EXTRA SUPPORT
Unit 1
Vocabulary consolidation
1 1
Type of activity: Mind maps.
Organisation: Individual work.
Time: 15 minutes.
Preparation: Copy one worksheet per SEN
student, prepare scissors and glue.
To use: After Lesson 3.
INSTRUCTIONS
• Ask students to name the four seasons and to describe
the weather in each season. Find out what season your
students like most. Have a class vote. Write the name of
the favourite season on the board.
• Hand out the copies of the worksheet and explain what
a mind map is. Tell students that it is always a good idea
to write down new words and a list of other words that
go with them. Making associations helps not only with
remembering words but also with learning even more
vocabulary.
• Use a chosen season to explain the activity – draw
a mind map on the board and ask students to come
and draw weather symbols and write the words. Tell
students that they can copy this part of the mind map
on their worksheets, but encourage them to work on
their own.
• Ask students to complete the maps with words and
pictures. Let them use their Students’ Books or notes,
and encourage independent problem solving. Check the
answers with the whole class. You may ask volunteers
to draw their maps on the board.
• Make sure that students have completed the mind
maps properly and ask them to cut out the maps and
stick them into their notebooks.
• Inform students that another useful way to learn and
remember words is to highlight them to make them
visible. Ask them to read the words on their mind maps
and highlight those which are difficult to remember.
• Extension: It is always a good idea to use the most
problematic words in sentences. You can ask students
to write sentences with highlighted words or write one
sentence with as many highlighted words as possible.
KEY
spring – e.g. warm, cloudy, sunny, windy, foggy, …
summer – e.g. hot, sunny, cloudy, warm, wet, …
autumn – e.g. cold, foggy, cloudy, wet, sunny, …
winter – e.g. freezing, snowy, cold, windy, cloudy, …
Teaching notes and key
Unit 1
Lesson 7. Reading
Type of activity: Letter and sound recognition.
Organisation: Individual work.
Time: 10 minutes.
Preparation: Copy one worksheet per SEN
student. You need the recording of the text
from the Student’s Book, Lesson 7.
To use: With Lesson 7.
INSTRUCTIONS
• Hand out the copies of the worksheet. Focus students’
attention on the pronunciation of voiced th as in the word
that. Model how to pronounce the sound. Ask students to
repeat the word several times with different pitch of voice.
• Ask students to listen to and read the text. Use the
recording from the Class CD. Pause after each paragraph
and give students time to underline the words with letters
th. Check the answers with the whole class. Draw students’
attention to the fact that th in the word south is not voiced.
• Tell students to read out the underlined words, paying
special attention to producing the voiced th sound.
KEY
Discover the weather around the world!
When it’s summer in the northern hemisphere, it’s winter
in the southern hemisphere. And when it’s autumn in
the northern hemisphere, it’s spring in the southern
hemisphere.
In England, it’s summer. It’s often warm and sunny, but it
can be a bit cold at night. People go to the beach, but the
sea in England is always cold.
In the Sahara Desert in Africa, it’s summer too. The days
are always very hot in the Sahara. It can be 40ºC, but at
night, it can be about 0ºC.
In the middle of the tropical rainforest in Brazil, it’s always
warm or hot, and it’s often wet. It’s never cold – even in
winter!
In Argentina, it’s winter. In the southern part of Argentina,
it’s very cold. It can be freezing and snowy there in winter.
In Antarctica, it’s snowy and freezing! At the South Pole, it
can be -12ºC in the day, and -80ºC at night!
 EXTRA SUPPORT Teaching notes and key

2 Unit 1
Type of activity: Labelling words with schemes.
Organisation: Individual work.
Time: 10 minutes.
Preparation: One worksheet per SEN student –
use the same worksheet as in Activity 1 above.
To use: With Lesson 7.
INSTRUCTIONS
• Focus students’ attention on Activity 2. Explain
that they are going to write the underlined words in
a correct scheme. Using the example, point out that
the shape of the box suggests what type of letter they
need. Draw the three types of boxes on the board.
Write a few random letters, e.g. c, g, d on the board and
elicit which box they should go in. Then ask students to
write the words on their worksheets. Check the answers
with the whole class. Ask volunteers to write the words
on the board.
KEY
a southern b weather c northern d there
3 notebooks.
Grammar summary.
Guided writing and Project 2
1
Type of activity: Reading comprehension.
Organisation: Individual work.
Time: 10 minutes.
Preparation: Copy one worksheet per SEN
student.
To use: With Project 2, Grammar summary.
INSTRUCTIONS
• Hand out the copies of the worksheet. Ask students to
read the rubric in Activity 1. Read the text out loud as
students follow the text. Ask a few questions about the
text, for example: How old is Ed Sheeran?, What is his
second name? Students complete the chart with the
information from the text.
• When students have finished, they compare their
answers in pairs. Check the answers with the whole
class. Students may stick the charts into their

KEY
Type of activity: Reading and understanding a
first name Edward
text.
country and continent England, Europe
Organisation: Individual work.
Time: 10 minutes. second name Christopher
Preparation: One worksheet per SEN student – age 27
use the same worksheet as in Activity 2 above; brothers or sisters brother Matthew
prepare a pair of scissors per student. personality talented and creative
To use: With Lesson 7.
2
INSTRUCTIONS Type of activity: Gap fill, reading comprehension.
• Focus students’ attention on Activity 3. Ask them to cut Organisation: Individual work.
out the names of places and put them on the desk.
Time: 10 minutes.
• Tell students to read the text once again (do not use
Preparation: Copy one worksheet per SEN
the recording from the Class CD) and put the names of student.
places into the correct order. To use: With Project 2, Grammar summary.
• When students have finished, ask them to compare
their answers in pairs. Then check the answers with the
whole class. Students may stick the words into their INSTRUCTIONS
notebooks. • Focus students’ attention on Activity 2 and ask
them to fill the missing words in the questions about
KEY
Ed Sheeran. You may ask students to work in pairs.
1 England 2 Sahara Desert (Africa) 3 Brazil 4 Argentina
Check the answers with the whole class. Ask volunteers
5 Antarctica (South Pole)
to write the questions on the board.
 EXTRA SUPPORT Teaching notes and key

• Ask students to read the text again and cover it. They
read the questions and circle the correct answers. Check
the answers with the whole class.

KEY
1 is, from, b 2 is (his) second, c 3 old is, a
4 Has (Ed Sheeran) got, c 5 is (Ed Sheeran) like, b

Type of activity: Text writing.

Organisation: Individual work.
Time: 20 minutes.
Preparation: Copy one worksheet per SEN
student.
To use: With Project 2, Grammar summary.

INSTRUCTIONS
• Read aloud the instructions for Project 2 on page 19 in
the Student’s Book. Then focus students’ attention on
Activity 3. Go through the action plan with students,
explaining anything that is unclear. If you have internet
access in class, ask them to search for the information
they need online; otherwise, help with the answers
yourself or assign the research task as homework.
• Students may choose to print photos of famous people
from the Internet or cut them out from magazines.
They might prefer to draw and colour the people. In
either case, assign the preparation of illustrations as
homework and continue working on the project during
the next lesson. Optionally, you can provide students
with prints or photos from magazines.
• Make sure students follow the action plan while
preparing their project. They should complete the
tables. They may wish to take notes or write the first
draft. Finally, students write their project on a separate
piece of paper. Walk around the classroom, monitoring
students’ work and providing help.
• Divide the class into pairs. Tell students to read their
partner’s quiz and choose the correct answers. Then
students check their partner’s answers and count the
points. They assign one point for each correct answer.
Check how many students got ten points.
• Display the finished projects around the classroom.
Students can vote on the best quiz.