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 Possessive ’s / Personal pronouns:
All about Adjectives of appearance and 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
Core vocabulary: (fair) hair and (blue) eyes. I’m / He’s /
family assembly, break, Cookery Club, Craft 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,
go climbing, go diving, go swimming, every week.
My 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,
Football vocabulary: goal, match, badminton) now.
party player, stadium, team, win He’s / She’s (playing table tennis) in this
river

page 6 Other photo.

CLIL: blood, carbon dioxide, heart,
lungs, oxygen
why and because: Why are you
(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?

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 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

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 Words Grammar Pronunciation

Core Comparative adjectives (short Sounds:

2 Wild animals: bear, camel, and irregular): /p/
crocodile, elephant, giraffe, The African elephant is better / happy, Peter, plays,
kangaroo, lion, monkey, snake, worse than the Asian elephant.
At the safari zebra 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?

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 Skills Values Culture and Project
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
Listening: listening for specific information and gist: descriptions
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
and understanding a story, listening to opinions about the story;
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

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 Words Grammar Pronunciation

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,
journalist, musician, police officer,
At the job 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
wool jumper
store 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.
Language in action!:
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?

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 Skills Values Culture and Project
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
Listening: listening for specific information and gist: descriptions
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
and understanding a story, listening to opinions about the story;
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
Writing: core language at word and sentence level: describing
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
Listening: listening for specific information and gist: descriptions
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
Writing: core language at word and sentence level: describing
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

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 Words Grammar Pronunciation

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
caving, go fishing, go kitesurfing, go They’re going to (go caving).
At the to the beach, play volleyball, swim in I’m not / You aren’t / He isn’t / She
/ɑː/
bath, castle,
summer the lake, take photos, visit a castle isn’t / We aren’t / They aren’t going gardener, half, past,
Restaurant vocabulary: to (climb a mountain).
camp barbecue, customer, main course, 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.
Language in action!:
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.

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 Skills Values Culture and Project
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.
Listening: listening for specific information and gist: descriptions
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
Writing: core language at word and sentence level: describing
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

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