pie chart.
• The children look at the pie chart which represents the
Class Book page 63 two types of water on the Earth and examples where we
find water. The children write the words from the word
2 Read and listen. Why do we have to save
bank in the correct section of the pie chart.
water? w 3.24
• Look at the photos and ask the class what they can see. ANSWERS
1 salt water 2 oceans 3 fresh water 4 snow and
• Play the audio for the children to follow the words in their ice 5 reservoirs 6 rivers 7 lakes 8 under the
books.
ground
question with a partner. Discuss the answer as a class. 2 Complete the text using the information from
the pie chart.
Transcript
See Class Book page 63 for transcript.
• The children read and complete the text using the words
in Activity 1.
ANSWER
ANSWERS
Because there is very little fresh water in the world, and
1 salt water 2 fresh water 3 97 4 3
humans and many other animals and plants need fresh
5 reservoirs 6 rivers 7 snow and ice
water.
(in any order) 8 under the ground 9 oceans
3 Read again and answer.
3 How much water do you use every day?
the key words in the question. Allow the children time to
• Ask the children to think about the water they use every
day. The children read each question and write their own
read the text again.
answer. They calculate how much water they use each
• The children write their answers in their notebooks. Ask day in litres. The children may use a calculator or work out
them to check in pairs before feeding back as a class. their answers on a separate piece of paper. Monitor, help
Encourage the class to tell you how they save water. and praise throughout.
ANSWERS
1 Fresh water and salt water. 4 Write about the water you use every day and
2 Less than 3%. what you’re going to do to save water.
3 Salt water. • The children read the questions in the table and write
4 In rivers, lakes, under the ground, and as snow and ice their answer in the box. Check the children understand
on mountains and near the North and South Poles. the meaning of flush the toilet.
5 In reservoirs. • They use the information given about how much water
6 Have a short shower, not a bath; turn off the tap when each activity uses and calculate the water they use for
you’re brushing your teeth; collect rain water to water each activity and as a total each day.
plants. • Put the children into pairs to talk about how much water
they use each day and how they think they can save
water. Feed back ideas from the class. In a mess confident
class brainstorm ideas as a class and write them on the
board.
Unit 6 143
• The children complete the paragraph about their Class Book pages 64–65
daily water usage and then 2–3 ways they are going
to save water. 2 Read and listen. Find the words in the story.
w 3.25
Extra • Point to the photo at the top of the page and ask What is
• Fast finishers find out and write a list of animals that can it? (A cook and a fish.) What type of story is it? (A humorous
live in salt water in their notebooks. story.)
Ending the lesson (optional) • Play the story audio for the children to read and follow in
their Class Books.
• Play Bingo! (see Ideas bank page 170). Brainstorm 16
animals that live in water on the board for the class to • Check comprehension: What does Nick cook at the
choose from to play. restaurant? (Fish.) Does he burn the fish? (Yes, he does.) Is
Katy friendly? (Yes.) When is Katy’s birthday? (Tomorrow.)
Further practice Where does Nick want to take Katy? (To a Chinese
Teacher’s Resource Material: Unit 6 Cross-curricular worksheet. restaurant.) Does she like Chinese food? (No, she doesn’t.)
What does she like? (Italian food.) What time does Nick pick
Lesson 5: Story & Vocabulary up Katy? (At half past twelve.) Is Katy happy she isn’t going
to an Italian restaurant? (No, she isn’t.) How does Nick feel?
Language (He’s excited.) What has Nick got for lunch? (A barbecue
and a picnic.) What is his job today? (Cook and waiter for
Core: barbecue, customer(s), main course, menu, waiter,
Katy.) How does Katy feel with her special birthday present?
waitress
(She’s happy.) How does Nick feel? (He’s happy, too.)
Revised: Adjectives; Food; Holiday activities; Jobs;
Nationalities; Present simple; Superlatives; going to, There’s
a … Would you like …? Have you got …?
the words in the story. Ask the children what the words
Other: book a table, busy, burn, humorous, lunchtime, mean, in their own language or in English.
maybe, picks up, restaurant, thoughtful
• Use the flashcards to review the new words.

barbecue: frame 7 main course: frame 7
• Play two-minute race to review food and drink words (see customer(s): frames 1, 7 menu: frame 7
Ideas bank page 171).
waiter: frame 7 waitress: frame 1
CPT, Classroom Resource Pack ALL ABOUT VALUES: A thoughtful present is always a
good present.
Vocabulary and grammar review and presentation: Remind the children of who organised the thoughtful
story animation present. What did he do that was special? How did Katy feel
about her present? Do you think they had a lovely time? Will
1 Watch. Katy remember her birthday present from Nick? Talk to the
• Tell the children they’re going to watch a story animation children in their own language about giving thoughtful
with Jack. Pause after Jack’s introduction and ask What’s presents and why it’s more important than spending lots
the story about? (A humorous story about a cook and a of money.
waitress.)
• With books closed, watch the story. Ask What happens COMPETENCES FOR 21ST CENTURY LEARNING:
in the story? (Nick, a cook, wants to take his friend Katy, a Social and civic competence
waitress at his restaurant, out for lunch for her birthday. He Being thoughtful and thinking about others is a social
can’t find a table at the restaurant she likes so he plans a skill that the children can apply to many areas of their
BBQ on the beach.) lives. It is important to have empathy and consider others’
feelings and to look after friends, family and people we
Transcript meet every day.
Jack This is a humorous story about a cook called Nick. Let’s
find out what happens. 3 Read and answer.
• See Class Book pages 64–65 for story transcript. • Read questions 1–6 and check understanding of any
unknown words. Allow the children time to read the
questions and text again.
ANSWERS
1 He’s a cook. 2 She’s a waitress. 3 She doesn’t
like Chinese, French or Indian food. 4 Because
it’s busy. 5 Bread, olives, salad, fish and
strawberries. 6 No, he doesn’t.
144 Unit 6
4 Listen to Jack and his friends. What did you think Lesson 6: Story, Grammar &
about the story? w 3.26
• See notes on page 65. Communication
WEB SEARCH: What kinds of restaurants are Language
there in your town or city? Core: Going to future: Are you / we / they going to (have
lunch here)? Yes, we / they are. Yes, I am. No, we / they aren’t.
• The children use the internet to find out about
No, I’m not. Is he / she going to (cook pizza)? Yes, he / she is.
restaurants in their area. Encourage them to give their
No, he / she isn’t, to be; Questions and shorts answers
opinions about the food if they have eaten there, or
their opinions in general. Revised: Holiday activities; Food and drink; Free time
activities; barbecue, customer(s), main course, menu, waiter,
waitress
Vocabulary practice: game Starting the lesson (optional)
• See instructions for Image matching on page 163. • Play What are the words? (see Ideas bank page 172).
Activity Book page 64 CPT, Classroom Resource Pack

1 Read and complete Jack and Alfie’s review of the Story review and grammar presentation w 3.25
story. • Ask the children what they remember from the story:
Who’s in the story? What was Nick’s job? What was Katy’s
ANSWERS job? Where did Katy want to go? Could Nick get a table there?
1 humorous 2 waitress 3 restaurant 4 menu What did he do? How did Katy feel about her thoughtful
5 barbecue 6 course 7 customer 8 waiter present?
2 What do you think about the story? Circle a word • Watch (or listen to) the story again to confirm answers.
and complete your review. Learn to learn.
Vocabulary review: flashcards (optional)
• See notes on page 65. • Show the flashcards one by one to remind the children of
3 Do you like thoughtful presents? Circle Yes or No. the new vocabulary.
Write.
• Ask the children to think about a thoughtful present they Class Book page 66
have been given or that they have given to someone else 1 Read and say. Find the answers in the story.
in the past. The children read the sentences and circle Yes
or No as it applies to them and complete the sentence.
• Tell the class these are four sentences from the story. There
• Refer the children to the score ratings. Remind the story on pages 64–65 again and find the missing words.
children it’s nice to give thoughtful presents because it
shows we care about others. ANSWERS
1 going 2 aren’t 3 Are 4 we
Extra
• Fast finishers consider what happens next in the story. 2 Beat the clock. How many questions and answers
They write their ideas in their notebooks. Ask the children can you say in 3 minutes?
to share their ideas with a partner or the class. • Remind the class that they already know how to make
questions and short answers in the present using the
Ending the lesson (optional) verb to be. Elicit 3–4 questions and answers from the class
• Play Collocations race to review food and drink and free using different pronouns and affirmative and negative
time activities (see Ideas bank page 171). answers, e.g. Are you happy? Yes, I am. Is he 10 years old? Yes,
he is. Are they boys? No, they aren’t. etc.
Further practice
Teacher’s Resource Material: Unit 6 Story playscript worksheet. • Explain that today they will learn how to make questions
and short answers using going to. Look at the All about
grammar box as a class. Explain that we use questions
with going to to ask about future plans. Point out the word
order in the questions be + pronoun + going to + verb.
Tell the class that they already know the short answers
because they are the same as with the verb to be.
• Put the children into pairs. Ask them to take turns asking
and answering questions with be + going to using the
grammar box for support. Ask them to count the number
of questions and answers they ask / answer in 3 minutes.
Set a timer. In a more confident class, encourage the class
to ask questions using other verb endings. Monitor, help
and praise throughout. Feed back some of the questions
and answers from pairs.
Unit 6 145
3 Ask and answer. ANSWERS
• Ask the children to look at the picture and say what food, a 1 b 3 c 2
drink, activities and people they can see. Read the verbs in
2 Answer the questions about the story.
the word bank and check the children’s understanding.
• Put the children into pairs. They take turns pointing to a ANSWERS
person in the picture and asking a question using a verb 1 No, they aren’t. 2 Yes, they are. 3 No, she
from the word bank about what that person is going to isn’t. 4 Yes, she is. 5 Yes, he is. 6 No, he isn’t.
do. Their partner answers with a negative or affirmative
3 Write a questionnaire to find out what your
response. Monitor, help and praise throughout.
friend is going to do this summer. Ask and
COMPETENCES FOR 21ST CENTURY LEARNING: complete.
Linguistic competence • The children think of five activities to ask their friend about.
Using an image to practise new grammar helps the They write a question for each in the questionnaire using
children give it meaning and context. This makes it Are you going to …? Monitor, help and praise throughout.
memorable and enables them to recall the language in • Put the children into pairs. They ask their questions to their
later lessons. partner who gives short answers. They may add more
information if they are able, e.g. Yes, I am. I’m going to go with
4 Ask your friend what he or she is going to do my family. The children record their partner’s answers in the
after school. column on the right. Monitor and praise throughout.
• Ask the children to think about what they do after school.
Brainstorm some free time activities and write them on All about grammar page 89
the board.
1 Write questions with going to.
• Point to the children at the bottom of the page and
• Review how and when we ask questions with going to
read the conversation. Put the children into pairs to ask
and how we form short answers using to be. Remind the
questions using Are you going to…? and answer with short
children the form of be changes for each pronoun. Clarify
answers. Encourage them to say what they are going to
in the children’s own language if necessary.
do if their answer is No, I’m not. Monitor, help and praise
throughout. • The children use the prompts to make questions using
be + going to. Check in pairs before feeding back as a class.
Star question (optional) ANSWERS
• Ask the children to recall what their partner told them 1 Is Tom going to make a pizza? 2 Are we going
about their plans after school. They write 2–3 sentences to go kitesurfing? 3 Are they going to cook on the
in their notebooks. Ask them to check with their partner if barbecue? 4 Are you going to go to the beach? 5 Is
they remembered correctly. the waiter going to open the window?
Classroom Presentation Tool (CPT) 2 Complete the questions with going to. Look and
write the short answers.
Vocabulary and grammar practice: game • The children refer to the pictures to complete the pairs
• See instructions for Chase the cheese on page 164. of questions about each child. They answer the question
using short answers.
Activity Book page 65 ANSWERS
1 Is Jenny going to take photos? No, she isn’t.
1 Listen and number the pictures. w 3.27
Is she going to paint a picture? Yes, she is.
Transcript 2 Is Mike going to play football? No, he isn’t.
1 Narrator Nick has got a table and chairs, a barbecue and Is he going to play volleyball? Yes, he is.
a picnic. He gives Katy a menu. There’s bread and olives. 3 Are you going to cook meat? No, I’m not.
There’s fish and salad for the main course. There are Are you going to cook fish? Yes, I am.
strawberries for pudding. 4 Are Sally and Kate going to go caving? No, they aren’t.
Nick I’m going to be the cook and the waiter today! And Are they going to go to the beach? Yes, they are.
you’re going to be the customer.
3 Write 3 questions to ask your friend about next
2 Narrator Nick drives to the beach.
Katy Are we going to have lunch here?
weekend.
Nick Yes, we are. • The children write 3 questions to ask a friend about next
Katy But there isn’t a restaurant! weekend using Are you going to …? Put the children into
Nick Aha! pairs to ask and answer using short answers.
3 Narrator Nick has got an idea. The next day, he picks Katy
up at half past twelve.
Nick Happy birthday! • Play Memory chain to review future plans (see Ideas bank
Katy Thank you. Are we going to go to the Italian page 169).
restaurant? Further practice
Nick No, we aren’t. Teacher’s Resource Material: Unit 6 Lesson 6 Reinforcement and
Katy Oh! Extension worksheets; Unit 6 Word skills worksheet.
146 Unit 6
Lesson 7: Song & Skills • Write the words under the correct sound. Then play the
audio for the children to listen. Play the audio again for the
Language children to listen and repeat the words.
Revised: Holiday activities; going to future; Questions • Point to the words on the board in a random order for
and shorts answers children to read and say.
Core sound: /æ/ at, camp, have /ɑː/ bath, castle, 5 Listen and repeat the tongue twister. w 3.30
gardener, half, past, plants
Other: deep, dreams come true, set them free, whatever
I can
Starting the lesson (optional) 6 Work in pairs. Complete your speaking
• Play Racing lists to review holiday activities and where cards. Interview your friend.
we do them – park, sea, forest, etc. (see Ideas bank • Show the class a cut-out card and tell them to turn to
page 169). pages 95–96 in their Activity Books and cut out the
bottom card for Unit 6 along the dashed lines.
Classroom Presentation Tool (CPT) • Put the children into pairs. One child is A and the other
is B. Ask the children to look at side A or B on their card.
1 Watch. Explain that they should read the holiday plan ideas and
• The children watch and listen to Jack, Lisa and Alfie tick them if they going to do them or cross if they aren’t.
introduce their final song. Ask What’s the song about? Take A then asks B questions using going to about each activity.
ideas from the class before you watch. (It’s about our B answers using a short answer. They swap roles. Do an
dreams.) example with a confident child, if necessary.
Transcript
• Refer the class to the two children at the bottom of the
Class Book page and read the speech bubbles. Remind
Jack, Lisa and Alfie Hello.
the children of the structure they are using. Monitor,
Lisa We’re sad!
praise and help throughout.
Alfie Why are we sad, Lisa?
Lisa Because this is our last video. COMPETENCES FOR 21ST CENTURY LEARNING:
Jack But the song is amazing! Learning to learn
Alfie Tell them what it’s about, Jack. Practising a range of exam techniques will enable children
Jack It’s about our dreams. to feel confident in answering them in their exams. This
Lisa You’re going to love it. Continue sending us messages will also help develop their communicative skills.
online.
Jack, Lisa and Alfie Goodbye!
English at home
Class Book page 67 • Encourage the children to say the tongue twister to their
family.
2 Read the song. Where’s Lisa going to go
swimming? Listen and check. w 3.28 Classroom Presentation Tool (CPT)
• Ask the class to read the song silently and write where
Lisa is going to go swimming. Ask them to compare their
Pronunciation: game
answer with a partner. • See instructions for Phonics matching on page 164.
• Play the song for the children to listen again and check.
They tick the answer off in their notebooks when they Activity Book page 66
hear it.
1 Read and order the lines. Listen and
ANSWERS check. w 3.28
She’s going to go swimming in the deepest lake. • Play the song for children to listen and sing.
3 Sing. Do you like the song? Use these words. • Children read the lines of the song and number them
w 3.28 in the correct order. Play the audio again for children to
listen and check.
ANSWERS
4 Listen and repeat. w 3.29 [2] I ’m going to make my dreams come true.
• Refer the children to the pronunciation box. Point to the [1] Hey you, what are you going to do?
two sounds and say them. Write the sounds on the board [4] I’m going to do whatever I can.
and tell the class these are the different ways we can [3] Hey you, have you got a plan?
pronounce the letter a.
• Write a word below each sound as an example. Focus on [8] atch lots of fish, then set them all free.
C
the difference between the sounds and the change in [6] Sail across the sea with the friends I make.
position of your mouth: /æ/ and is a short sound and /ɑː/ [5] I’m going to swim in the deepest lake.
is a long sound. [7] I’m going to go fishing in the deep, blue sea.
Unit 6 147
[12] All my dreams are going to come true! Transcript
[9] I’m going to climb a mountain – wait and see! Jack Ah, we’re nearly home. Wasn’t it a great weekend?
[11] I’m going to be a cook and cook for you. Alfie Yes, it was. What did you like best?
[10] I’m going to be all the things I can be. Jack I think I liked going caving best. It was amazing being
under the ground.
2 Listen to the tongue twister and underline the Alfie I liked swimming in the lake – there were so many fish!
/æ/ sounds and circle the /ɑː/ sounds. w 3.30 Jack It’s only two weeks to the summer holidays now. Are
• Play the audio for the children to listen to the tongue you going to go on holiday?
twister again. They underline the /æ/ sounds and circle the Alfie Yes, we are, to France. We’re going to go to the beach.
/ɑː/ sounds. What are you going to do?
ANSWERS Jack My friend Omar is going to visit from Egypt. We’re going
/æ/ sounds: and, have, at to go kitesurfing and we’re going to go fishing. I can’t wait!
/ɑː/ sounds: gardener, castle, plants, bath, half, past Oh – here we are.
Jack’s mum Hello, boys. Did you have a good time?
3 Write more words with the /æ/ and the /ɑː/ Jack and Alfie Yes, we did.
sounds. Jack’s mum And are you hungry?
• Ask the children to think of and write more words with Jack and Alfie Yes!
these sounds to write in the correct column. They may use Jack’s mum Well, I’ve made you your favourite dinner.
their Class Book for ideas. Jack Are we going to have pizza for dinner?
Jack’s mum Yes, you are.
Extra Jack and Alfie Great!
• Challenge fast finishers to say the tongue twister as fast ANSWERS
and as accurately as they can, in pairs. go caving, go swimming in the lake, go to the beach, go
kitesurfing, go fishing
• Play I hear with my little ear to review the pronunciation of 2 Listen again. Read and answer. w 3.31
the unit sounds (see Ideas bank page 172). • Read the questions and ask the children to consider the
possible answers.
The speaking cards activity is an opportunity to assess the
• Play the audio again for the children to listen and write
the answers in their notebooks. Check in pairs before
feeding back.
notes in the Teacher’s Resource Material.
ANSWERS
Further practice 1 He’s going to go to France.
Karaoke version of song available. 2 No, he isn’t. He’s going to go to the beach.
3 Omar is going to visit Jack.
4 Yes, they are.
Lesson 8: Language review & 5 No, they aren’t. They’re going to have pizza.
Communication 3 Look at the picture for 1 minute. Cover and say.
Language • Ask the children to look at the picture of the pizza
Core: Have you got (a table for two), please? Yes. Please restaurant. Elicit what they can see using There’s a … There
follow me. Are you ready to order? I’d like … Could I have …? are … and read the labels. Teach the word jug.
Revised: Affirmative, negative, questions and short • Tell the children they have 1 minute to look at the people
answers; Food and drink; Going to for future plans; and think about what they are going to do. Tell the
Holiday activities; barbecue, customer(s), main course, children they will describe the picture using going to. Set
menu, waiter, waitress, tap a timer.
Other: What are you going to have? • Put the children into pairs to take turns saying what the
people are going to do, keeping their picture covered.

The cook is going to cook pizza.
• Play Basketball to review the unit vocabulary (see Ideas
The customer is going to order food.
bank page 167).
The family are going to sit at a table.
The waitress is going to put water in the jug from the tap.
Class Book page 68 The waiter is going to take the customer’s order.
1 Listen to Jack and Alfie. Which 5 activities do 4 Read and say the missing words.
they mention? w 3.31
• Ask the children to read the conversation and say what it
• Ask the children to read the holiday activities in the word is about (Ordering food at a restaurant).
bank. Play the audio for them to listen and write the
activities they hear mentioned in their notebooks.
• Ask the children to read the conversation again and
complete the questions and sentences using going to.
148 Unit 6
ANSWERS Class Book page 68
1 to 2 am 3 going 4 are 5 have 6 going
• Children use the unit language to write about their plans
Linguistic competence for the summer holidays in their notebooks.
Recycling the language of the unit in a conversation
consolidates the meaning of the language. It also
develops the children’s speaking skills.
OPTION:
• See instructions for Three in a row on page 164.
Put the children into pairs to act out the conversation.
Pairs can create a simple menu with food items on it
(those in the conversation and other food) and use this
as a prop to act out the conversation. Invite pairs to swap 1 Look and answer the questions.
menus and act out a conversation again. • The children read questions 1–5 and look at the pictures
of Jack and Lisa with crosses and ticks to write their short
Classroom Presentation Tool (CPT) answers. Remind the children to use the correct pronoun.
Check in pairs before feeding back.
5 Watch. Do the role-play with your friend. ANSWERS
Go to page 80. 1 No, they aren’t. 2 No, he isn’t. 3 Yes, she is.
• The children watch the role-play. Ask Where are they? (In 4 Yes, they are. 5 No, she isn’t.
a restaurant.) Elicit the questions Jack asks (Have you got a
table for two? Could I have the bill, please? and the questions 2 Write sentences about Jack and Lisa. Use
the waiter asks, Are you ready to order? And to drink?) Activity 1 to help you.
• The children write affirmative or negative sentences with
Transcript going to using their answers to Activity 1 above. Check in
Jack Have you got a table for two, please? pairs before feeding back.
Waiter Yes. Please follow me.
Waiter Are you ready to order? ANSWERS
Jack Yes. I’d like a ham pizza, please. 1 Jack and Lisa aren’t going to play volleyball.
Waiter And to drink? 2 Jack isn’t going to go to the beach.
Jack A strawberry milkshake, please. 3 Lisa is going to go fishing.
Jack Excuse me. Could I have the bill, please? 4 Jack and Lisa are going to take photos.
Waiter Yes, of course. 5 Lisa isn’t going to visit a castle.
3 Plan your weekend. Write about what you’re

Class Book page 80 going to do.
Conversation card 6 • The children think about their plans for the weekend and
• Tell the children to turn to page 80 in their Class Book and write sentences about each day (Friday, Saturday and
look at Conversation card 6. Read the aims together as a Sunday). They can choose 1 or 2 activities for each day.
class and point out the language the children will need for Ask the children to write both affirmative and negative
the role-play. Follow the instructions on the page: sentences and to use different pronouns depending on
who they do each activity with. If you have time, ask the
• 1 Put the children into pairs. They take turns being the
children to tell their partner about their plans.
customer and the waiter / waitress, choosing the missing
information from the words in the coloured word banks. 4 Listen and write. There is 1 example. w 3.32
• The children look at the picture and read the text before
• 2 Read the question and ask and answer it around the they listen to consider their answers. Point out the
class. Then read the Language tip as a class. example answer.
• 3 Invite 2–3 confident pairs to act out their role-play in • Play the audio for the children to listen and write the
front of the class. Remember who acted out this time, so missing words.
Transcript
Let’s compare culture Adult Hello, Anna!
• Read the statement and check understanding. Discuss Anna Hi!
with the class if they have been to a café where they order Adult Are you going to the beach this summer?
and pay at the counter. Is this something that is common Anna No, I’m not. I’m going to a summer camp in Scotland.
in our country? What type of café was it? Which method Narrator Can you see the answer? Now listen and write.
do they prefer? Is ordering food and drink the same or 1 Adult Are you going to the summer camp in July?
different to the UK? Anna No, I’m not. I’m going there in August.
Adult When?
Anna The first week of August.
Unit 6 149
2 Adult Are you going to do many things there? Jack I’d love to. Are we going to cook on a campfire?
Anna Yes, I’m going to climb a mountain. Jack’s mum Yes, sometimes. And we’re going to go to the fish
Adult That sounds good. I like climbing, too. and chip restaurant by the beach.
3 Adult Are you going to go swimming in the lake? Jack Great! I hope Omar likes fish and chips.
Anna Yes, of course. Swimming is my favourite sport. ANSWER
4 Adult Are you going to play any other sports? play volleyball
Anna Yes, I’m going to play volleyball.
5 Adult Are you going to eat in cafés and restaurants? 2 Read Jack’s email. Listen and find 4 mistakes.
Anna No, I’m not. I’m going to eat barbecues at the w 3.34
campsite and cook on the campfire. • Ask the children what they remember about Omar from
ANSWERS Lesson 3 and the conversation between Jack and his
1 August 2 / 3: climb a mountain, go swimming in the mum. Who is Omar? Where does Omar live? When is he
lake, play volleyball (two in any order) 4 at the campsite going to visit? What does he like doing? Where can they go
swimming?
Ending the lesson (optional) • Ask the class what emails are (Informal or formal letters
• Play Roll the dice to review the unit language (see Ideas you write on the internet. Explain that this is an informal
bank page 168). email because it is for a friend.).
• Ask the class what plans they think Jack is going to
organise for Omar’s visit. Tell the class to read the email
The Conversation card is an opportunity to assess the
and check if they were correct.
notes in the Teacher’s Resource Material. • Play the audio for the children to listen and read. Tell
children that there are four mistakes in the text they will
Lesson 9: Think, do & review: notebooks.
My project Transcript
Hi, Omar,
Language I’m writing to tell you about our plans for your visit. For the
Revised: Affirmative, negative, questions and short first week, we’re going to stay at my house. We’re going to
answers; Food and drink; Going to for future plans: go fishing at the seaside near my home. We’re going to visit
Holiday activities; barbecue, customer(s), main course, a castle, too.
menu, waiter, waitress, tap For the second week we’re going to go fishing at the seaside.
We can go swimming in the lake and go to the beach. We’re
going to go to an Italian restaurant, too. There aren’t any
Starting the lesson (optional) w 3.28 waiters or tables. You buy your food and eat it outside.
• Sing the song from Lesson 7 again. I’m attaching a map of our town and some photos. But don’t
worry, we’re going to pick you up at the airport. What time
Class Book page 69 are you going to arrive?
See you soon!
1 Listen to Jack and his mum talking. Which Jack
activity don’t they mention? w 3.33
ANSWERS
• Explain to the class that today they’re going to look at an
1 They’re going to go fishing at the lake, not at the
email Jack has written for his project. Read Jack’s speech
seaside.
bubble at the top of the page.
2 They’re going to go camping at the seaside, not fishing.
• Ask the children to read the holiday activities in the word 3 They’re going to go swimming in the lido, not in
bank. Play the audio for them to listen and write the the lake.
activity they don’t hear mentioned in their notebooks. 4 They’re going to go to a fish and chip restaurant, not an
Transcript Italian restaurant.
Jack Mum, I’m going to write an email to Omar. When are we COMPETENCES FOR 21ST CENTURY LEARNING:
going to go camping with him? Learning to learn
Jack’s mum In the second week of the holidays. For the first Identifying mistakes in a text, by reading and listening,
week, we’re going to stay here and do some day trips. Dad is is a useful technique for developing the children’s skill
going to go fishing with you at the lake, and we’re going to in listening for specific information. Listening for errors
visit a castle. is easier than listening for a blank answer. Encourage
Jack OK. And how long are we going to go camping for? the children to think about what information might be
Jack’s mum For a week. We’re going to camp at the seaside, different before they listen.
and we can go to the beach.
Jack Omar wants to go swimming in the lido.
Jack’s mum Of course. And maybe you can go kitesurfing 3 Ask and answer.
as well. • Put the children into pairs to ask and answer the questions
about Jack’s email.
150 Unit 6
ANSWERS Ending the lesson (optional)
1 Omar@aau5.page • Play a game of the class’s choice (see Ideas bank
2 A map of his town and three photos pages 167–172).
4 Hi, Omar; See you soon! Jack.
OPTION:
Check the children know how to say email addresses in test 3. See the Teacher’s Resource Material evaluation
English, e.g. jack@aau5.page = Jack at a-a-u-five dot page. section. If you would like your class to have more practice
Write some other examples of email addresses on the before doing the Term test, consider doing it after the
board for the children to say. Review unit.
Learn to learn The unit project is an opportunity to assess the

• Refer the children to the Learn to learn box. Ask them Competences for 21st century learning. Assessment grid
to find the phrases used in Jack’s email. Encourage the and notes in the Teacher’s Resource Material.
children to use these in their email they are going to write.
EXAM PRACTICE
4 Prepare your project. Then write your
There is additional exam practice on Activity Book
project. AB pages 68–69
pages 75–77.
English at home Activity Book pages 76
1 b 2 c 3 c 4 d 5 d 6 a 7 pancakes
• After the children have completed their project, they may 8 going 9 zoo 10 c
take them home to show and tell to their family.
Activity Book pages 68–69 Activity Book pages 77

You are going to go on a school trip. Complete the table
1 Think of the different activities you do using with the information about your trip.
these verbs. Complete the mind map. SUGGESTED ANSWERS
• Tell the children they will prepare before writing their Place: the zoo
email project. Explain that they are going to write an email Date: Friday 4th June
to a friend about a summer camp. Weather: sunny, 21°C
• Point to the mind map and read the verbs in each section. Bring: lunch / sandwiches, a drink / water, a hat
The children write as many activities as they can that Wear: a wool jumper / jeans / trainers
collocate with each of the verbs. They may work in pairs or Don’t bring: a mobile phone
individually. Feed back ideas from the class.

Learn to learn.
3 Write the research questions. Research and write
the answers.
• Tell the children to think about activities they would like to
do at a summer camp and include in their email.
• Look at Jack’s tip, focussing on the Wh- question words.
Tell the children to write Wh- questions about their
future plans for the summer holidays using going to. In a
less confident class, do this together as a class. They will
answer all the questions in their email.
• The children use the internet or adverts and leaflets to
find out any more information they need for their holiday
plans.

Unit 6 151
152 Unit 6
Review 3 Call the H Team: Take us to
Adventure Land!
read a book.) Picture 5: Is it the morning or the evening?
Learning outcomes (Evening, because it’s getting dark.) Picture 6: How are
To read and understand a story revising and practising the H Team going to rescue the children? (They’re going to
previously learnt language use a drone.) Picture 7: What do the children in the train
To work together to plan, prepare and practise a play see? (The drone stop) Has a drone got a driver? (No) Picture
based on the story 8: Where is the drone going to land? (On the train) Picture
To work together and follow instructions to make a 9: How do they get into the drone? (Hold on to the metal
programme for the play handle.) Picture 10: Do they get to Adventure Land? (Yes,
they do.) What activities are the children going to do there?
Language (Caving and climbing.) Picture 11: What do they invite the
Core review language: Language from Units 5 and 6 H Team to? (A barbecue.) Picture 12: How do the H Team
Other: (passenger) drone, gets dark, handle, high, land, on feel? (Happy to help others.) Are they going to stay for the
top of; The train is broken. Hold on! Pass the crisps, please. holiday? (No, they have to go home.) Picture 13: Where is
Competences for 21st century learning: the article about the rescue? (In the newspaper.)
Linguistic competence 2 Read the story again and choose the correct
Cultural awareness and expression words.
• Ask the children to read the sentences and think about
the answers. Tell them to focus on the two options for
each sentence to help find the answer.
before or after the Term 3 test.
• The children read the story again and write the answers in
their notebooks. The children check their answers in pairs
Lesson 1 before feeding back as a class.
ANSWERS
1 Three 2 in the mountains 3 football 4 is
• Play Easy or hard to review the vocabulary from the Starter 5 train 6 lake
Unit and Units 1–6 (see Ideas bank page 167).
Classroom Presentation Tool (CPT) Linguistic competence
Storybook presentation: Call the H Team: Take us to Reading and answering the comprehension questions
Adventure Land! about the story gives the children the opportunity to
• Tell the class that they are going to read a final story about review the language they already know and assess their
the H Team. Ask the class who is in the H Team and what progress. This encompasses all four skills: reading, writing,
problems they solved in Reviews 1 and 2 (Bonnie, Scott, listening and speaking.
Camilla and Owen. They helped bring water to Koumadi.
They rescued the engineer’s plans for the children’s 3 Prepare your project. Do your project. AB pages 70–71
hospital.) Say Read the title of the story. What do you think • Tell the class they are going to plan, prepare and practise a
will happen in the story? Take all ideas. play about Call the H Team: Take us to Adventure Land!
• Choose the ‘Listen only’ option in the Review 3 storybook. • See Activity Book notes below.
Click through the story, frame by frame, asking the children
What can you see? Check their predictions about the story. 4 Rate your project. AB page 71
1 Read and listen. w 3.35

• Tell children to look at the pictures and say the names of the Review game
H Team, forms of transport, plans and objects they can see. • See instructions for Picture race on page 165.
• Play the story audio for the children to read and follow in
their Class Books. Activity Book page 70
• Play the story audio again. Check comprehension:
Picture 1: Why is the children’s holiday special? (It’s their first Plan
holiday ever!) Where are they going to? (Adventure Land)
1 Plan your play. Decide who’s going to do each
Picture 2: How are the children travelling to Adventure Land?
(By train) Is the train working? (No, it isn’t.) Picture 3: Who
part. Some pupils can have 2 parts.
calls the H Team? (The train driver) Picture 4: What are the • Put the children into groups of 10–12 and seat them
H team going to do when they get the call? (Bonnie: play together so they can communicate. Consider abilities and
volleyball, Owen: play football, Scott: eat a meal, Camilla: friendship groups when deciding on the groups.
Review 3 153
• Ask the group to look at the cast list and work together to Lesson 2
decide which role each child will play. A confident child
with good communication skills should be the director. Language
The children write their names in the cast list. Core review language: Units 5 and 6 language
SUGGESTED ANSWERS Material: coloured pencils, notebooks, paper
2 rucksacks, a menu, a map, a remote control, a blue box,
picnic food, a newspaper, etc.
3 a drone flying, a train breaking down, a computer
starting up, a phone ringing, etc. • Play Board pelmanism to review the vocabulary from
Units 5–6 (see Ideas bank page 169).
2 Talk about these things with your group. Make
notes. Classroom Presentation Tool (CPT)
• Ask the class to give their group a name, and plan the
Review game
props they will need and the sound effects they will need
for each part of their play. They write their ideas in the • See instructions for Basketball on page 165.
plan. Monitor and help throughout.
Story review (optional) w 3.35
Prepare • Ask the children what they remember from the story:
Who’s in the story? What problem do they have to solve? How
1 Understand the story. Answer the question. do they solve it? How do the people feel in the end?
• Ask the children to think about their lives and refer to the • Watch (or listen to) the story again to confirm answers.
story to answer the question.
SUGGESTED ANSWERS Activity Book page 71
Playing with friends, swimming, making sandcastles,
doing sport, visiting museums, having a picnic, taking
Make. Follow the instructions to make a
photos, eating ice cream, etc. programme.
2 Understand your part in the play. Work in 1 Plan your programme in small groups. Complete
groups. Talk about these things the mind map.
• Ask the children to refer to the Prepare section and answer • Tell the children they are going to make a programme for
the questions about the part they will play in the play. their play. Explain the meaning of programme.
• The children can complete who plays each part on the • Put the children into small groups and ask them to look at
worksheet. the mind map to help them plan their poster.
• Ask them to think about each point and complete the
SUGGESTED ANSWERS
mind map with the information they need to include for
1 Words to describe characters: brave, excited, happy, their programme.
lovely, helpful, friendly, kind, clever, sporty (and other
adjectives). 2 Design the programme in your notebook.
2 Excited, happy, bored, worried, scared, tired, etc. • The children write and draw to design a programme in
their notebooks. Each child in each group can design their
Practise
own programme and then they choose ideas from all of
1 Practise your play. Listen to the director. Try to them for the final poster. Help and praise throughout.
remember your lines.
3 Make your programme.
• The children use the Class Book as their play script. Ask the
director to consider each scene (Where the children stand,
• Hand out paper for the programme to groups. Use large
pieces of paper folded in half. Ask the group to decide
how do they speak and interact, etc.).
who will do what for the programme depending on what
• Ask the children to think about how they act as their designs they chose from each child’s initial design. One
character (How do they feel at that time?, etc.). child could do the cover illustration. One child could write
• The children can use the worksheet to say / practise their the key information. Another child could list the cast, etc.
lines. Make sure each child has a specific role.
2 Practise the songs from Unit 5 and Unit 6. 4 Decorate your programme.
w 3.11 3.28 • The children can use photos, draw or stick pictures to
• Sing the songs from Units 5 and 6, with or without the further decorate their programme.
audio.
5 Show your programme to your teacher.
Ending the lesson (optional) • Ask groups to come up and talk about their programme.
• Play a game of the children’s choice to review the Ask questions When is the play? Where is it? What’s the play
language from Units 5–6 (see Ideas bank pages 167–172). about? What did you design? Did you like the play?, etc and
Further practice encourage the children to all speak.
Teacher's Resource Material: Review 3 Story Playscript worksheet.
154 Review 3
Providing a range of tasks within the project is important
to encourage all types of learner to participate. Doing
a practical and creative task that involves making
something will engage the children who work better
doing this type of activity and encourage them to
participate. Those who enjoy acting and performing will
enjoy taking on a more prominent acting role, while those
who are less confident can be part of the chorus.
Perform the play and rate it!

1 Perform your play and sing your songs. Enjoy
acting. It's fun!
songs from Units 5 and 6. Encourage the children to speak
as clearly as they can and to show their emotions with
their voice and acting. Encourage them to sing loudly
and clearly and think about their pronunciation. Ask
the children who are watching to respect one another’s
performance, listen and clap at the end.
2 Watch all the plays and give marks out of 10.

Be quiet while you watch.
• Remind the class to be quiet when they watch and to
participate fully in listening and enjoying the plays.
• Ask the children to read the four points in the table and
discuss their meaning as a class. The children give a mark
out of 10 to each group for each point. Ask the class to tell
each group how they rated each point.
a group project.

language from Units 1–6 (see Ideas bank pages 167–172).
The review project is an opportunity to assess the
Review 3 155
Halloween
ANSWER
Language They put a candle inside the pumpkin.
Core: carve a pumpkin, dress up, eat party food, go trick-or-
treating, play party games, skeleton 2 Read and answer.
Revised: Adverbs of frequency; Food and drink; • Ask the children to read the questions about Halloween
Present continuous; Present simple; candle, cat, bat, and think about the possible answers.
Halloween, mask, party, pumpkin, scary face, spider, sweets, • Tell the children to read the text about Halloween again
vampire, witch and write the answers in their notebooks. The children
Other: decorate, guests check their answers in pairs before feeding back.
ANSWERS
Starting the lesson (optional) 1 carve a pumpkin and decorate the house 2 dress up,
• Draw a Jack-o’-lantern on the board. Ask the class which eat party food, play party games, 3 pumpkins, cakes,
festival has Jack-o’-lanterns and elicit Halloween. Write biscuits, drinks, jelly 4 sweets
Halloween on the board.
3 What do you do at Halloween? Tell your friend.
• Talk about Halloween in the children’s own language and
English: Do you know what Halloween is? How do people • Ask the children to look at the girl in the photo and ask
celebrate it? When is it? Do we celebrate Halloween in our what she is dressed up as (A witch). Read the speech
country? bubble as a class and ask What does she do at Halloween?
Point out the adverbs of frequency she uses.
CULTURE NOTE: Halloween in the UK • Ask the children to think about what they do and how
Halloween is celebrated on the 31st October in the UK. they dress up at Halloween. Put the children into pairs to
Its roots stem from the Celtic Harvest festival of Samhain, tell their partner. Monitor and praise throughout.
which celebrated the end of summer and onset of winter.
Originally it was known as All Hallows Eve. Today it is
celebrated in many English speaking countries, such as
Learning about a cultural celebration allows the children
the UK, the USA, Australia, New Zealand and Canada. All
to think about how these traditions are similar to their
Saint’s Day and All Soul’s Day both also sit just after (the 1st
own and why that might be. It shows them that despite
and 2nd November respectively). The traditions of carving
differences, there are always many similarities with
scary faces in pumpkins and trick-or-treating are more
traditional festivals and ways of celebrating them.
modern and became very popular in the USA. Children
dress up in scary costumes and walk in groups around
their neighbourhood, knocking on doors saying Trick or 4 Play The witch’s hat game.
treat! Neighbours give the children sweets and chocolates. • Point to the two children at the bottom of page 72 and
People also have Halloween parties and play games like tell the class they are playing a guessing game called The
bobbing for apples where a large container is filled with witch’s hat. Read the conversation in the speech bubbles
water and apples and people can use only their mouth to and elicit the correct word (Skeleton).
remove the apples. • Play the game in small groups or as a class in two
teams. Tell the children to write words connected with
Halloween on individual pieces of paper. Place them
Teacher's Resource Material inside a witch’s hat. You can make one out of paper or
Vocabulary presentation: flashcards (optional) cardboard.
• Print the flashcards from the Teacher's Resource Material • Teams or children in groups pull out a word from the hat.
and show them one by one to introduce the new They give letter clues for that word, e.g. The first letter is ‘s’.
vocabulary. Repeat several times, encouraging the The other team or the rest of the group listen to the clues
children to remember the words. to guess the word. The child who guesses it first, wins the
word card or a point for their team.
Class Book page 72
1 Read and listen. What do people put inside the
pumpkin at Halloween? w 3.36 Vocabulary practice: game
• Focus the children on the Class Book page and the photo. • See instructions for Jigsaw on page 164.
Ask the children to say what they can see.
• Tell the children to listen to and read the text and answer
the question, What do people put inside the pumpkin?
• Play the audio for the children to listen and read. Ask the
children to answer the question in pairs, then feed back
from the class.
156 Halloween
1 Complete the sentences using the code. Tick f
the things you do at Halloween.
• The children use the pictures and corresponding letter
code to complete sentences 1–4. Check answers in pairs
before feeding back.
• Ask the children to tick the things that they do to
celebrate Halloween. Put the children into pairs to tell
their partner. Encourage them to use the present simple,
e.g. I carve a pumpkin.
ANSWERS
1 carve a pumpkin 2 dress up 3 party
games 4 trick-or-treating
2 Read and complete.

• Ask the children to look at the photo and say what the girl
is dressed up as and what she’s wearing.
• The children read the speech bubble to see if their ideas
were correct, then read and complete it using words from
the word bank.
ANSWERS
1 cat 2 wearing 3 T-shirt 4 black 5 tail
3 Choose and circle a Halloween costume. Write.

• The children look at the costume ideas and choose the
one they like the best. They imagine they are wearing the
costume and write a paragraph. Remind them to use the
present continuous to talk about now and refer them to
Activity 2 for support.
• Ask the children to read their sentences to their partner
for them to listen and check.
English at home
• Encourage the children to tell their family about how
people in the UK celebrate Halloween.

• Play Over-under to review the Halloween vocabulary (see
Ideas bank on page 167).
Further practice
Teacher’s Resource Material: Halloween Festivals worksheet.
Halloween 157
Christmas
• Tell the children to listen to and read the text and answer
Language
the question, Which of the Christmas activities would you
Core: carols, fancy dress, lights, market, pantomime, present like to do?
Revised: Adverbs of frequency; Can; Present continuous; • Play the audio for the children to listen and read. Elicit the
Present simple; actors, Christmas Day, Christmas Eve, three activities the text mentions: watch a pantomime, visit
decorations, dress up, light, play, singing, star, stocking, a Christmas market, sing carols. Ask the children to answer
theatre the question in pairs, then feed back from the class.
Other: decorate, gifts, hang, kings, night, pretty, streets
2 Read and answer.
Starting the lesson (optional) • Ask the children to read the questions about Christmas
and think about the possible answers.
• Draw a Christmas tree on the board. Ask the class which
festival we put up a tree for and elicit Christmas. Write • Tell the children to read the text again and write the
Christmas on the board. answers in their notebooks. The children check their
answers in pairs before feeding back.
• Talk about Christmas in the children’s own language
and English: When do we celebrate Christmas? How do we ANSWERS
celebrate it? How do people in the UK celebrate Christmas? 1 a pantomime 2 presents, food
What is the same and different? 3 Christmas lights 4 carols
OPTION: 3 Listen and sing. w 3.38

Play Dictadraw with the class (see Ideas bank • Tell the children they are going to listen to a Christmas
page 170). Describe a picture of a Christmas tree for the song. Play the Christmas stocking song for children to listen
children to draw. Revise Christmas words the children and follow in their Class Books.
may already know, e.g. angel, decorations, holly, bell, star, • Play the song again for children to listen and sing.
stocking.
4 Play The pantomime game.
CULTURE NOTE: Christmas in the UK • Point to the two children at the bottom of page 73
In the UK, people celebrate Christmas Day, the 25th and tell the class they are playing a game called The
December. However, the 24th December is important, pantomime game. Read the conversation in the speech
too, as this is when Father Christmas or Santa Claus visits bubbles.
children’s homes and leaves presents. In the past this was • Play the game in pairs. Tell the children to write words
also when people put up and decorated their Christmas connected with Christmas from the lesson on individual
tree. In the run up to the two-week school holidays, pieces of paper. Then ask them to write definitions
some schools put on a nativity play with children acting for those words on a separate piece of paper. Do this
out the Christmas story. In theatres around the country, together as a class or prepare the cards before the lesson.
pantomimes are very popular, and only performed • Place the words and definitions in two separate piles,
around Christmas and New Year. Pantomimes date back face down. Children take turns turning over a word and a
to the middle ages. Today they are traditional folk and definition. They use them in a sentence for their partner
fairy stories and often feature celebrities in the lead roles. to say, Yes, it is or No, it isn’t. Monitor, help and praise
They are very funny and good fun for all the family. The throughout.
audience are invited to participate and there is lots of
singing, dancing and silly jokes. Classroom Presentation Tool (CPT)
Teacher's Resource Material
• See instructions for Jigsaw on page 164.
• Print the flashcards from the Teacher's Resource Material Activity Book page 73
and show them one by one to introduce the new
1 Look and write. Find the hidden word.
children to remember the words. • The children look at the pictures 1–5 and write the correct
word in the puzzle. They find and write the hidden word
Class Book page 73 in the purple squares. Check answers in pairs before
feeding back.
1 Read and listen. Which of the Christmas activities ANSWERS
would you like to do? w 3.37 1 Christmas Day 2 market 3 present
• Focus the children on the Class Book page and the 4 pantomime 5 lights
photos. Ask the children to say what they can see. The hidden word is: carol
158 Christmas
2 Read and match.
• The children read sentence stems 1–5. Encourage them
to think about what the possible endings could be. They
read a–e and match them to make complete sentences.
ANSWERS
1 (d) You can go to the theatre to see a pantomime.
2 (a) You can buy presents at a Christmas market.
3 (e) You can see Christmas lights decorating the streets.
4 (c) You can hear people singing Christmas carols.
5 (b) People usually spend Christmas Day with their
families.
3 Write the missing words. Listen, check

and sing. w 3.38
• Tell the children they are going to learn a Christmas song
called Christmas stocking.
• The children to read the song and think about what the
missing words might be. They choose the missing words
from the words in the word bank. The children check in
pairs.
• Play the song for the children to listen, check their
answers and sing the song.
ANSWERS
1 stocking 2 Christmas 3 fire 4 Eve
5 toys 6 Day

Learning a traditional song from the UK helps children
to experience the traditional celebration and express
themselves musically. It also helps children compare
Christmas in the UK with their own culture and customs.
English at home.
• Encourage the children to sing the Christmas song to
their family at home.

• Play Listen and find to review Christmas vocabulary (see
Ideas bank on page 168).
Further practice
Teacher’s Resource Material: Christmas Festivals worksheet.
Christmas 159
Easter
Language 2 Read and answer.
Core: Easter Monday, Easter Sunday, Good Friday, hot cross
• Ask the children to read the questions about Easter and
think about the possible answers.
bun, roll (v), roast lamb
Revised: Adjectives of food; Present simple; Quantifiers;
• Tell the children to read the text about Easter again and
write the answers in their notebooks. The children check
butter, cake, chocolate, decorate, eggs, lunch, sweets
their answers in pairs before feeding back.
Other: Christian, cooked (egg), spring, traditions
ANSWERS
1 Two weeks 2 on Easter Monday 3 so they can find
Starting the lesson (optional) their eggs again 4 chocolate eggs, roast lamb, hot
• Draw an Easter egg on the board. Ask the class which cross buns
festival involves eggs and elicit Easter. Write Easter on the
board. 3 Decorate an egg. Talk about your design.
• Talk about Easter in the children’s own language and • Point to the girl at the bottom of page 74 and explain that
English: What do we call Easter? When do we celebrate she has decorated an egg and she is talking about it. Ask
Easter? How do we celebrate it? How do people in the UK the children to read her description and ask what it’s got.
celebrate Easter? What is the same and different? • Tell the children they are going to decorate their own egg.
Prepare real boiled eggs or pieces of cardboard cut into
CULTURE NOTE: Easter in the UK an egg shape before the class. Make sure each child has
Eggs symbolise new life and spring and the egg as an an egg.
Easter symbol goes back a long time. The tradition of egg • The children decorate their egg with coloured pencils or
rolling goes back centuries in the UK. There are many by sticking different coloured paper on it. They draw a face
community events around the country where you can go on it. Encourage them to draw different facial expression,
and roll a decorated egg. There are also Easter egg hunts e.g. happy, bored, friendly, excited, worried, scared.
and trails for children. The origins of the Easter Bunny
aren’t clear, but one often makes an appearance at Easter
• The children show their egg to a partner and say what it
has got.
events. Traditionally the Easter bubby delivers eggs to
children’s homes. On Easter Sunday people often eat lamb COMPETENCES FOR 21ST CENTURY LEARNING:
and a roast dinner. Hot Cross buns were traditionally eaten Cultural awareness and expression
on Good Friday but are popular now at any time during Making a craft associated with a UK tradition helps the
Easter. Simnel cake is also a traditional fruit cake with children remember the information they have learnt and
marzipan on top, made and eaten at Easter. allows them to compare and contrast the celebration with
their own.
Teacher's Resource Material
4 Do an anagram Easter egg hunt.
Vocabulary presentation: flashcards (optional) • Point to the two children at the bottom of page 74 and
• Print the flashcards from the Teacher's Resource Material tell the class they are playing an anagram Easter egg hunt.
and show them one by one to introduce the new Check the meaning of anagram with the class. Read the
vocabulary. Repeat several times, encouraging the example in the speech bubble.
children to remember the words. • Choose a word from the lesson you want to revise. Hide
boiled eggs, or cardboard eggs, around the class, each
Class Book page 74 with a different letter of that word written on it. Use a long
word for the topic such as chocolate eggs.
1 Read and listen. What do we call the Friday
before Easter Sunday? w 3.39 • Put the children into pairs. Ask them to walk around the
room and find the eggs. When they find an egg they say
• Focus the children on the Class Book page and the I’ve got an egg. It’s the letter … They write the letter in their
photos. Ask the children to say what they can see.
notebooks. When pairs have found all of the letters, they
• Tell the children to listen to and read the text and answer work out which word(s) they spell. Feed back the answers
the question, What do we call the Friday before Easter from the class. Repeat the game with another word.
Sunday?
• Play the audio for the children to listen and read. Ask the Classroom Presentation Tool (CPT)
children to answer the question in pairs, then feed back
from the class. Vocabulary practice: game
ANSWER • See instructions for Jigsaw on page 164.
Good Friday
160 Easter
1 Write the Easter foods. Match.
• The children look at the pictures to help them solve the
anagrams and then match the pictures a–f to 1–6. They
write the words in the space provided. Check in pairs
before feeding back.
ANSWERS
1 sweets, e
2 eggs, a
3 butter, d
4 chocolate, b
5 hot cross bun, f
6 roast lamb, c
2 Read and complete with the correct day.

• Ask the children to read the English names for the three
days of Easter and talk about what they involve. Take ideas
form the class.
• The children read sentences 1–5 and complete them with
the correct day. Check in pairs before feeding back.
ANSWERS
1 Good Friday 2 Easter Sunday 3 Easter
Monday 4 Good Friday 5 Easter Sunday
3 Read and tick f the sentences that are true for

you. Write 1 more sentence about your Easter.
• The children read the sentences about Easter and tick the
things that they do or have got.
• Then they think about and write one more activity they
do over Easter. Put the children into pairs to tell their
partner. Monitor and praise throughout.
English at home.
• Encourage the children to make an anagram Easter egg
hunt for their family to do at home.

• Play two-minute race to review the Easter, Christmas and
Halloween vocabulary (see Ideas bank on page 171).
Further practice
Teacher’s Resource Material: Easter Festivals worksheet.
Easter 161
CPT games information
Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6
Lesson 1 Pelmanism Image Conveyor belt Image Pelmanism Snap
matching matching
Lesson 2 Gap-fill Cloudburst Gap-fill Sentence spin Three in a row Cloudburst
Lesson 3
Lesson 4
Lesson 5 Conveyor belt Snap Pelmanism Snap Conveyor belt Image
matching
Lesson 6 Chase the Multiple choice Cloudburst Multiple choice Chase the Chase the
cheese cheese cheese
Lesson 7 Phonics Phonics Phonics Phonics Phonics Phonics
matching matching matching matching matching matching
Lesson 8 Three in a row Sentence spin Three in a row Gap-fill Multiple choice Three in a row
Lesson 9
Starter Review 1 Review 2 Review 3 Halloween Christmas Easter

Snap Storybook Storybook Storybook Jigsaw Jigsaw Jigsaw
Cloudburst Picture race Picture race Picture race
Picture reveal Basketball Basketball Basketball
Cloudburst
Conveyor belt • If a player matches the audio and the picture correctly,
• This is a two-player game to practise listening to, a correct sound effect is heard, the audio replays the
identifying and saying new vocabulary (as well as word for the child to repeat, and the written word appears
providing exposure to the written form of the words). on the screen. As a reward, he/she also gains a star for
• Divide the class into an even number of teams to play the team.
the game. Two teams can play the game at a time. Ask a • After a correct match, a player presses the Start button
member of each of the first two teams to delete the text again for the game to continue. The game continues as
‘Player 1’ and ‘Player 2’ and type in their names or team above until all the audio words have been matched with
names, or type them in for the children. an image or until one team has lost all their stars.
• When the game begins, the children will see a scene
which includes a space or ‘window’ where images of Cloudburst
the items of vocabulary will appear one by one in • This is a game to practise core grammar from each unit.
random order. The game focuses on the word order of structures in
• To begin the game, ask one of the players to press the preparation for the children’s own writing.
Start button. Items will begin to appear in the ‘window’, • When the game opens, the children see a mainly blank
one at a time. At the same time, the children will hear an screen with some small balloons to signify lives. Next to
item of vocabulary on the audio. The players must race this is an empty picture frame with a space below it for
to try and press their Match button when the item that text to appear in.
appears in the ‘window’ matches the word on the audio. • Choose a child to come to the front of the class to play
• If the player does not match the audio and the picture the game.
correctly, the incorrect sound effect is heard and the • Ask the child to press the Start button. When the game
game pauses for a moment before continuing. The player starts, a picture will appear in the picture frame and a
that pressed Match incorrectly also loses a star. number of clouds containing words will appear on screen.
The timer will also start.
162 Classroom Presentation Tool (CPT) games information

• The player must select the words in the clouds in the player’ when you open the game. You may find the one-
correct order to make phrases. This must be done before player format useful for demonstrating the game, but
the timer runs out. The phrases are prompted by the in most classroom situations, the two-player format will
image shown in the image box. probably be preferred.
• If the player selects a word in the wrong order, an • Choose two children, or two teams, to play the game. Ask
incorrect sound effect is heard and a balloon pops to the children to type in their names, or team names, over
show that the player has lost a life. The word cloud ‘Player 1’ and ‘Player 2’, or type them in for the children.
remains on the screen. • Various cards, face down, will be shown on the screen.
Above these are two player areas, each with the team
Image matching names and scores. The two teams compete to match pairs
• This game provides listening and speaking practice of of cards.
core vocabulary. • Line up the teams and explain that they get one turn each
• When the game opens, the children will see small colour and then they must go to the back of the line, so the next
pictures on the left and words for the same objects on team mate can have a turn.
the right. The aim is for the children to match each object • The first team player chooses any card and clicks it. The
with the correct word when they hear the audio. card will turn over to reveal a picture or text. The phrase
• Play the audio. When the name of the object is played, matching the card is played on the audio. The same player
encourage the children to repeat it chorally. Then point to then chooses another card. The selected card turns over
the pictures one by one saying, This one? for the children to reveal a picture or text. The phrase matching the card is
to tell you Yes or No according to the matching image. played on the audio. If the two cards match (either picture
Click the image they tell you to click. Then point to the to picture or picture to text), the correct sound effect
words one by one for the children to tell you which word will be heard, and the correct audio will be heard. The
matches the image. Click on the square for the word they successful team wins a point.
choose. • If the two cards don’t match, the incorrect sound effect
• On correct selection, the word will be heard again. On will be heard and both cards will turn back face down.
incorrect selection, the incorrect sound effect will be • Each team should take one turn at a time to turn over
heard and another attempt can be made. pairs of cards. Continue until all the matching pairs have
• As an alternative, play in teams, encouraging one member been found. Check the scores and say Well done! to the
of each team to come to the front at a time. Tell the team winning and losing teams.
member to play the audio and select the corresponding
picture. If they select the correct item, they can go on to Picture reveal
match it with the corresponding word. If they select the • This game practises core vocabulary and provides
wrong item, they return to their seat and a member of exposure to the written form.
the other team must identify the correct object and then • When the game opens, the children will see a timer bar
find the matching word. If the wrong word is selected, no and a blurred picture.
points are scored and the next team member comes out
• Choose a child to come to the front of the class and play
to make the next match. Award points for correct answers.
the game.
• Repeat until all the colour pictures have been matched
• Ask the child to select the Start button. A number of
with their words.
mixed up letter tiles will appear on the screen and empty
Snap boxes will be seen below the picture. The timer will also
start and the blurred effect on the picture slowly begins
• This is a two-player game to practise vocabulary and
to clear.
grammar.
• Choose two children, or two teams, to play the game. Ask • The player must try to order the letters to make the word
before the timer runs out. The image, which little by little
the children to type in their names, or team names, over
comes into focus, provides a clue to the word.
‘Player 1’ and ‘Player 2’, or type them in for the children.
• Two piles of cards will be shown, on the left and right
• The player clicks a letter tile and then an empty box to
place letters in the word.
of the screen, and a space between them where two
cards – one from each pile – will appear face up. Below • If a letter is incorrectly placed, the incorrect audio sound
these are two player areas, each with a coloured button effect will be heard, and the letter stays in its original
reading Snap!, the player / team names and scores. The position.
two players, or teams, compete to be the first to select the • If a letter is correctly placed, the correct sound effect will
Snap! button when the cards turned up on the left and be heard. The letter then appears in place in the word and
right match. the letter tile disappears from its original position.
• Select the Start button to start the game and the timer • The player continues, as above, until all the letters have
will start. been placed to make the word. The word is then heard
• If playing in teams, line up the teams and explain that they on the audio and the full image revealed in focus. If the
get one turn each and then they must go to the back of player runs out of time, the word and picture are revealed,
the line so the next team mate can have a turn. and the then the game continues.
• Ask another child to come to the front to select the Next
Pelmanism button and order the new word as described above. The
• This is a one- or two-player game to practise new game continues until all the words have been found.
vocabulary and grammar. Choose ‘One player’ or ‘Two
Classroom Presentation Tool (CPT) games information 163
Jigsaw • The first team select a square in the grid. An audio or text
• This game introduces a festival and gives the children clue and pictorial or text answers appear in the question
an opportunity to make predictions about it before they area on the screen. The team listen to the audio clue or
listen for the first time. read the text clue and then select the picture or text that
• When the game opens, an empty frame for a jigsaw will matches the clue or answers the question. Encourage
appear in the middle of the screen, with jigsaw pieces the team members to talk together to check their answer
around it. before making their selection.
• Invite individual children to come up to the board to click • If the answer is incorrect, then the team cannot place an
on a jigsaw piece and then a section in the jigsaw frame icon in the grid and the second team has a turn. If the
where they think it belongs. If the child matches the answer is correct, the team’s icon appears in the selected
correct jigsaw piece to the correct section it will stay in square in the grid. The game continues until one team has
place. placed three icons in a row, and therefore won, or until
each square in the grid contains an icon and neither team
• Alternatively, you can use this game to encourage
can win.
speaking practice of numbers and colours. Ask individual
children to tell you the number of a jigsaw piece and then Chase the cheese
the colour of the section of the jigsaw frame where the • This game practises the core grammar from the unit. The
piece belongs, e.g. Five. Purple. game focuses particularly on the word order of structures
• The finished jigsaw presents a vocabulary item for the in preparation for the children’s own writing.
festival. Ask the children questions about the picture, e.g. • Choose a child to come to the front of the class to play
What colour is the … Do you like …? the game.
Phonics matching • When the game opens, the children see an empty maze
• This game revises the sounds from each unit. and a mouse. Next to this is an empty picture frame with
a space below it for text to appear in. Below this are some
• When the game opens, small images representing words arrow buttons.
with different sounds appear on the left-hand side of
the screen. A letter with a drop zone for matching also • Ask the child to press the Start button. When the game
appears on the right. starts, a picture will appear in the picture frame, and a
number of words (within pieces of cheese) and obstacles
• Click on the audio icon and encourage the whole class
(unfriendly cats) appear positioned within the maze. The
to repeat the sound they hear. Ask individual children to
timer will also start.
come up to the board one at a time. Encourage them
to find all the images of words which contain the sound • The player must use the arrow buttons to move the
(there may only be one). mouse around the maze, one square at a time. The mouse
must ‘eat’ the pieces of cheese in the correct order, i.e. in
• If the child decides a word contains the sound, they
the order that the words shown on the pieces of cheese
should select the image and then click one of the empty
form correct phrases (often questions and answers). This
drop zones on the right. If they select the word correctly,
must be done before the timer runs out. The phrases are
the item will appear in the drop zone. If it is incorrect, then
prompted by the image shown in the picture frame next
the item will remain on the left and the incorrect sound
to the maze.
effect will be heard. Children can then try again.
• If the player moves the mouse onto a word in the wrong
• Continue until all the words that contain the sound have
order, an incorrect sound effect is heard and the word
been found. The Next button will then become active.
remains on the cheese in the maze.
Invite another child to the front and play the game again.
• If the player moves the mouse onto a word in the correct
Three in a row order, the correct sound effect is heard. The mouse then
• This is a two-player game to practise the core vocabulary eats the cheese and the word disappears from the maze
and grammar from the unit. and appears in the text box.
• Divide the class into an even number of teams to play the • The player must avoid moving the mouse onto a square
game. Two teams can play the game at one time. with a cat, as this will cause the cat to hiss and time to
be lost.
• Ask one child from each team to come to the front and
type in their names, or team names, over ‘Player 1’ and • The game continues, as above, until all the words appear
‘Player 2’, or type them in for the children. in the correct order in the text box. A sound effect is
then heard to indicate that the full phrase is correct. If
• When the game opens a grid with nine spaces will appear
the player runs out of time before the end of the game, a
in the middle of the screen. On either side of the grid,
‘Game over’ pop-up appears.
there are two player areas, each with the team name and
a coloured icon. The two teams compete to place three • When all the words in a question have been found, the
of their icons in the grid in a row (horizontally, vertically or player is prompted to press the Start button and play the
diagonally). The teams must answer a question correctly game again in the same way, this time to find the answer.
to place an icon. • When both a question and an answer have been found,
• Line up the teams and explain that they get one turn each they are played on the audio for the player to repeat.
and then they must go to the back of the line, so the next • The game then continues with a new image and phrase
team mate can have a turn. Select the Start button to to find, once the Next button is selected.
begin the game.

• The game can be easily adapted into a team game, with two teams compete to correctly complete the sentence
one member of a team at a time coming to the front based on the picture.
to select words with the help of his / her team mates. • Line up the teams and explain that they get one turn each
Encourage the team mates to suggest the next word, and and then they must go to the back of the line, so the next
give instructions, e.g. Up! Down! Left! Right! team mate can have a turn. Select the Start button to
begin the game.
Gap-fill
• The answer options rotate at random and slow to a
• This is a game to practise the core vocabulary and stop. The first team clicks the up / down arrows to scroll
grammar from the unit. through the options to select the part of the sentence for
• When the game opens, the children will see an image on each space. Once all sentence parts have been selected,
the left and text with gaps on the right. Below these are the team selects the Check button to check their answers.
five balloons to signify lives and a word pool. The children Encourage the team members to talk together before
must choose the correct word to fill each gap without making their selections.
losing all their lives. • If the answer is incorrect, then the team cannot complete
• Ask a child to come to the front to choose and select the the sentence and the second team has a turn. If the
word which is missing from the first gap and then click on answer is correct, the corresponding audio plays and the
the gap. team gets a star. The game continues until all screens have
• If the word is incorrect, the incorrect sound effect is heard been completed.
and the gap remains empty. A balloon also pops to signify
that a life has been lost. If the word is correct, a correct Storybook
sound effect is heard. • This is a review of the grammar and vocabulary for the
• Ask different children to come up to the front to select preceding units presented as a story.
words until all the gaps are filled. Once the text is • The story can be read in three ways: with both audio and
complete, an audio button will appear which will allow text (Listen and read), audio only (Listen only) or text only
you to play the whole text on the audio. Encourage the (Read only).
children to listen and follow the text.
• Select the Next button to bring up the next image and Picture race
text with gaps and continue as described above until all of • This game reviews the vocabulary from the preceding
the gaps in the text have been successfully filled. units.
• When the game opens, a frame with a number of small,
Multiple choice jumbled images will appear in the middle of the screen.
• This is a two-player game to practise the core vocabulary The children must race against the clock to find all
and grammar from the unit. instances of a given image in the frame.
• Divide the class into an even number of teams to play the • The game can be played in two versions; with text and
game. Two teams can play the game at one time. with audio. In the audio version, the children listen to a
• When the game starts, the children will see an image on word and then find all instances of it in the main frame. In
the left and a question with possible answers on the right. the text version, the children read a word and then find all
Boxes for ‘Player 1’ and ‘Player 2’ appear at the top of the instances of it in the main frame.
screen. Ask the class which answer they think is correct • The number of stars next to the clue reveals how many
based on the picture and select the corresponding times the image appears in the frame. Every time the
button. children successfully find an image, one of the stars will
• If the answer is incorrect, the incorrect sound effect is light up.
heard. Ask the children to guess again and select the • Divide the class into two teams and line them up at the
corresponding button. board. The first team plays to complete the game first,
• If the answer is correct, a correct sound effect is heard and taking it in turns to find the examples of each word. Award
the next question will appear. the team points if they complete the game against the
• Continue in this way until all the questions have been timer. The second team then has their turn. Congratulate
answered. the winning team at the end.
• Alternatively, you could divide the class into small teams
Sentence spin of two or three children. One child from a team selects the
• This is a two-player game to practise the core vocabulary Start button (and the audio button if the audio version
and grammar from the unit. is being played). Then the whole team race to find all
• Divide the class into an even number of teams to play the instances of the item on the screen. Once the team has
game. Two teams can play the game at one time. found them, they sit back down and another team plays
the game. Continue until all the items have been found.
• Ask one child from each team to come to the front and
type in their names, or team names, over ‘Player 1’ and Basketball
‘Player 2’, or type them in for the children.
• This is a two-player game to review core vocabulary from
• When the game opens a picture will appear with the preceding units.
sentence spaces below it. On either side of the picture,
• Divide the class into an even number of teams to play
there are two player areas, each with the team name. The
the game. Two teams can play the game at a time. Ask a
member of each of the first two teams to delete the text
Classroom Presentation Tool (CPT) games information 165

‘Player 1’ and ‘Player 2’ and type in their names or team
names, or type them in for the children.
• When the game opens, the children will see an image of a
basketball court with basketballs. Above this is an empty
image box, as well as two player areas for each team and
a timer bar.
• Ask the first player to select the Start button. An image will
then appear in the image box, words will appear on the
basketballs and the timer will start. The player must select
the basketball with the word that matches the image
shown.
• If the answer is incorrect, the incorrect sound effect is
heard. An animation of a basketball being thrown at a
hoop and missing the shot is also played. Another image
and new words then appear, and the same player has to
try to select the correct match again.
• If the answer is correct, a correct sound effect is heard,
followed by the word on the audio. An animation of the
basketball being thrown through the hoop is shown and
the player also receives a star for his / her team.
• The player continues to find as many correct matches as
possible before the timer runs out on their turn. When the
timer runs out, it is the other team’s turn.
• The team with the most stars at the end of the game is
the winner.

Ideas bank
Wordcards along the line. Now hold up a flashcard and say a word.
• As you work through each unit, make wordcards for the If the children think you said the word that matches the
vocabulary sets as a class. Ask fast finishers to create large flashcard, they should jump to the ‘true’ side, otherwise
wordcards by writing the target vocabulary onto pieces they should jump to the ‘false’ side. If any children jump to
of card. These can be used for games and revision with the wrong side of the line, just quickly correct them saying
the class. Wordcards can be used in the flashcard games the word and getting everyone to repeat.
below as indicated by *.
Lucky dip
Flashcard activities • Sit the children in a circle. Put enough flashcards in a bag
or box so that there is one per child. Let the children come
Basketball up one by one and take a flashcard. Once all the children
• Use an empty wastepaper bin as a ‘basket’ for this game. have a flashcard, see if they can say the word on it. When
You will also need a soft ball or a bean bag. all the children are sure of their word, start in one part of
the circle and encourage them to lift up their flashcard
• Divide the class into two teams. Show a flashcard to a and say what’s on it. The children do this all the way
child from one team. If they answer with the correct word
around the circle, back to the beginning.
then they can take a shot at the basket. If the ball lands in
the basket then that team wins two points. If the ball hits Noughts and crosses
the basket but doesn’t go inside, then the team wins one • Draw a noughts and crosses grid with three columns
point. The other team then take a turn to name a flashcard across and three rows down on the board. Make the
and shoot a basket. The team with the most points is the squares big enough to fit a flashcard. Choose nine
winner. flashcards of words you want to review and attach them
Cross the river face down, one in each of the squares. Number each
square or give each square a letter of the alphabet for
• Place flashcards spaced out on the floor in a winding children to say to choose a square. Divide the children
pattern. Tell the children that each flashcard represents a
into two teams, Noughts (O) and Crosses (X). The teams
stepping stone along the river. The children must say the
take it in turns to choose one of the squares. Turn over
word on the flashcard in order to step over it and move
the flashcard and see if the team can say what’s on the
forward along the river!
flashcard. If they can, they win the square and write a O or
Easy or hard a X depending on which team were playing. The winning
team is the one that gets three in a row.
• You need at least 20 cards to play. Divide the cards into
two piles, one Easy and one Hard pile, face down. Divide Slow reveal*
the class into two or four teams. Ask the first team if they
• Hold a piece of A4 paper over a flashcard so it is
would like an easy or a hard card. Tell them they will win
completely hidden from the class. Slowly move the paper,
two points for an easy card or five points for a hard one.
revealing the card. The children shout out guesses until
The game continues with the teams choosing whether
one guesses correctly. The child, or their team, are the
they want to name an easy or a hard card.
winner.
Hit the card*
Over-under
• You will need a small ball or a soft toy to throw for this • Line up the children in two teams. Give the two children
game. Place the flashcards you want to review on the
at the front a flashcard each. When you say Go, the child
board so the class can see them. Ask four or five children
in front says the word and passes the flashcard over their
to come out to the front of the class. Hand the first child
head, the next child says the word and passes the card
the ball or soft toy. Call out a word. The child throws the
under their legs, the next child over, then under, etc.
ball and tries to hit the correct word. Repeat with the
The last child in the line races to the front, gives you the
other children.
flashcard and says the word. The first team to do so gets a
Flashlight flashcards point.
• As above, but play in two teams using two flashlights. Question chain
Cover each flashlight with a different coloured cellophane
• Sit the children in a circle. Choose a lexical set, e.g.
so you know which team finds it first. The children from
activities / animals / clothes. Start by showing the children
each team take turns to point the flashlight on the card
a flashcard and asking the child on your right a question
you say.
about the flashcard, e.g. Did you wear a cotton T-shirt
Jumping the line yesterday? That child must answer the question and ask
the next child the same question. Go round the circle then
• Draw an imaginary line dividing the room and place a
change the flashcard and the question.
chair to show the boundary of the line. Designate one side
as ‘true’ and the other side as ‘false’. Line up the children
Ideas bank 167

Roll the dice Stop!*
• Split the class into two to four teams. Show a flashcard • Select a set of flashcards. Tell the children to look out for
of one of the words you are working on to a child in one a particular word. When they see it they should shout
of the groups. If the child can say the word, they throw Stop! Flick through the cards until they stop you at the
a dice. If they throw a 1 they get 10 points, 2–20 points, correct word.
3–30 points, and so on up to 60 points. If the child needs
help from their group, the group just gets five points. Flashing a card*
Repeat the procedure, showing another flashcard to a • Hold a flashcard facing you so that the children can’t see
child from a different group and so on. it. Turn the card quickly so the children see it for a second.
The first person to tell you what was on it is the winner.
TV quiz show
• Tell the children that in this game they have to say as Hidden pictures
many words as they can in one minute. Choose a topic, • Hide a set of flashcards around the class. Say a word
e.g. animals (Unit 2). Ask for two or three volunteers. One to groups or pairs of children. They must find the
of them stays in the room and the others go outside and corresponding flashcard. When they find the matching
stand just outside the door where they cannot hear what picture, they say the word out loud to the class.
is going on inside the classroom. Ask a child to be the
timekeeper. The child in the classroom must say as many Teacher’s mistake*
words as possible for animals. The rest of the class counts • Show the children a flashcard and describe it in a
aloud how many words the child says, and you make a sentence or say a word, incorrectly. The children correct
list. If the child repeats a word, they are out. Then one by you as a class. Play as a class or divide the class into teams.
one, the other volunteers come into the room and name
animals in the same way. The winner is the child who says Find the card
the most words in a minute. • Hide a set of flashcards around the class. The children walk
around the classroom and find the cards. When they find
Sticky note reveal* one they hold it up and call out the word and place it on
• Completely cover a flashcard with a number of sticky- the board.
notes. The children ask questions to guess what it is. If you
answer yes, take off a sticky note. If you answer no, then Action games
leave it as is. The child or team who guesses what it is, is
the winner. Please!
• Explain to the children that you are going to give them
Snap!* some instructions, but they must only do what you say if
• Divide the class into two teams. Give one team the you say please. For example, say Could you tell me the time?
flashcards and write the words for each flashcard on the The children should not tell you the time. Then say Could
board. Count to three. One person from the team with the you tell me the time, please? The children must tell you the
flashcards deals a card, at the same time one person from time. Once the children are confident with the game they
the other team says one of the words on the board. If the can take turns asking or giving orders.
word and picture match, they say Snap! The first team to
say Snap! gets a point. Simon says
• As above, but the children only carry out the instruction
Find your partner* or do the action / mime when you say, e.g. Simon says, go
• Divide the class into two groups. Choose a set of abesiling!
flashcards and hand them out to individuals or
pairs of children in one group. Then whisper a word I spy
corresponding to the flashcards to individuals or pairs • Place flashcards on walls around the room. Say to the
in the other group. Ask the children to go around the children, e.g. I spy with my little eye something … blue! They
classroom looking for the child or pair that has the must guess which flashcard you are referring to and walk
corresponding word / flashcard. towards it. Reveal the correct word and play again.
High five Flashcard sequence*

• Choose a flashcard from a set and hold it to your chest. • Hand out the flashcards (either one unit or a mixture of
Say, e.g. (Unit 4 Jobs) I talked to the … but don’t name units) to various children. Call out a sequence and ask the
the item. The children guess by saying or acting out the children to stand in the correct order. The children not
possible word. When a child guesses correctly, give them holding flashcards can direct the other children.
a ‘high-five’ and that child comes out to be teacher. Play
again. Lightening flashcards
• Divide the class into two teams. Ask one child from each
Listen and find team to stand up with their backs to you. Choose a
• Place flashcards on the walls around the room or on the flashcard and show the class. Count back, 3, 2, 1! The two
floor. Call out a word for the children to point to, or walk to children turn around and the first child to say what they
and touch. Ask confident children to take turns being the see wins their group a point.
teacher and calling out words for their classmates.
168 Ideas bank

Adverb game Memory games
• Ask the children to call out an action, e.g. a holiday activity.
Tell them to mime it. Then call out different adverbs for Kim’s game*
the children to do that activity in the manner of, e.g. go • Display a set of flashcards on the board. Ask the children
climbing – quickly…slowly…loudly…angrily, etc. to close their eyes. Remove one card. When the children
open their eyes again, ask them to guess which card isn’t
True or false? there. Place it back on the board.
• Hold up a flashcard and describe it in a sentence or say
the word. The children say True, if you are correct, or False, What’s missing?*
if you are wrong. If you are wrong, encourage the children • As Kim’s game, but do not replace the card when the
to correct you. children have guessed it, so the cards are slowly removed
from the board.
Mystery card
• Put the children into small groups. Hand one child in each Board pelmanism*
group a flashcard. They look at it but keep it a secret. The • Create wordcards as a class for the vocabulary set you
children in the group ask questions or make statements to want to practise. Mix up the flashcards and wordcards.
guess the card. I go swimming on Saturdays. Are we going Spread them face down on the board or floor. Take turns
to go caving? etc. Repeat with a new card and child in to pick up two cards. If they are the same, keep them face
each group. up and children say the word. If they are different, place
them face down again. Continue until all the pairs are
Settling games found.
Hello Memory chain

• Say Hello, I’m (your name), then throw or roll a soft ball • One child says a word in a sentence, e.g. I’m going to climb
to a child. The child introduces themselves in the same a mountain. The next child repeats that word and adds
way, then passes the ball to another child. Continue until another e.g. I’m going to climb a mountain and swim in
everyone has had a turn. You can also play this game the lake. Use flashcards on the board to help the children
to talk about birthdays, what you’re wearing or regular remember the chain.
activities the children do.
The first letter
Missing letters • Say or write a letter on the board for the children to shout
• Write a word from the vocabulary set on the board out words that start with that letter.
replacing some of the letters with dashes. Ask the class
if anyone can remember the word. If so, invite them to Guessing games
come to the board and complete the word using the
correct letters. Repeat with another words form the Anagram game
vocabulary set. • Write the unit vocabulary on the board but in anagram
form. Write a number next to each word. Put the children
Racing lists into pairs or threes. Ask them to read the anagrams and
• Choose six topics you want to revise from Level 5 or work out which words they are. Tell them the topic you
from other levels, e.g. animals, jobs, activities, clothes, are reviewing to provide support. Groups then come to
adjectives, places around town. Write the topics on the the front and write one of the words next to the anagram
board and number them from 1 to 6. Put the children into on the board, or call out answers from their desks.
pairs. Roll a dice and tell them the number. They have two
or three minutes to write a list of words from the topic Mime it
that corresponds to the number you rolled on the dice. • Explain to the children that you are going to mime
Once they have finished, tell the children to check their something – an action / activity / a feeling or a state – and
lists for any spelling mistakes and count the number of they must guess what it is. Mime first for the class, then
words in their list. The pair with the most words writes ask confident children to mime for the class, or play the
their list on the board and the others tick them off their game in small groups. The first child to guess correctly is
list. Ask the class if they have any more words that were the winner.
not on this pair’s list.
Secret word
Find the answer • Give each child a small piece of paper. They choose a
• Ask the children questions about the unit they have just word in secret and write it down on their paper. Choose a
covered in their Class Book. Questions could be about child to come to the front of the class and the remaining
course / story characters, CLIL, Culture, grammar … children try and guess which word they wrote down. At
anything! The children look through their Class Book to the end, the child shows their piece of paper with the
find the answers. secret word.
True or false?
• Choose a flashcard and either name it, describe it, or say
something about it that is either true or false. The children
Ideas bank 169

guess if it’s True or False. If it’s false, encourage them to Match
correct it or say what is true. Invite the children to take • Practise collocations by writing one word on the left of
a turn. the board and the other on the right, e.g. verbs with go /
play / do. Write them in a jumbled order. The children come
What’s next?
to the front and draw a line to match the two parts.
• Select three flashcards which create a series, for example
numbers, animals, activities. Place two of the cards on the
Games using audio
board and ask the class What’s next? The first child to guess
correctly is the winner. Missing words
Silent words* • Sing a verse of a song or chant the children know well,
but leave a key word out. The children try to remember
• Choose a flashcard in secret, making sure the class can’t the missing word. You can also play this game with
see. Mouth a word to the children in a very exaggerated
vocabulary, a story or song animation and mute the
way, without saying the word out loud. Use gestures to
sound at appropriate points, asking the children to tell
help if necessary. Once the children have guessed the
you the missing word.
word correctly, reveal the card.
Join the song
Describe it
• Divide the class into groups and choose a song. Give each
• Describe an object, animal, activity or person without group a section of the song to remember. Play the song.
saying what it is. The children must listen and identify it. If
When a group hears their part, they should join in and
it is something the children do or have, they can stand up
stand up. Continue until everyone is singing and standing.
or raise their hand as they say it.
Intros round
Line by line
• Play the first few bars of a song the children are familiar
• Draw an object one line at a time. Ask the class to guess with and they must guess which song it is. They can
what it is after each line. The first child to guess is the
continue singing it. Play the song and check.
winner.
Story guesses Pencil games

• Describe a picture or a character from the Lesson 5 story. Bingo!
Ask the class to guess which story frame or character you
are describing. Do this with books open or books closed.
• The children each draw a 3 x 3 grid of nine squares. They
write one word in each square connected with the unit
Invite the children to take turns describing a picture or a
vocabulary you want to review. Call out more than nine
character.
words. When the children hear their word, they cross it
Sharkman out. The first child to cross out all nine words shouts Bingo!
• Choose a word for the children to spell and draw the Dictadraw
correct number of lines for each letter. Draw a five-step
staircase toward a wobbly line sea. Draw a triangle in it to
• Draw two or three pictures before class, for example a boy
wearing particular clothes or doing an activity. Describe
represent a shark fin. Draw a stickman at the top of the
the image to the class. The children listen and draw what
stairs. The children call out letters to guess the word. If it
they hear. Is their picture the same as the original picture?
is correct, write it in the correct place. If it is not, write the
letter on the side of the board and move the stickman Word race
down one step towards the shark. They must try to guess
• Divide the class into teams. Show teams a flashcard and
before they fall in the sea!
say Go! One child from each team races to the board and
The washing line game writes the word. The first child to get to the board and
correctly write the word wins a point for their team.
• Play this game with any vocabulary set you want to revise.
Draw a simple washing line on the board. Show the Describe and draw
children the flashcards and elicit the words. Shuffle the
• Put the children into pairs. They draw a picture of
flashcards, stick them face down on the washing line and
something you’d like them to draw, e.g. a cook, focusing
number each one from 1 to 8. The children take it in turns
on his appearance, e.g. long, fair hair, big ears, blue eyes,
to guess what each card is, saying a number and a word.
a white hat, etc. They then describe their picture to their
Guess partner who listens and draws what they hear. They
compare their pictures when finished to check that they
• One child in a pair, small group or at the front of the
are the same.
class secretly chooses an object. The other children ask
questions to guess which object they have chosen, e.g. Is Word searches
it made of (metal)? Yes, it is. Is it on your neck? No, it isn’t. Is it
• The children create word searches with known words
on your arm? Yes, it is. The first group or child to guess wins
for another child to do. Tell them to choose 8 words, e.g.
a point.
the words from a unit. Give the children a grid to write
the words across and down. They then fill in the other
squares in the grid with other letters.
170 Ideas bank

Ladders Toss a word
• Divide the class into two teams and line each team up • Pairs choose a word from the unit or vocabulary list. They
facing the board. Give the child at the front of each team throw a small ball or object back and forward between
a board pen. Draw two simple ladders in front of each them as they spell the word, e.g. giraffe – G (throw) I
team and number each rung 10–1 down the board. Call (throw) R (throw) A (throw) F (throw) F (throw) E (throw).
out a topic for the children to write words connected
to that topic. The first child runs forward, writes a word Grammar games
next to number 1, runs back to their team and hands the
whiteboard marker to the second child. The second child Sentence, please
runs forward and writes the next word, and so on until • Write ten words you want to revise on the board. In pairs
their team finishes at number 10. The team that finishes or small groups children write sentences using the ten
first wins 1 point. Both teams then get a point for every words. They can use each word more than once in each
word that is spelt correctly, connected to the topic and sentence. They get a point for every correct sentence
different from the other team (so no cheating!). they can make. Take off points for incorrect spelling, word
order, and punctuation.
Two-minute race
• Put children into small groups of two or three. Give each Find someone who …
group a piece of paper and a pencil. Tell the children they • As a class, write five or six sentences or questions
have two minutes to write as many words connected with using language from the unit that you want to revise,
a topic as they can. Set a timer on your IWB, phone or e.g. present simple and adverbs of frequency. Use the
clock. Give the children the topic and start! The children sentences to make a Find someone who … questionnaire,
win a point for each word connected with the topic. e.g. Find someone who …usually gets up at seven o’clock
Teams switch their paper with another group to check / plays tennis every Saturday, etc. Children stand up and
their words. In a more confident class, groups award walk around the class, asking questions to find someone
points if the words are spelt correctly. To make this game who says yes. When they do, they write their name next to
extra challenging, award points only for words that no the sentence.
other team has.
Error correction
Alphabet race • Write eight to ten sentences on the board, some with
• Put children into small groups and hand them a piece of grammar mistakes and some that are correct. Put children
paper and a pencil. They write the letters A–Z on the left into small groups. They look at each sentence and rewrite
of the paper. Set a time limit of two minutes for teams to it if they think it is incorrect. Ask Who wants to do number
write words connected to a topic for each letter. If they one? The team that puts their hand up first gets to correct
don’t know a word for that letter, they can skip it. The it. They win a point if they do so correctly.
winning team has the most correct words.
Sentence blocks
Collocations race • Use plastic play blocks to identify parts of the sentence
• Write a verb on the board for children call out or write as and word order when teaching structures with the All
many words that collocate with it as possible. Repeat with about grammar boxes. For example, when teaching the
another verb, e.g. do, play, go. past simple, use a green block for the pronoun, a red
block for a negative, a blue block for an affirmative and
Spelling games a yellow block for the object or verb phrase that follows.
Encourage the children make sentences from the All
Word chains about grammar box, using the play blocks to help them
• Write a starter word in the centre of the board, e.g. metal. consolidate the structure.
In teams, the children take turns to call out, or come to
the board and write, a word which either starts with the Poster activities
ending letter, e.g. ‘l’, or ends with the starting letter, e.g. ‘m’.
As each word is added, draw a line under it. Once eight to Alphabet race
ten words have been added to the chain, cover one word • Point to the Building fluency poster. Check the children
at a time for the class to spell back to you. understand the meanings of the parts of speech. Say a
letter of the alphabet and a part of speech, e.g. 'L - nouns'
Words from words and give the children three minutes to write as many, e.g.
• Write a long word on the board. Ask children in pairs to nouns beginning with l as they can think of. Repeat with
write as many words they can make from the letters in other letters and other parts of speech. The winner is the
that larger word, e.g. mountain biking – bin, in, king, man, child with the most correct words.
tin, etc. Set a time limit of one minute.
Vocabulary brainstorm
Spelling bee • Point to the Building fluency poster. Write 'The happy
• Do a traditional Spelling bee. Call out a word for teams to dog eats food slowly next to his owner' on the board and
take turns to stand up and spell. Write the letters on the circle the words 'happy', 'eats', 'slowly' and 'owner'. Ask
board as they say them or invite another child to write
them. If they spell the word correctly they win a point.
Ideas bank 171

the children to copy the sentence from the poster into Freeze frame
their notebooks. Point to the right-hand side of the poster • Play the story animation. Pause the film on one particular
and explain that it's important to use the best words frame. Elicit the conversation that the people in the frame
in your sentence. The children work in pairs. Give each are having from the class.
pair a dictionary, a thesaurus or ask them to work online
to come up with the most interesting words to replace Pronunciation games
the circled words in the sentence. The class votes for the
most interesting sentence. Encourage the children to ask I hear with my little ear
questions about the meanings of words. • Display flashcards. Then say I hear with my little ear,
something with /ð/. The children must guess which
English-speaking countries facts
flashcard you are referring to.
• Point to the English-speaking countries poster. Tell the
children a fact about one of the countries featured on First sounds
the poster. The children guess which country it relates • Say an initial sound, e.g. /b/. The children say words that
to. If the children haven't already been introduced to the contain that sound.
poster you may choose to hide the poster and read the
facts from the poster for the children to guess the country. What’s the word?*
• Create wordcards as a class for the vocabulary set you
Other English-speaking countries facts want to practise. Hand out wordcards to the children. Put
• Point to the English-speaking countries poster. Ask the the corresponding flashcards in a pile at the front of the
children to research information about other English- class. Choose one flashcard in secret and write a sound on
speaking countries. You may choose to ask the children to the board, but without saying what the word is. Anyone
create their own poster and present it to the class. whose wordcard contains the same sound calls out his or
her word. Continue with other sounds in that word until it
Animation and film activities is clear which word you have got. Get the class to say the
word and the child with the matching wordcard comes to
Flashcard story guess* the front of the class.
• Ask the children to guess which characters and which
items of vocabulary are in the story animation. Put their Silent sounds behind you
ideas on the board, or stick the corresponding flashcards • Draw a letter on a child’s back with your finger. They guess
on the board. Then watch the story together and see if which letter it is and say the sound. Put the children into
they were correct. pairs to play.
Remember the film* Blending circle
• After the film or animation, put a selection of flashcards on • Sit the children in a circle. Give the first child a word or a
the board. Ask the children to remember which of these flashcard. The child says the first sound of the word, e.g.
items or characters were in the film. Make a note of their r. The second child must add the next sound, e.g. r-e. The
answers; then watch the film again to check their ideas. last child completes the word, e.g. r-e-d, red! Repeat with
more words.
What are the words?
• Write the words from a frame of a story on the board. Post boxes
Delete a word and replace it with a line. Ask the class to • Write sounds on the font of three or four A4 envelopes,
read the sentence putting in the deleted word. Continue e.g. /d/, /t/ and /ɪd/. Hand out cards with words on to pairs
until the sentence has been erased and children are of children. They walk around the room and post them
chanting the line. into the correct envelope according to the sound they
end in. Once finished, open the envelopes and show the
Who is it? or Who was it? cards. Say the words as a class. Are they all correct?
• Say a line from the story. The children must try to
remember who said it and say the character’s name. Make a rhyme
Check the answers by watching the film. • Write a sound on the board, e.g. b. Ask the class to call out
words that contain the sound, e.g. Bobby, big, hobby. Make
What happens next? a rhyme with the words as a class, e.g. Bobby is big and he’s
• Play a film to your class, pausing it occasionally. Ask the got lots of hobbies!
children to guess what happens next, or what word
comes next. Sound it out
• Mouth a word to the class that starts with or contains a
Spot it! particular letter or sound. Children guess what the word
• Divide the class into groups. Give each group a flashcard is. Repeat with another word with the same sound for
of an item that is in the film. Tell them to stand up with children to guess. Finally, ask the class what sound all the
the flashcard when they see it in the film. words have in common.
172 Ideas bank

Classroom language
Using English for classroom routines is an excellent way to You’re out.
introduce and recycle important natural language. If English Never mind. Better luck next time!
is used for organizing activities, giving instructions, playing It’s a draw.
games and for giving support and praise, children will
X is the winner.
develop a passive understanding of the expressions, and be
able to produce many of them. Here are some useful phrases. Shuffle the cards.
Choose a card.
Organizing in the classroom Don’t show anybody your card.
Sit down. Turn the card over.
Stand up. No cheating.
Open your books at page …
Look at the pictures / words on page … Doing arts & crafts activities
Close your books, please. Draw a …
Come here, please. Colour the …
Give / Bring it to me. Cut out the …
Hands up. Stick the …
Point to the / a … Fold the paper / card like this.
Put it here / there.
Take out your scissors / glue / crayons.
Wait.
Let’s put the posters / work on the wall.
Just a minute.
Write your names on your posters / work.
Say it with me.
Repeat. Watch what I’m doing.
Listen to me. Tidy up.
Stop now. Put the rubbish in the bin.
Tell me. Be careful!
Hold up / Show me a …
All together. Ending an activity / lesson
Let’s sing a song / read a story / play a game. Finish your turn.
Stop and look at me, please.
Giving support and praise It’s time to stop now.
Well done. Put your things away, please.
Yes, that’s right. We’ve got five more minutes.
Not quite. Try again! Line up by the door.
That’s very good. Put your pencils down now, please.
That’s a lovely picture! Goodbye everyone / children.
Good try. See you tomorrow.
That’s nice / lovely. Have a nice weekend.
I like your drawing.
Give yourselves a clap. Classroom phrases for children
That’s fantastic. Can I have the scissors / glue, please?
Great! Can you help me, please?
Can you repeat that, please?
Carrying out activities Can I go to the toilet, please?
Guess. / Can you guess? Here you are.
Help each other. I don’t know.
Get into pairs / groups / teams. How do you say X in English?
Work alone. Can I have a dictionary, please?
Is that right? Please can I work with X?
Stand in a circle / line. What does X mean?
Take turns. It’s my / your turn.
Whose turn is it? Finished.
It’s your turn. Sorry.
Ready, steady, go! Thank you.
Yes / No.
Classroom language 173
Wordlist
Words in bold highlight main course vocabulary taught in lessons 1 and 5 as well as core words taught
in the cross-curricular lessons. The remaining words are additional words they will have encountered in
songs and stories and in reading and listening passages. The number or letters after each word denotes
the unit in which it is first encountered.
absorbent (5) clarinet (2) excited (3) happy (3)
abstract (4) clever (SU) exercise (1) healthy (1)
achievement (4) exhibition (3) heart (1)
African (2) cleverest (2) fabulous (4) heavy (2)
always (SU) climb a mountain (6) fair hair (SU) helmet (1)
amazing (2) comic-book (1) historical (3)
arrow (1) composer (2) fancy dress (F) hi-viz (jacket) (5)
article (1) computer programmer (4) fantasy (2) hobby (2)
artist (4) concert (2) fastest (2) hold (2)
Asian (2) cook (4) fiction (4) holiday (6)
assembly (SU) cook on the campfire (6) fire (5) home (SU)
astronaut (4) cookery club (SU) firefighter (4) hospital (3)
cotton T-shirt (5) fishing rod (6) hot cross bun (F)
background (4) craft club (SU) fit (1) hotel (3)
baked potato (6) crocodile (2) flexible (5) humanity (4)
balloon (4) cubist (4) flute (2) humorous (6)
barbecue (6) customer (6) football shirt (1) hump (2)
bat (1) freckles (SU) husband (4)
beans (6) dance floor (5) fresh water (6)
bear (2) dark (3) friendly (3) ICT (SU)
because (1) daughter (4) fun (2) impressionist (4)
best (2) day trip (3) funny (SU) industry (3)
between (3) department store (5) furry (2) invitation (1)
biography (4) design (v.) (4)
blanket (5) destroyed (3) gardener (4) jacket (5)
blood (1) diary (SU) gardening (SU) job fair (4)
board (6) do archery (1) Geography (SU) journalist (4)
boil (5) do gymnastics (1) giraffe (2) juggle (5)
bored (3) doing sports (SU) glass bottle (5) juggling (balls) (5)
brass (2) double bass (2) glasses (SU) jumper (5)
break (SU) drama (3) go abseiling (1) jungle (2)
breathe (1) dress up (F) goal (1)
bridge (3) drinking tea (SU) go caving (6) kangaroo (2)
building (3) go climbing (1)
burn (6) Easter Monday (F) go diving (1) laboratory (4)
busy (6) Easter Sunday (F) go fishing (6) land (6)
bus station (3) eat party food (F) go kitesurfing (6) lazy (1)
elephant (2) Good Friday (F) leaflet (2)
camel (2) email (address) (6) go swimming (1) leather belt (5)
camping trip (5) emergency (5) go to the beach (6) lights (F)
caption (1) ending (1) go trampolining (1) lion (2)
carbon dioxide (1) engineer (4) go trick-or-treating (F) lively (SU)
carol (F) entrance (2) gym (1) long hair (SU)
carve a pumpkin (F) equipment (6) lost (3)
character (6) escape (3) lungs (1)
174 Wordlist
main course (6) reading (SU) talents (2)
man-made (5) recycled (5) tallest (2)
map (5) registration (SU) tap (6)
market (F) reporter (1) team (1)
match (1) reservoir (6) teeth (2)
materials (5) rigid (5) theatre (3)
menu (6) roast lamb (F) the ground (6)
metal bracelet (5) roll (F) thin (2)
mobile phone (6) rope (1) thoughtful (6)
modern (2) rubber boots (5) ticket (3)
monkey (2) rucksack (5) timetable (SU)
museum (3) running (SU) title (1)
musician (4) torch (5)
safari park (2) tower (3)
natural (5) safe (3) town (SU)
near (3) sailing boat (5) town hall (3)
neck (2) salt water (6) train (v.) (1)
never (SU) savannah (2) train station (3)
next to (3) scared (3) treat (1)
Nobel Prize (4) scientist (4) trumpet (2)
seaside (6) TV studio (3)
oboe (2) shopping centre (3)
ocean (6) sheep (5) university (4)
opposite (3) short hair (SU) usually (SU)
orchestra (2) sick (5) visit a castle (6)
oxygen (1) signal (5) visitors (2)
silk scarf (5)
painter (4) skeleton (F) waiter (6)
painting (4) smoke (3) waitress (6)
palace (3) snake (2) war (4)
pantomime (F) snorkelling (6) waste (5)
paper plane (5) sock (5) waterproof (5)
party (1) sometimes (SU) watersports (5)
past (3) Spanish (SU) weight (2)
percussion (2) speed (2) wetsuit (5)
plastic car (5) sporty (SU) wheelchair (1)
play badminton (1) square (3) whistle (5)
player (1) stadium (1) why (1)
playing the guitar (SU) stick (1) wildlife (2)
play hockey (1) string (5) wins (1)
play party games (F) string (section ) (2) wood (5)
play table tennis (1) stripes (2) wooden train (5)
play volleyball (6) strongest (2) woodwind (2)
pointillist (4) style (4) wool jumper (5)
police officer (4) sunglasses (5) worried (3)
portrait (4) supermarket (3) worst (2)
post office (3) swim in the lake (6) writing (SU)
present (F) swimming (SU)
prize (4) swimming costume (6) X-ray (4)
professor (4) swimming shorts (5) zebra (2)
properties (5) swimsuit (1) zoo (2)
quiet (SU) tail (2)

take photos (6)
Wordlist 175
Letter to parents
Dear parents and carers,
This year your child will be learning English using Learn with Us 5, where he or she will be able to
delve into the life of our main character, Jack, with his family, his school friends, Alfie and Lisa, and
his friends around the world.
We learn about Jack and his family as they move to a new town, we celebrate Jack’s birthday with
an activities party, visit a safari park with his family and friends. We discover the places in Jack’s new
town and join him at a job fair. We go shopping with him at a department store to buy a birthday
present for his cousin and join him and his friends at a summer activities camp. Following a real
child’s life creates a motivating and meaningful context for learning essential words, structures and
skills in English.
Learn with Us 5 offers stories and interesting real-life culture films and charming animated stories,
introduced by Jack, which will enrich your child’s learning and his or her understanding of the
culture of the UK and other English speaking countries, values and citizenship, and the wider
world. Learn with Us 5 also provides a wealth of extra material such as videos, songs, projects and
interactive games.
Learn with Us 5 has a strong focus on developing your child’s communication skills and confidence
in speaking English through frequent collaborative speaking activities. Children are regularly
encouraged to give their opinion in English and nine projects over the year give them lots of
opportunity to use English in a personalized and meaningful way. Literacy skills continue to be
developed through fun unit and revision stories and other interesting reading texts, for example in
the culture pages. Get involved by reading or watching them together. Encourage your child to tell
you about their learning and compare similarities and differences in culture.
Learn with Us 5 recognizes that your support and encouragement are important to your child’s
success and provides plenty of ways for you to join in actively with your child’s learning, even if you
don’t speak English. Encourage your child to sing you the songs he or she learns in class, ask him
or her to tell you about the children they have met in Learn with Us 5 in the real-life and animated
films and stories, and share his or her experiences. Try to look at his or her work regularly and ask
about favourite activities in each unit. Always give lots of praise for your child’s efforts. Encourage
your child to look back at his or her work and see what has been done well, what he or she is
proud of, what can be improved and also what targets he or she has set for the next unit.
Please do not hesitate to ask me anything about your child’s progress this year.
Welcome to Learn with Us!
Yours sincerely,
English teacher
176 Letter to parents PHOTOCOPIABLE © Oxford University Press

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H ER’S GU

isbn: 978 0 19 490888 7 Teacher’s Guide

© Copyright Oxford University Press

Syllabus 4 3 Getting around town 91

Components overview 12 4 At the job fair 106

Concept and characters 14 R Review 2 120

Introduction to Learn with Us 15 5 At the department store 123

Learning with Learn with Us 16 6 At the summer camp 138

All about accessibility 22 R Review 3 153

Tour of unit and How to section 28 F Festivals 156

Further resources 52 Classroom Presentation Tool

Words Grammar Pronunciation

Revised: Present simple: Hi, I’m Jack. I’m ten. Sounds:

Core Present simple vs Present Sound:

page 6 Other photo.

Core Comparative adjectives (short Sounds:

Core Past simple regular verbs: Sound:

Core Obligation: have to / don’t have to Sounds:

Core going to future: affirmative and Sounds:

menu, waiter, waitress shorts answers

• an Ideas bank with games, activities and ideas for how to

exploit the extra resources (flashcards, posters, etc.). These

All about Jack’s family and friends

14 Concept and characters

Introduction to Learn with Us 15

16 Learning with Learn with Us

Learning with Learn with Us 17

All about values

18 Learning with Learn with Us

Learning with Learn with Us 19

20 Learning with Learn with Us

Learning with Learn with Us 21

This encompasses effective communication and

attitude towards learning, both inside andcommunication

competence when they are asked toDigital competence

Social and civic

Sense of initiative and Sense of initiative and entrepreneurship

entrepreneurship Social and civic competences

Digital competence Mathematical c

Mathematical competence and basic Mathematical competence and basic competences

competences in science and technology

This is the ability to apply mathematical, scientific and

problems. The children practise this competence when they

22 All about accessibility

All about accessibility 23

24 All about accessibility

All about accessibility 25

26 All about accessibility

All about accessibility 27

Flashcards are found as printed cards in the

What sports and activities

The main aim for each unit

Mixed-ability See extra ideas on page 26 –27.

Answer keys are

How to teach Lesson 1

Optional CPT ➜ Class Book ➜ CPT ➜ Activity Book Optional

Objectives Teaching tip

CPT Class Book

The Activity 1 reading text

The Activity 2 grammar

The Activity 3 speaking game allows

Mixed-ability See extra ideas on page 26–27.

Activity 2 allows the children

Grammar pages at the

Syllabus 4 3 Getting around town 91

Components overview 12 4 At the job fair 106

Concept and characters 14 R Review 2 120

Introduction to Learn with Us 15 5 At the department store 123

Learning with Learn with Us 16 6 At the summer camp 138

All about accessibility 22 R Review 3 153

Tour of unit and How to section 28 F Festivals 156

Further resources 52 Classroom Presentation Tool