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Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson Express Publishing, 2016
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3
Acknowledgements
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Ministerul Educaiei i Cercetrii tiinifice
Teachers Book
Jenny Dooley Virginia Evans
80 pagini
Unit 7 1.1 Identify details of clearly articulated simple animals comparisons Write about
(pp. 8-13) messages in known contexts. habitats your country
1.3 Develop interest and general comprehension
7a Animal of a variety of simple oral messages (films,
elections songs for children)
7b The new 2.1 Request and provide information on home,
president family, address, people, hobbies, habits.
7c Animal homes 3.1 Identify information in simple texts.
Module 4
Unit 8 1.1 Identify details of clearly articulated simple feelings was/were Write about
(pp. 14-23) messages in known contexts. adjectives what you were
1.3 Develop interest and general comprehension buildings like as a baby
8a A little green of a variety of simple oral messages (films,
man songs for children)
8b Who was it? 2.1 Request and provide information on home,
8c Just the other family, address, people, hobbies, habits.
day 2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Troll Tales! 4 4.1 Fill in a form with personal information.
Go Green! 4
Our World
Checkpoint
(Units 7 - 8)
Unit 9 1.1 Identify details of clearly articulated simple knights present Write what
(pp. 24-29) messages in known contexts. castles simple you did last
1.3 Develop interest and general comprehension kings present weekend
9a Knights and of a variety of simple oral messages (films, queens continuous ( optional)
castles songs for children).
9b It kicked me! 2.1 Request and provide information on home,
9c A knight for a family, address, people, hobbies, habits.
day! 2.2 Identify and present everyday activities.
Module 5
Unit 10 1.1 Identify details of clearly articulated simple verbs present Write about a
(pp. 30-39) messages in known contexts. jobs simple famous person
1.3 Develop interest and general comprehension famous people
10a Willows story of a variety of simple oral messages (films,
10b I love this songs for children).
tree! 2.1 Request and provide information on home,
10c A better family, address, people, hobbies, habits.
place 2.2 Identify and present everyday activities.
3.1 Identify information in simple texts.
Troll Tales! 5
Go Green! 5
Our World
Checkpoint
(Units 9 - 10)
2
Competences Vocabulary Structures Project
Unit 11 1.1 Identify details of clearly articulated simple fairy animals question Write what
(pp. 40-45) messages in known contexts. months words life will be
1.3 Develop interest and general comprehension of a ordinals will like in the
11a The fairy variety of simple oral messages (films, songs for ( optional) future
garden children) ( optional)
11b Helping 2.1 Request and provide information on home, family,
Erlina address, people, hobbies, habits.
11c The wishing 2.3 Describe objects or houses.
3.1 Identify information in simple texts.
Module66
well
Module
Unit 12 1.1 Identify details of clearly articulated simple holidays be going to Write about
(pp. 46-55) messages in known contexts. things to take your holiday
1.3 Develop interest and general comprehension of a on holiday plans
12a Were going variety of simple oral messages (films, songs for holiday
to fly children) activities
12b Port Fairy 2.1 Request and provide information on home, family,
12c Fly away! address, people, hobbies, habits.
2.2 Identify and present everyday activities.
Troll Tales! 6 2.3 Describe objects or houses.
Go Green! 6 3.1 Identify information in simple texts.
4.1 Fill in a form with personal information.
Our World
Checkpoint
(Units 11 - 12)
Our School 2.1 Request and provide information on home, family,
(pp. 56-58) address, people, hobbies, habits.
2.2 Identify and present everyday activities.
3.1 Identify information in simple texts.
4.1 Fill in a form with personal information.
Evaluation
(p. 80)
Round-up/Fun Time Key & Tapescripts p. 81(T) Activity Book Key & Instructions p. 89(T)
Instruments for Evaluation p. 84(T)
3
Introduction
Introduction to the Teacher
This course is specially designed to introduce teacher, can record their progress in English.
young learners to the English language. The The teacher has the opportunity to recycle and
syllabus is based on graded structures and further consolidate any language items upon
vocabulary enabling pupils to use English completion of the Checkpoint section. In
effectively and ensuring that they enjoy addition, through the Pupils Self-Assessment
themselves while learning. All four skills (listening, Forms (found in the Teachers Book), the pupils
speaking, reading and writing) are developed can assess their progress and develop their
through a variety of communicative tasks and language awareness and independence. (See
key language is recycled regularly. It is ideal for Instruments for Evaluation, p. VI.)
young learners as it encourages active, holistic
It contains the following modules and their
and humanistic learning, thus developing a
objectives:
keen interest in the English language.
Module 4: animals, habitats, feelings, buildings,
The course comprises three modules. Each module
personal qualities;
consists of two units. It is aimed at pupils who come
Module 5: knights, castles, kings, queens, famous
under the category of A1, Basic User.
people;
Module 6: fairy animals and flowers, months,
ordinals, holidays, things to take on
A1 Basic Users a holiday and holiday activities.
Pupils in this category can understand and use The Pupils Book also incorporates a variety of
some basic vocabulary and expressions related to appealing additions: Troll Tales is a series of
their own personal, concrete world. They can episodes in a cartoon story aimed at providing
communicate in simple exchanges, introduce real language input and reading for pleasure.
themselves and ask and answer questions in a In addition, through the Go Green! section the
simple, repetitive way. Simple interaction is feasible, pupils are given the opportunity to learn about
provided the other person speaks clearly and the environment and become more aware of
slowly and is prepared to assist. various environmental issues in a fun and
creative way. The pupils are also familiarised
with the culture and way of life in other countries
Components through the OUR WORLD section at the end of
each module. Dialogues, texts, songs, chants
Pupils Book and other listening activities are on the CDs.
The Pupils Book has been designed to appeal to, The Pupils Book also includes:
as well as involve, the pupils in language learning.
New words and structures are presented in a I Special Days (Happy Easter! Fathers Day)
clear and effective way by means of chants,
There are two optional units at the back of the
songs and picture word association. New
book, containing activities for Easter and
language is presented in context through lively
Fathers Day, which should be covered as a
dialogues. A variety of functional exercises, songs
lead-up to the respective special days.
and games help pupils practise the key language
in a memorable and enjoyable way.
II Our school
The course is modularised; therefore, in each
This section presents cross-curricular material.
module the pupils are thoroughly exposed to
The pupils use English to complete tasks related
the new language and achieve competency in
to other subject areas, e.g. Geography, Maths
the target language at a faster pace. Each
and Science. This reinforces their language
module has its individual aims, and at the end
learning, and promotes learner independence
of the module the pupils, with the help of their
and peer cooperation.
IV
Introduction
Activity Book The pupils then fill in the Pupils Self-Assessment
Form and file it in their Junior Language
The Activity Book is in full-colour and consists of six
Portfolio. (See Instruments for Evaluation.)
modules of twelve pages each. The Activity Book
can be used either in class or for homework, upon
III Board Games
completion of each corresponding unit in the
Pupils Book. It aims to consolidate the language There are six board games, one per module.
that appears in the Pupils Book through various The aim of the board games is to provide an
exercises incorporating all four skills. atmosphere of relaxation while consolidating
the language learnt. They can be used before
The Activity Book also includes:
or after the Checkpoint sections (as further
I Stickers revision) or after the corresponding Module Test
(as a reward).
Stickers are an excellent way to involve the
tactile/kinaesthetic learners and it helps pupils How to play the Board Games
retain the vocabulary in their long-term memory,
Divide the class into two teams, A and B, or
as they are not simply exposed to the new
into pairs. Ask the pupils to use a coin, a
words, but they have to do something with
pencil sharpener, a rubber, etc as a marker
them. Young learners love using their hands
and place it on the Start sign. Teams or pairs
and this trait should be part of the learning
take it in turns to select a number by
process. There are some exercises with stickers
throwing a dice, spinning a spinner, etc, and
in the Activity Book. The type and aim of these
then move along the board according to the
exercises vary to give pupils the chance to
number. The pupils must answer the
practise the new language in a motivating and
question in the square they land on. A
appealing way. There are also some reward
correct answer allows the pupils to stay
stickers to give a sense of achievement and
where they are, whereas an incorrect one
satisfaction which can be used upon
means that they must move one square
completion of the Modular Revision and
backwards. If they land on a trap square,
Assessment section and throughout the course
they must go back to the beginning.
whenever the teacher feels that the pupils
should be praised, which is all the time!
IV My Pictionary
II Modular Revision and Assessment This section presents the main vocabulary of the
Pupils Book in themes. The pupils have the
Do a quick revision before the pupils complete
chance to revise the key vocabulary of each
the tasks. While you are going through the
module through fun activities. My Pictionary
examples in each category, you can elicit
consists of six two-page sections (one per unit),
meanings of words, sentences with the target
each of which can be completed by the pupils
structures, etc.
upon completion of the respective unit/module.
Go through each exercise and explain to the
pupils what they have to do. Then, pupils can: V Plays
a do the exercises as written homework. The last section of the Activity Book consists of
b do some exercises in class and the rest as six plays that aim to consolidate the language
written homework. of the modules.
c do all the exercises in class.
VI Characters Cutouts
The important thing is to have the pupils work
on their own so that they are able to assess There are seven full-body cutouts of the
their progress thus far. In this way, the teacher characters in the book, for pupils to use while
facilitates the pupils autonomy. acting out the dialogues, playing games or in
any other communicative activity the teacher
wishes to include in the lesson.
V
Introduction
My Junior Language Portfolio module begins by setting out the targets and
objectives of each unit in a clear and concise
My Junior Language Portfolio is used to contain
way. At the beginning of the Teachers Book the
material that the pupils use, along with any extra
teacher can find the Programme, an analytical
material given by the teacher throughout the
chart of the targets and objectives of the
course. My Junior Language Portfolio has been
modules.
designed to stimulate and support the learning of
the English Language. Its purpose is to help the The Teachers Book also includes:
pupils reflect on, realise their progress in and I Instruments for Evaluation
improve their language learning.
Evaluation is an essential part of the learning
The Junior Language Portfolio is the pupils process. It helps the learners become aware
property. It is a tool to accompany the pupils of their progress in the target language, how
language learning throughout their school life much they have achieved and what areas
and is suitable for documenting their learning need further practice. Evaluation also allows
both inside and outside the classroom. teachers to reflect on the validity of their
In practice, Language Portfolios may include teaching practices and the types of the
project work or other examples of written work, material being used.
memory sticks (with work or drawings completed In the Instruments for Evaluation, the teacher
inside or outside the class), DVDs (with the pupils can find:
favourite story or with performances of songs,
school plays, etc), certificates, reports from Formative Evaluation Chart: The teacher
teachers, or even a collection of objects or uses the chart to evaluate the pupils on
pictures. It is a collection of material that the an activity at any time during the course
learners want to keep as evidence of their and writes the marks obtained with the
learning. The main emphasis is on the process of help of a code.
learning. As a result, while compiling their Junior Pupils Self-Assessment Forms: The pupils
Language Portfolios, pupils learn how to work give their personal opinion about their
independently. own results upon completion of each
How to make a Junior Language Portfolio Checkpoint. They file these forms in their
Junior Language Portfolio.
During the first lesson, explain to the pupils that
they should bring in a dossier, which they will Progress Report Cards: The teacher
have with them at all times and in which they will completes them, one per pupil, upon
keep their Junior Language Portfolio. For the next completion of each module, taking into
lesson, bring in self-adhesive labels, write My consideration the pupils performance
Junior Language Portfolio on them and help your and progress throughout the module as
learners stick them onto their dossiers. well as the mark received in the
Demonstrate how to store their material in their corresponding Module Test. The pupils file
Junior Language Portfolio and make sure they their Progress Report Cards in their Junior
update it regularly. Language Portfolio.
VI
Introduction
Fairyland B Teachers Resource Pack is divided
Class CDs
into the following sections:
The Class CDs include all the recordings for the
I Reinforcement and Extension Activities listening activities in the Pupils Book, Activity Book
These activities are in the form of projects and the Module Tests. The teacher can also find
which pupils can do on their own or in groups. the recordings for the Fairyland Alphabet Book
The pupils can then file their projects in their should he decide to use it.
Junior Language Portfolios.
Digital Book
II Holiday Activities The Digital Book is the electronic version of the
These activities are designed for Christmas, Pupils Book.
Easter and Carnival holidays and the teachers
can use some or all of them before the
corresponding celebrations. Characters
III Templates for the craftwork activities in the The series follows the adventures of a group of
Pupils Book. loveable and exciting characters. The pupils have
the opportunity to find themselves in a magical
IV Picture Word Cards for the practice of the world, where they meet a group of friends: Harry,
English alphabet. Mona, Emma and Lee, whose characters have
been carefully selected to correspond to the multi-
V Progress Tests ethnic communities within our societies. These four
friends, along with their magical friends, Erlina (the
There is one test for each unit. fairy), Willow (a wise tree) and Alvin (the
leprechaun), explore the world around them, and
VI Module Tests the pupils follow them in their exciting adventures.
There are six tests in two versions, one for Erlina possesses magical powers. She opens the
each module, as well as an end-of-year Exit door to the characters as well as the pupils
Test. The Exit Test can also be used as a imagination, while Alvin adds the humorous
placement test for the next level. element to the story by being mischievous and
clumsy. The pupils imagination is also catered for
Picture Flashcards by the cartoon characters Pog, Trog and Popsie,
two trolls (Pog and Trog) up against one tricky
The Picture Flashcards illustrate the new vocabulary pixie (Popsie)!
items and can be used for presentation, revision,
additional practice and memory games. Flashcards
enable the pupils to make the connection between Typical layout of a module
the visual prompt and the spoken word and help
teachers avoid the use of translation or lengthy Each module consists of two units and a revision
explanations. section (Checkpoint), in sixteen pages altogether.
VII
Introduction
II Dialogues adding fun to the activity and lowering the pupils
inhibitions.
All the dialogues cover areas of interest within
the pupils knowledge. They are always followed
VIII Troll Tales!
by a reading comprehension task, which the
pupils have to complete after reading and After every module there is an episode of
listening to the dialogue. In this way, the pupils Troll Tales!, promoting reading for pleasure.
not only familiarise themselves with the
dialogue, but also practise reading strategies IX Go Green!
(reading for a specific purpose) and thus
After every module there is also a Go Green!
enhancing their reading comprehension skills.
section, which promotes an affinity with
nature and makes the pupils more aware of
III Grammar and Vocabulary Activities
the environment we live in.
There is a great variety of activities catering for
all types of learners and learning styles: pair X OUR WORLD
and group work, matching, games, etc. In this
At the end of every module, the pupils have
way, the pupils use the new language in a
the opportunity to read short texts about
meaningful context.
aspects of life in other countries.
VIII
Introduction
The activities are also aimed at meeting the needs 4 have a good understanding of the culture
of all types of learners (visual, auditory, tactile/ and traditions of other countries; and
kinaesthetic) and aim at developing the pupils 5 have some understanding of the way of life
linguistic, learning-to-learn and social skills. in other countries.
Linguistic Skills
The pupils can do the following upon completion
Classroom Management
of each module:
Creating a pleasant environment in the
1 associate pictures with new vocabulary with
classroom should be one of the teachers very
the aid of illustrations in their books as well as
first goals. It is a good idea for the teacher to
through the use of the picture flashcards or
arrive a few minutes early to welcome the pupils
posters;
and have something interesting for the early
2 produce the sounds, pronunciation and
comers to do. They can listen to the song from
intonation of the target language;
the previous lesson, watch the video again or
3 communicate with their peers in English,
play with the picture flashcards, identifying the
exchanging basic information about everyday
books characters as well as the vocabulary
matters such as introducing themselves,
items already presented.
describing a house, talking about animals, etc;
4 comprehend dialogues, short exchanges, etc The teacher should establish his/her policies
on tape and use the set patterns in multi-sensory from the start. Remind pupils to:
tasks; and come to class on time,
5 achieve oral competency through the bring their Pupils Book, etc,
reproduction of short exchanges, songs and raise their hands when they want to ask a
chants. question, and
wait for their classmates to answer the
Learning-to-learn skills teachers questions before they raise their
hand to give their answer.
Upon completion of each module, the pupils will
be able to: The teacher should empower his/her learners by:
1 concentrate better and longer, as they are teaching classroom language, i.e. the
trained to listen to dialogues in order to Teachers instructions, such as open your
perform a task; books, close your books, work in pairs, etc, the
2 skim and scan texts and dialogues to locate Pupils instructions, i.e. the rubrics, and the
the necessary information; pupils questions and answers to the teacher.
3 develop their writing skills; Classroom language is the language of
4 empathise with aspects of life in other countries; communication between teacher and pupils
and in the classroom and needs to be taught from
5 record and assess their progress through the day one.
Checkpoint and Pupils Self-Assessment Forms, giving brief and clear oral or written instructions.
thus developing autonomy. The teacher should give or read the instructions.
S/He reads them at a slower pace, providing
Social Skills examples and eliciting examples from the pupils
so s/he can be sure that they know what to do.
Upon completion of each module, the pupils will:
assigning homework ten minutes before the
1 be motivated to read English, encouraged by
end of the lesson, so s/he can:
the enjoyable adventures of Pog, Trog and
a read the instructions,
Popsie;
b give adequate examples,
2 experience being part of a group and obeying
c elicit examples from the pupils, and
rules through the games;
d ask them if they have any questions.
3 become more responsible by keeping and
updating their Junior Language Portfolio;
IX
Introduction
By following this procedure we can ensure that
the pupils know how to do their homework.
Checking Pupils Progress
Explain to the parents how important it is for the a Homework: At the end of each unit or lesson,
pupils to do their homework alone as this will the pupils should be given some homework. The
eventually reinforce self-confidence and self- Teachers Book provides some suggestions on
assessment. what to assign for homework and how to check
it in the next lesson.
b Progress Report Cards: After completing each
Songs in the Language module and taking the corresponding test,
Classroom photocopy the respective Progress Report Card
from the Teachers Book and fill it in, one per
Songs are of great value in language learning. pupil. The pupils are to keep these cards in their
They are vivid examples of how the language Junior Language Portfolio for future reference.
taught is used in a real context and highlight both
pronunciation and intonation. Furthermore, their c Pupils Self-Assessment Forms: After the pupils
rhythm enables the pupils to remember the newly have completed the Checkpoint section of
acquired language and stimulates learning. each module, as well as the Modular Revision
and Assessment in the Activity Book, they are to
There are numerous ways to use songs in the fill out the Self-Assessment Form by themselves.
language classroom. You can play the CD and This learning-to-learn technique enables the
invite the pupils to move and clap to the rhythm or pupils to develop awareness of their progress.
hum to the melody. If there are lyrics frequently The Self-Assessment Form should be kept in their
repeated, children will soon start joining in. Junior Language Portfolio for future reference.
Here are some ways to animate the songs: The Pupils Self-Assessment Forms can also be
found in the Teachers Book.
a Total Physical Response (TPR) Activities: Have
the pupils stand in a circle and play the song
once. Sing and demonstrate the actions, Types of learning styles
encouraging the pupils to imitate you. Play the
song again, this time asking the pupils to listen Over the years, teachers have noticed that
to the song and repeat after you while doing some of their pupils learn by listening to new
the actions. Play the song a third time and lead information, some pupils prefer to read about it,
the singing while the pupils join in. while others need to do something with the new
b Using props: Bring visuals, realia or word cards information. There are many different learning
to class. Hand out these props to your pupils styles. Consequently, a coursebook should offer
and ask them to hold up the prop as soon as a variety of exercises and material to stimulate
they hear the equivalent word in the song. all learning styles and help pupils learn in the
way that suits them best.
c Song dramatisations: Having interesting
plots and characters, songs frequently offer
What are the types of learning styles?
themselves for further exploitation through
drama. The teacher can dramatise the Visual Learners
songs into short sketches, thus motivating These learners need to see the teachers body
his/her pupils. Assign roles and have the language and facial expressions to fully
pupils sing their lines. Simple costumes and understand the content of the lesson. They think in
props can be prepared and used to make pictures and learn best from visual displays
the performance more realistic. including: diagrams, illustrations, transparencies,
These are just a few suggestions on how to use the videos, flashcards and handouts.
songs in the language classroom. Be as inventive
as you can, since pupils love performing.
X
Introduction
Auditory Learners
These learners learn best through verbal
lectures, discussions, talking things through
and listening to what others have to say.
Written information may have little meaning
until it is heard. They often benefit from reading
a text aloud and using a tape recorder.
Tactile/Kinaesthetic Learners
Tactile/Kinaesthetic people learn best
through a hands-on approach, actively
exploring the physical world around them.
They find it hard to sit still for long periods
and may become distracted by their need
for activity and exploration. These learners
express themselves through movement. They
have a good sense of balance and usually
hand-eye coordination. By interacting with
the space around them, they are able to
remember and process information. They
have to do things on their own to be able to
learn the new language.
XI
Programme (Contents & Syllabus)
Grammar Focus
Starter Unit
adjectives
In this unit pupils will comparisons
superlatives
revise basic vocabulary and structures was/were
learn/revise requesting/giving personal
information write about
revise habits/hobbies their country
when they were a child
practise (DESCRIPTORS)
Lexical Areas
animals
animal habitats
feelings
places
character adjectives
XII
Programme (Contents & Syllabus)
write about
Module 5 (Units 9-10)
what they did last weekend
In this module pupils will famous people from the past
practise (DESCRIPTORS)
Lexical Areas
life in a castle
activities
accidents
jobs
Grammar Focus
present simple (regular verbs)
XIII
Programme (Contents & Syllabus)
Grammar Focus
Module 6 (Units 11-12)
question words
In this module pupils will ordinals
will
read about be going to
Erlina getting her garden ready for Fairy Day write about
the characters helping Erlina prepare her
garden for Fairy Day life in the future
life in the future their plans for the weekend
the characters flying to Port Fairy
Alvin swimming with the dolphins Go Green! 6 Earth Day
Dannys camping trip
Pog and Trog finding a baby dragon Pupils will
listen to read about Earth Day
sing a song about our planet
the characters spending the day in Erlinas do craftwork with rocks
garden
the characters helping Erlina
a group of friends organising a picnic Our World
a song about fairy flowers and fairy animals
the characters boarding a plane to Port Fairy Pupils will
Harry, Lee, Emma and Mona talking about read about popular holiday destinations
the things they are going to take with them write about a famous holiday destination in
on holiday their country
the characters first day at Port Fairy
a song about holiday activities
an episode of Troll Tales! Our School
practise (DESCRIPTORS)
Lexical Areas
months
fairy animals and flowers
facial features
holiday items
free-time activities
XIV
Programme (Contents & Syllabus)
Happy Easter!
In this unit pupils will
read about the Easter Bunny
make a painted egg
Fathers Day
In this unit pupils will
read about Fathers Day
complete sentences about their father
make a Fathers Day card
XV
1 Answer Erlinas questions. Then use the questions to interview
your friend.
Hello, Im Erlina.
How old are you?
Whats your name?
What do you
What are your fathers and like doing in
mothers names? How old your free time?
are they? What is their job?
4
Starter Unit
Lets Start!
Starter Unit
1 Answer Erlinas questions. Then
Aims: to revise basic structures and vocabulary use the questions to interview your
from the previous levels friend.
Vocabulary: family words (mummy, daddy,
Pupils books open. Ask pupils to open their books
brother, sister), colours (green, blue, white,
at page four. Read the instructions and explain the
yellow, red, orange, purple, black)
task. Allow the pupils some time to complete the task
Language focus
in their notebooks. Ask some pupils to report back to
Structures: the verb to be, the verb have got
the class.
Language in use: Whats your name? How old
are you? This is my family. (Suggested answers)
Extra materials: Theme poster My names Mark.
Im ten years old.
I cant sing, but I can dance.
BEGINNING THE LESSON My friends name is Jack. Hes got dark hair and blue
(Activities to meet the pupils.) eyes.
Wait by the door and greet the pupils as they arrive. In pairs, the pupils use the questions and interview
Say: Welcome! During this stage, play the theme their partner.
song.
e.g. Pupil A: How old are you?
When everyone is seated, write your name on the Pupil B: 10. Whats your fathers name?
board and introduce yourself to the class. Point to your Pupil A: Jim. etc
name on the board and say: Hello, Im (Miss Taylor).
Go around the class providing any necessary help.
Encourage pupils to greet back.
Ask pupils to go around the class and greet at least 2 All about me! Read and complete
five pupils. Allow the pupils some time to do so. Then in your notebook.
ask pupils to name the pupils they have greeted.
Read the instructions and explain the task. Go through
e.g. Pupil 1: Hello, Im Rose. the incomplete text and stop before each gap. Elicit
Pupil 2: Hello, Im Sara. etc possible answers. Allow the pupils some time to
Rose: This is Sara. This is . etc complete the task in their notebooks. Ask some pupils
to read out the text to the class. As an extension, you
(Activities to reunite the pupils with the characters.) can ask pupils to draw in/stick a picture of themselves
(and their friend) in the square provided.
Play the theme song again. Ask the pupils to listen to
the song and tell you the names of the characters (Suggested answer)
they hear (Erlina, Alvin, Willow, Emma, Mona, Lee, This is me
Harry). Ask them to tell you what they remember by Alex
about the characters from the previous year, i.e.
My name is Alex and I am ten years old. I come from
what they look like, if they have got a pet, etc. If you
England and I live in London.
wish, you can pin up the Theme poster from the
My mothers name is Sue and my fathers name is
previous year on the board during this stage.
Jack. I go to Hillside Primary school and my teachers
name is Miss Taylor. My best friends name is Tom. We
PRACTICE
have a lot of fun together. Our favourite game is
(Activities for the pupils to practise talking about football! What about you?
themselves, their family and their friends.)
4(T)
Lets Start!
3 Magic Numbers!
(An activity to revise numbers 1-50.)
Pupils books open. Revise numbers 1-50. Write a
number on the board, e.g. 18. Ask a pupil to say the
number. Read the instructions and explain any
unknown words. Do the example with the pupils. Ask
the pupils to do the same with a number of their
choice. Whats the final number? (3) Ask them to try
again with a new number. Again the final number is
three. Magic!
5(T)
3 Magic Numbers!
Example
Choose a number 20
Add (+) 5 25
My Habits
1 5 7
a a a
b b b
2 6 8
a a a
b b b
3
a It is healthy to .
b
It isnt healthy to .
play sports
4
a
6(T)
Lets Start!
Lets play!
(An activity to revise vocabulary.)
Tell the pupils they are going to play a game. Refer
pupils to the pictures and elicit the words. Read out
the example and explain the game. The pupils, in
pairs, play the game. One pupil names a picture and
the other has to say the number and the letter that
corresponds to that picture. Then they swap roles and
the game continues.
e.g. Pupil 1: onion
Pupil 2: 3B!
Pupil 1: strawberry
Pupil 2: 4E! etc
As an alternative one pupil says the letter and number
of a box, and the other has to say what it is.
e.g. Pupil 1: 1E
Pupil 2: Bank!
Pupil 1: 4D
Pupil 2: Slippers! etc
Variation
Divide the class into teams and give a point every time
one of the members of the team gives a correct answer.
7(T)
Spain!
2A
7
Starter Unit
vote
Welcome,
friends! Its time Thank you, Mr
to choose a Giraffe. Your turn,
new president. Miss Elephant.
3
But Im faster
than you!
Listen now! We
have a new
president...
Wait by the door and greet the pupils as they arrive. Answer: longer
Welcome the class and introduce yourself.
2 Read and match in your notebook.
Ask the pupils various questions about themselves.
Pupils take turns and answer your questions. Read the instructions and explain the task. Refer the
pupils to the dialogue and allow them time to complete
e.g. Teacher: Whats your name? the exercise in their notebooks. Check their answers.
Pupil 1: Mark.
1 b 2 c 3 a
Teacher: How old are you?
Pupil 2: Ten. etc Extension
Play the recording again with pauses for the pupils
PRESENTATION & PRACTICE to listen and repeat chorally. Check the pupils
pronunciation and intonation. Then, the pupils take
Listen, point and repeat. roles and read out the dialogue.
(An activity to present and activate the vocabulary of Hold up your book to the class. Read out the dialogue
the unit.) and point to the pictures in turn. Repeat, this time
inviting the pupils to complete your sentences.
POSTER/FLASHCARDS (54-55)
e.g. Teacher: Its time to choose a new ...
Class: president. etc
Pupils books closed. Put the Animals & Habitats poster
on the board. Point to the animals and say the word(s). Note: If you wish, have the pupils close their books
The pupils listen and repeat. Point to the pictures and ask during this activity.
individual pupils to say the words. Put the flashcards on
the board. Point to each one, write the word underneath 3 Look, read and choose. Write the
and say the corresponding words. The pupils listen and words in your notebook.
repeat. Point to each flashcard and ask individual pupils (Activities to present and practise comparative forms.)
to say the words. Ask the rest of the class for verification.
Pupils books closed. Say, then write: Cheetahs are
Pupils books open. Ask the pupils to open their books faster than tigers. Underline the words in bold. The
at page eight. Read the title of the unit and have the pupils listen and repeat. Explain that when we
pupils repeat after you. Play the recording. The pupils compare two animals, people or things, we add -er
listen and repeat chorally and/or individually. Check to the adjective. Write the following on the board and
their pronunciation and intonation. elicit the spelling rules: tall taller, weak weaker, big
bigger, happy happier. Then, say and write: Julie
8(T)
Animal elections
is good at Maths, but Ian is better than her. Explain Before you begin the trick, spend some time familiarising
that the comparative form of good is better and the the pupils with additions, subtractions, etc. Write a
comparative form of bad is worse. number on the board, e.g. 5. Say: Double the number.
Pupils books open. Read the sentences in the grammar Write: 10. Explain what double means. Repeat with one
box. Explain the task. Elicit the animals. Allow the pupils more number. Follow the same procedure with the rest
time to complete the task. Check their answers. of the calculations.
1 faster 3 taller 5 fatter Tell the class that you are going to do an amazing
2 bigger 4 longer mind-reading trick! Ask each pupil in the classroom to
think of a number between 1 and 10, then tell them to
4 Listen and write yes or no in your do the following (using a pencil and paper, and without
showing their results to anyone else):
notebook. Then say.
Double the number. Add 8 to the result.
Read the instructions and explain the task. Play the
Divide the result by 2. Subtract the original number.
recording, twice if necessary. The pupils listen and
Convert this number into a letter of the alphabet
complete the task. Check their answers.
(1 = A, 2 = B, 3 = C, 4 = D, etc.).
2 no 3 yes 4 yes Think of something in the class which starts with
TAPESCRIPT this letter.
Think of an animal whose name starts with the
1 The green panda is taller than the pink panda.
items second letter.
2 The yellow parrot is smaller than the orange parrot.
Think of the colour of that animal.
3 The purple tortoise is older than the green tortoise.
4 The blue lizard has got a longer tail than the red Then, tell the class you can read minds and that you
lizard. know what everyone has written. Say the magic word
Shazam! and open the envelope dramatically. Show
Refer the pupils to the pictures once more. The pupils
them what is written on the paper. If all goes well, they
make sentences orally in class, as in the example.
should all (or most) have written desk, elephant, grey!
(Suggested answers)
2 The yellow parrot isnt smaller than the orange ENDING THE LESSON
parrot. etc (An activity to consolidate the vocabulary and the
language taught in the unit.)
5 Work with your friend.
Brainstorm names of animals and write them on the
Explain the task. Go through the questions and elicit board. Divide the class into two teams, A and B. The
their meaning. The pupils, in pairs, ask and answer teams take turns saying a sentence about any
questions in order to fill in the questionnaire. Allow animal they like. The other team has to find another
the pupils some time to complete the task. Then the animal that can be compared to the animal chosen
pupils report back to the class. by the previous team. Each correct comparison wins
(Suggested answers) one point. The team with the most points wins.
1 Ive got bigger feet than my friend. e.g. Team A Pupil 1: Hippos are fat!
2 My friend is taller than me. Team B Pupil 1: Elephants are fatter than hippos!
3 Im better at Maths than my friend. Teacher: One point for Team B. etc
4 My friend has got shorter hair than me. Note: For the next lesson, the pupils should know the
5 My friend has got longer arms than me. new words, as well as an exchange of their/your choice
from the dialogue (Ex. 1).
My Magic Files!
Activity Book (Optional)
Before going into class
Assign some of the activities from Unit 7a of the Activity
Write on a piece of paper (with an illustration Book as written H/W. If this is the case, make sure you
if you wish!) A grey elephant on a desk, do them first orally in class.
place the paper in an envelope and seal it.
9(T)
cheetah tortoise parrot lizard tiger panda weak
The animal
1 Listen and read. with the most Yes, but hes
votes is Mr Ant! the hardest
worker!
1 2
Mr Ant? But
hes the
smallest!
Thank you,
3 4
everyone. This
is the best day
of my life!
Hip! Hip! Hurray!
I promise to Mr President,
5 do my best can I have the 6
for all of you! first dance?
Wait by the door and greet the pupils as they arrive. e.g. Teacher: (pointing to picture 1) Which animal
can you see on the Willow branch?
(Activities to revise the language of Unit 7a.) Pupils: An ant.
Write a list of animals (A) (tortoise, giraffe, etc) and a Teacher: Who do you think is the new president?
list of adjectives (B) (big, fast, etc) on the board. Pupils: The ant. etc
Invite individual pupils to come to the board and Write on the board:
compare two animals of their choice from list A,
using one of the adjectives from list B. Repeat the 1 Mr Ant? But hes the ..............! a hardest
procedure as many times as you think is necessary. 2 Yes, but hes the .......... worker! b smallest
e.g. Pupil 1: A giraffe is faster than a tortoise. etc Explain to the pupils that they will listen to the dialogue
and find the correct word. Play the recording. The pupils
Ask the pupils, in pairs, to act out the exchanges from listen, follow along and complete the task.
Ex. 1.
1 b 2 a
If you have assigned any written homework, correct
it before beginning the lesson. 2 Read and complete in your
notebook.
PRESENTATION & PRACTICE Read the instructions and explain the task. Refer the
pupils to the dialogue and allow them time to complete
Listen, point and repeat. the exercise in their notebooks. Check their answers
(An activity to present and activate the vocabulary of and write them on the board.
the unit.) 1 president 3 hardest
2 smallest 4 best
POSTER
Extension
Pupils books closed. Put the Animals & Habitats
poster on the board. Point to the pictures (bear, snail, Play the recording again with pauses for the pupils
kangaroo, river, mountain, lake), one at a time, and to listen and repeat chorally. Check the pupils
say the corresponding word(s). The pupils listen and pronunciation and intonation. Then, the pupils take
repeat chorally and/or individually. Point to the words roles and read out the dialogue.
in random order and ask individual pupils to say the Read out the sentences spoken by a character in
words. the dialogue. Ask individual pupils to tell you who
Pupils books open. Write a big 10 on the board and said each sentence.
10(T)
The new president
e.g. Teacher: I promise to do my best for all of you!
Class: Mr Ant! etc 5 Lets play!
Note: If you wish, have the pupils close their books Before going into class
during this activity.
Have blank sheets of paper and an empty
(Activities to present and practise superlatives.) tissue box ready to use.
3 Read and write A, B or C in your Refer the pupils to the picture. Read the example and
explain the game. Tell the pupils that they are going to
notebook.
vote for a class president. Put the empty tissue box on
Pupils books closed. Say, then write on the board: the table, where the whole class can see it. Give each
The snail is the smallest of all. Underline the -est. The pupil one blank sheet of paper and tell them to write the
pupils repeat, chorally and individually. Explain the name of the pupil they would like to be the Class
form and the use of the superlative. Explain that we President. One by one the pupils stand up, show their
form superlatives by adding -est to the adjective and vote to the class and explain why they choose this
that we use the superlative to compare one person/ particular pupil to be the class president (e.g. Thomas is
animal/thing with more than two others. Revise the the best student of all.). Then they put their vote into the
spelling rules. Write these adjectives on the board: big, ballot box. When all the pupils have voted, take the
happy. Show how the superlative is formed in these votes (one by one) out of the ballot box, count them
cases. Write the following sentences on the board: and announce the new class president.
Jimmy is the best student in the class. This is the worst
painting of all. Elicit that best is the superlative form of Alternative activity
good and that worst is the superlative form of bad.
You may want to carry out various voting procedures
Finally, explain to the pupils that we use in to show
with your pupils, each time voting for a different reason
place/location (in the world, in class, etc), whereas
(e.g. voting for the best pupil in class, the most popular
we use of to say what is being compared.
pupil, the most friendly pupil, etc).
Pupils books open. Ask the pupils to read the sentences
in the grammar box. Read the instructions and explain ENDING THE LESSON
the task. Refer the pupils to the pictures and the
(An activity to consolidate the language taught in the
sentences. Allow the pupils time to write the correct letter
unit.)
(A, B or C). Check their answers.
Divide the pupils into two teams, A and B. Choose a
1 C 2 A 3 A 4 B
pupil from each team and give them an adjective.
The pupil answers by giving the superlative form of
4 Look and complete in your
that adjective. Each correct answer gets a point.
notebook.
e.g. Teacher: bad
Read the instructions and explain the task. Refer the
Team A Pupil 1: the worst etc
pupils to the pictures and ask them if they know the
cartoon characters presented. Ask them which one Note: For the next lesson, the pupils should know the
they like most. Read the example and allow the new words, as well as an exchange of their/your
pupils time to complete the rest of the sentences in choice from the dialogue (Ex. 1).
their notebooks. Check their answers.
Activity Book (Optional)
2 the biggest 4 the biggest
3 the smallest 5 the longest Assign some of the activities from Unit 7b of the
Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
11(T)
snail kangaroo river mountain lake
B
A C
A B C
3
2
Youre a
2 cheetah!
Yes.
12
Module 4
Animal homes
Pupils books open. Write a big 12 on the board and
Unit 7c
ask the pupils to open their books at page twelve. Read
the title of the unit and have the pupils repeat after you.
Aims: to talk about animals, animal habitats
Play the recording. The pupils listen and repeat, chorally
and famous places, to develop the pupils
and/or individually. Check their pronunciation and
listening and writing skills
intonation.
Vocabulary: grassland, python, rainforest,
camel, desert, whale, ocean, gorilla, jungle
Language focus
1 Listen and write where they live in
Structures: consolidation
your notebook.
Language in use: consolidation Read the instructions and explain the task. Refer the
Pronunciation: stressed and silent h pupils to the pictures and ask them to tell you what
Extra materials: Animals & Habitats poster they think the song is about (animal homes). Play the
song. The pupils listen and complete the task in their
notebooks. Check their answers.
BEGINNING THE LESSON
1 grassland 3 desert
Greet the pupils as they arrive. 2 rainforest 4 ocean
(Activities to revise the language of Unit 7b.)
Now sing along!
POSTER Play the recording. The pupils listen and follow along.
Play the recording again. The pupils listen and sing
Put the Animals & Habitats poster on the board. Write along.
the first and the last letter of each vocabulary item
from the previous two units on the board. Ask pupils
2 Lets play!
to come to the board, complete the words and
check the spelling against the poster. Demonstrate Refer the pupils to the picture. Read the example.
this yourself first. Brainstorm for ideas and write them on the board. Ask
a pupil to come to the front of the classroom and
Ask the pupils, in pairs, to act out the exchanges from
describe an animal of his/her choice. The rest of the
Ex. 1.
class guesses what it is. Whoever guesses correctly
If you have assigned any written homework, correct it comes to the front of the classroom and describes the
before beginning the lesson. animal of his/her choice.
e.g. Pupil 1: Im brown. I live in the desert.
PRESENTATION & PRACTICE Pupil 2: Youre a camel!
Pupil 1: Yes. etc
(Activities to present and activate the vocabulary of the
unit.) (Suggested answers)
Im brown. I live in the desert. (camel)
Listen, point and repeat. Im blue and grey. Im the biggest animal in the
world. I live in the ocean. (whale)
POSTER Im green. Ive got a very long tail. I live in the
rainforest. (python)
Pupils books closed. Put the Animals & Habitats poster Im black. Ive got a lot of hair on my body. I live
on the board. Point to the items (grassland, python, in the jungle. (gorilla)
rainforest, camel, desert, whale, ocean, gorilla, jungle), Im grey. Im the biggest animal on land. I live in
one at a time, and say the corresponding word(s). The the jungle. (elephant)
pupils listen and repeat, chorally and/or individually.
Point to the words in random order. Pupils say the words
individually. Ask the rest of the class for verification.
12(T)
Animal homes
READING & WRITING Extension
(Activities to develop the pupils reading and writing Draw the following table on the board. Say the words.
skills.) The pupils come to the board, write them in the
correct column and repeat the words. Ask the rest of
3 Read and complete in your the class for verification.
notebook. Then listen and read. whale, help, hair, what, why, horse, helmet, where,
happy, when
Read the instructions and explain the task. Refer the
pupils to the pictures and draw their attention to the
hurry cheetah
adjectives in the middle. Allow the pupils time to read
the texts and complete the task in their notebooks.
Play the recording. The pupils listen, follow along, and
check their answers. Individual pupils read out from
the texts.
2 fastest 3 smallest 4 biggest
Paris is the biggest city in my country. The Loire River is Note: For the next lesson, the pupils can do Ex. 4
the longest river. (Portfolio) at home.
13(T)
desert ocean
rainforest jungle
Sorry! I was
with my dad. We were ready to
Ooh! My play without you!
favourite game!
Im hungry!
3 4 Whats the
matter?
5 Poor Gran! 6
A little green
man? Yes! I was really
Im sure it was Alvin!
scared and angry, too!
2 Read and choose. Write A or B in your notebook.
1 We were worried! 2 I was with my dad. 3 I was really scared!
A Emma B Mona A Harry B Lee A Gran B Harry
14
Module 4
A little green man
repeat, chorally and/or individually. Check their
Unit 8a
pronunciation and intonation.
POSTER 1 B 2 A 3 A
Pupils books closed. Put the The way I was poster on Extension
the board. Point to the items (late, worried, scared, Play the recording again with pauses for the pupils to
tired, bored, angry, hungry, thirsty), one at a time, and listen and repeat. Check the pupils pronunciation and
say the corresponding word(s). The pupils listen and intonation. Then, the pupils take roles and read out the
repeat, chorally and/or individually. Point to the words dialogue.
in random order and ask individual pupils to say the
words. Ask the rest of the class for verification. Hold up your book to the class. Read out the dialogue
and point to the pictures in turn. Repeat, this time
Mime an adjective. The pupils say which adjective it is. inviting the pupils to complete your sentences.
Pupils books open. Write a big 14 on the board and e.g. Teacher: Ooh! My favourite !
ask the pupils to open their books at page fourteen. Class: game etc
Read the title of the unit and have the pupils repeat
Note: If you wish, have the pupils close their books
after you. Play the recording. The pupils listen and
during this activity.
14(T)
A little green man
(Activities to present and practise feelings and the past Play the recording, twice if necessary. The pupils listen
simple of the verb to be in the affirmative.) and complete the task. Check their answers.
Answer: picture A
3 Read and choose. Then act out.
Pupils books closed. Say, then write: I was hungry TAPESCRIPT
yesterday. Underline the words in bold. The pupils
I was opposite the bank at 10 oclock. There were
repeat after you. Then write: You were tired last
two cars outside. There was a man in the black car.
night. Underline the words in bold. The pupils repeat
There was a boy on a blue bike. There was a big red
after you. Follow the same procedure and present
lorry, too.
the other persons in the affirmative. Explain to the
pupils that we use the past simple to talk about
5 Look, read and complete in your
actions that happened in the past, and that is why
we use expressions such as yesterday and last night.
notebook.
Say, then write the following sentences: Allow the pupils some time to complete the task in
There is a boy in the garden today. their notebooks. Check their answers and write them
There was a boy in the garden yesterday. on the board.
There are two cars in the street today. 2 was 3 was 4 were 5 was
There were three cars in the street last night.
Underline the words in bold and have the pupils repeat
My Magic Files!
after you. Explain to the pupils that we use there is and
Before going into class
there are to talk about the present and there was and
there were to talk about the past. Bring a coffee filter circle, a black marker
pen and a saucer to class.
Drill your pupils:
e.g. Teacher: I was bored yesterday. Use the black marker pen to draw a spot in the
You ... centre of the coffee filter. Ask the class to tell you
Pupil 1: You were bored yesterday. what colour it is. Then tell the pupils that you can
Teacher: Sally ... magically transform the black into other colours! Put
Pupil 2: Sally was bored yesterday. etc the filter on the saucer, and put a few drops of water
on the spot. Say the magic word Shazam! In a few
Pupils books open. Ask the pupils to read the sentences
minutes, rings of colour will seep from the centre of
in the grammar box. Read the instructions and explain
the circle to the edges. Say: It was black, but now
the task. Refer the pupils to the pictures and the
how many colours can you see? Magic!
sentences. Allow the pupils time to choose the correct
word. Check their answers.
ENDING THE LESSON
1 happy 3 angry
2 bored 4 scared (An activity to consolidate the vocabulary of the unit.)
Read sentences 1-4 one at a time, and ask individual Mime how you felt yesterday, e.g. worried. Ask the
pupils to act out the sentences. pupils to guess the feeling. Repeat with a pupil. The
class tries to guess the word. Repeat the activity for
4 Listen and choose. Then say. as long as you think is necessary.
Read the instructions and explain the task. Refer the Note: For the next lesson, the pupils should know the
pupils to the pictures and ask them questions. new words, as well as an exchange of their/your
choice from the dialogue (Ex. 1).
e.g. Teacher: What can you see in Picture A?
Pupil 1: I can see a bank, two cars, one lorry, Activity Book (Optional)
and a boy on a blue bike.
Teacher: What can you see in Picture B? Assign some of the activities from Unit 8a of the
Pupil 2: I can see a bank, two cars and a boy Activity Book as written H/W. If this is the case, make
on a green bike. etc sure you do them orally in class first.
15(T)
worried scared tired bored angry hungry thirsty
I was really scared! There was a car in the street last night.
He/She/It was very thirsty. There were two boys in the garden yesterday.
We/You/They were very tired.
3 Read and choose. Then act out. There was a film about
I was alone all ghosts on TV. I was
day. I was very really scared/thirsty!
1 worried/bored!
3
All my friends were at 4
2 The bus was late.
my party. I was very I was very
sad/happy ! hungry/angry!
4 Listen and choose. Then 5 Look, read and complete
say. in your notebook.
A Last Sunday, Danny 1) was in his
room. He 2) on his bed. His dog,
Spot, 3) on the carpet next to the
bed. Dannys computer games 4)
on his desk. There 5) a cartoon on
TV.
1 Were you in my 2
garden last night?
Oh, yes! It
was great!
No, I wasnt!
3 4
Look, its
my dad!
Your dad?
If it wasnt you,
who was it then?
5 Where were
you last night?
At the hospital!
Look at my head!
Think of a feeling, e.g. worried, and write on the board: Write on the board: If it wasnt you, who was it then?
w _ _ _ _ _ _ . Mime the word and ask the pupils to Ask the pupils to listen to the dialogue and say which
guess it. The pupil who guesses the word first has to picture this sentence was taken from. Play the recording.
come to the board and fill in the rest of the word. Then, The pupils listen, follow along and complete the task.
it is his/her turn to think of a feeling and repeat the
same procedure. Repeat as many times as you think is Answer: picture 3
necessary.
2 Read and complete in your
Ask the pupils, in pairs, to act out the exchanges from notebook.
Ex. 1.
Read the instructions and explain the task. Refer the
If you have assigned any written homework, correct pupils to the dialogue and allow them time to complete
it before beginning the lesson. the exercise in their notebooks. Check their answers
and write them on the board.
PRESENTATION & PRACTICE 1 garden 3 dad
2 funfair 4 hospital
Listen, point and repeat.
(An activity to present and activate the vocabulary Extension
of the unit.) Play the recording again with pauses for the pupils
to listen and repeat. Check the pupils pronunciation
FLASHCARDS (56-62) and intonation. Then, the pupils take roles and read
out the dialogue.
Pupils books closed. Put the flashcards on the board,
one at a time. Point to each flashcard, write the word Read out the sentences spoken by a character in the
underneath, and say the corresponding word. The pupils dialogue. Ask individual pupils to tell you who said
listen and repeat, chorally and individually. Point to the each sentence.
flashcards in random order and ask individual pupils to e.g. Teacher: Look, its my dad!
say the words. Ask the rest of the class for verification. Class: Alvin! etc
Mime an action connected with one of the buildings, Note: If you wish, have the pupils close their books
e.g. reading a book. Ask the pupils to say where you during this activity.
were yesterday, e.g. You were at the library.
16(T)
Who was it?
(Activities to present and practise the past simple of
the verb to be.) Who was the robber? Read and say.
Read the instructions and explain the task. Tell the
3 Ask and answer. pupils that they are going to read the text and,
Pupils books closed. Say and write on the board: I was based on these clues as well as the table in Ex. 4,
not (wasnt) at the museum yesterday. Underline the they will try to find out who the robber was. Allow the
words in bold. The pupils repeat after you. Then write: You pupils time to read the text and complete the task.
were not (werent) at the caf last night. Underline the (Suggested answer)
words in bold. The pupils repeat after you. Explain how
the negative form (full/short) is formed. Say, then write: The robber was Mrs Mouse!
Was I at the theatre yesterday? Underline the words in
bold. The pupils repeat after you. Write under the 5 Lets play!
sentence: Yes, I was. Underline the words in bold. Explain
Before going into class
how the interrogative form and positive short answer is
formed. Then write: Were TIna and Linda at the station Have blank sheets of paper ready to use.
last night? Underline the word in bold. The pupils repeat
after you. Write under the sentence: No, they werent. Refer the pupils to the picture, read the example, and
Explain how the negative short answer is formed. explain the game. Give each pupil one blank sheet of
paper and tell them to draw a place of their choice
Pupils books open. Ask the pupils to read the sentences
without letting their partner see it. The pupils, in pairs,
in the grammar box. Read the instructions and explain
turn their backs to each other and ask and answer
the task. Refer the pupils to the pictures and to the
questions in order to find out where their partner was.
example, and ask a pair to read it out. The pupils, in
pairs, ask and answer as in the example. e.g. Pupil 1: Were you at the cinema yesterday?
Pupil 2: No, I wasnt! Were you at the hospital
A: Where was Emma last Saturday?
yesterday?
B: She was at the funfair.
Pupil 1: Yes, I was. Look! etc
A: Where was Lee last Saturday?
B: He was at the library.
A: Where was Mona last Saturday?
ENDING THE LESSON
B: She was at the caf. (An activity to consolidate the vocabulary and the
language taught in the unit.)
A: Where were Erlina and Alvin last Saturday?
B: They were at the theatre. Write the days of the week on the board. Next to them,
write the places you were (e.g. Monday: caf). Then
4 There was a robbery at Mr Frogs say: On Monday, I was at the caf. Ask the pupils to
house. Take roles and act out. make a similar weekly chart in their notebooks. Then,
they present it to the class. Provide any necessary help.
Read the instructions, refer the pupils to the table
and the pictures, and explain the task. Explain the Note: For the next lesson, the pupils should know the
use of Mr for men and Mrs for women. Assign each new words, as well as an exchange of their/your choice
pupil a role (detective, Mrs Bear, Mr Rabbit, Mr Frog, from the dialogue (Ex. 1).
Mrs Mouse and Mr Tortoise) and explain that the
detective has to ask questions in order to find out Activity Book (Optional)
where the rest of the characters were at 8 and 9 Assign some of the activities from Unit 8b of the
oclock. Ask a pair of pupils to read out the example, Activity Book as written H/W. If this is the case, make
and allow the pupils time to have a look at the table. sure you do them orally in class first.
The pupils act out the dialogues.
e.g. Detective (Pupil 1): Were you in the kitchen at 8
oclock, Mrs Bear?
Mrs Bear (Pupil 2): Yes, I was. etc
17(T)
hospital station museum caf theatre library
4 There was a robbery at Mr Frogs house. Take roles and act out.
No, I wasnt.
5
Read and say. No, I wasnt!
The robber wasnt in the garden at 8
oclock. The robber was with Mr Frog
in the living room at 8 oclock. But at
9 oclock the robber was in the Were you at the
garden. The robber was ... caf yesterday? 17
Module 4
1 Listen and write in your notebook.
Argh, Ohh,
Ugh!
3
1 bored
19(T)
noisy shy naughty quiet win
my favou
This is a photo of me rite food
My favourite food ... :
when I was young. was carrots. I sti ll
I was rea lly noisy! love carrots! my favou
rite anim
... a l:
my favou
rite thing
... :
Thi i a phot
of me when
I wa young.
I wa really
quiet! My three favourite friends were at
the theatre on Friday.
19
Module 4
Hey, wheres
4 : Listen and read. the table? 2 Huh! Wheres
1
the armchair?
Where are
our things? Grr! You little
monster!
Now take roles and read.
20
Module 4
Troll Tales!
Episode 4 ENDING THE LESSON
20(T)
Go Green! 4: Help me, please!
pollute the sea in many different ways. Ask them if
Aims: to raise the pupils environmental they can think of the different ways in which people
awareness, to talk about pollution and other pollute the sea. Elicit answers.
factors that can harm animals
Vocabulary: penguin, rubbish, fishing, Allow the pupils time to do the exercise. Ask individual
chemicals, plants, oil, ocean pupils to answer and write their answers on the board.
Extra materials: pictures of different sea Discuss with the pupils, in L1 if necessary, how each of
animals, polluted seas, chemicals, oil spills, these factors can harm sea animals (e.g. sea animals
fishing nets, etc (from magazines, etc) (Exs 1 are caught in fishing nets, factory chemicals that are
and 2), blank sheets of paper, glue (Ex. 3) poured into the sea poison the water, oil spills poison
the sea and destroy animal habitats, etc).
Answer: fishing, chemicals, oil, cars
BEGINNING THE LESSON
Ask the pupils to name some animals that are in 3 Portfolio: Help an animal find a
danger due to pollution, hunting, over-fishing, etc. home.
Tell them that they are going to learn about one
Read the instructions and explain the task. Refer the
such animal, the penguin and the reasons why this
pupils to the picture and the advertisement. Tell the
animal is in danger today.
pupils to think of an animal of their choice and produce
a similar advertisement. Provide any necessary help with
PRESENTATION & PRACTICE vocabulary. Allow them time to do their advertisement.
When the pupils finish, ask them to come to the board
1 Why is the penguin unhappy? and present their advertisements to the class.
Read and answer. You can also ask the pupils to do their own ad at home
Pupils books closed. Present the new vocabulary as part of their homework and add it to their Junior
(penguin, rubbish, fishing, chemicals, plants, oil) by Language Portfolios.
using pictures/photos. Put the pictures on the board,
(Suggested answer)
point to each one and say the word. The pupils
repeat, chorally and individually. WANTED
A safe jungle in Africa.
Pupils books open. Write a big 21 on the board and ask
Must have a lot of plants.
the pupils to open their books at page twenty-one. Read
No hunters, please!
through the title and look at the frames. Set the scene by
asking questions. contact: Gorli the Gorilla
21(T)
1 Why is the penguin unhappy? Read and answer.
21
1 Read and complete in your notebook.
Use: oldest, cleanest, busiest.
, in s o u t h - e ast Asia,
Singapore
r g e m o d e r n city. It is
is a la ies in the
h e 3 ) .. . c it
one of t r o p litter
c a n t d
world you
c h e w g u m in this city!
or
1 Look and choose. Write A or B in Note: If you wish, you can do some or all of the
your notebook. Reinforcement & Extension activities from the Teachers
Resource Pack.
The pupils look at the pictures, choose the correct word
and write A or B in their notebooks.
1 A 2 A 3 A 4 A
23(T)
1 Look and choose. Write A or B
in your notebook.
4 A bored
2 A hungry B late
B thirsty
1 A happy 3 A scared
B sad B tired
2 Read and choose. Write in your notebook.
1 An elephant is bigger/the biggest 4 The cheetah is faster/the fastest
than a rhino. animal in the world.
2 A lizards got a longer/the longest 5 A bear is stronger/the strongest
tail than a tortoise. than a kangaroo.
3 The giraffe is taller/the tallest 6 The whale is larger/the largest
animal in the world. animal in the world.
23
Module 4
knight
4
3
The knights
dressed in suits Hello!
of armour.
1 Kings and queens ago. 2 They all night. 3 The knights armour.
24
Module 5
Knights and castles
Unit 9a LISTENING & READING
(Activities to develop the pupils listening and reading
Aims: to talk about knights, castles, kings skills.)
and queens
Vocabulary: knight, suit of armour, castle, 1 Listen and read.
king, queen, hunt, bake, oven, butler, carry
Language focus Read the instructions. Explain/Elicit the meaning of
Structures: present simple affirmative (regular the phrase Knights and castles. Use L1 if necessary.
verbs) Go through the pictures of the dialogue and set the
Language in use: Kings and queens lived here scene by asking questions.
a long time ago. They listened to music and e.g. Teacher: (pointing to picture 1) Where are the
danced all night. The knights dressed in suits of children?
armour. Pupils: At a castle.
Extra materials: completed Progress Report Teacher: Who else is there?
Cards, Knights and Castles poster Pupils: Their teacher/Miss Dee. etc
Write on the board:
BEGINNING THE LESSON 1 They lived like a suits of armour.
Wait by the door and greet the pupils as they arrive. 2 The knights dressed in b film stars!
(Activities to revise the language of Unit 8c.) Ask the pupils to listen to the dialogue and match the
sentences. Play the recording. The pupils listen, follow
Play the song Just the other day from Unit 8c. Invite the
along and complete the task.
pupils to sing along.
1 b 2 a
Hand out the completed Progress Report Cards for the
previous module and ask the pupils to file them in their
2 Read and complete in your
Language Portfolios.
notebook.
Read the instructions and explain the task. Refer the
PRESENTATION & PRACTICE
pupils to the dialogue and allow them time to complete
the exercise in their notebooks. Check their answers.
Listen, point and repeat.
1 lived here a long time
(An activity to present and activate the vocabulary of
2 listened to music and danced
the unit.)
3 dressed in suits of
POSTER Extension
Pupils books closed. Put the Knights and Castles Play the recording again with pauses for the pupils to
poster on the board. Point to the items (knight, suit of listen and repeat. Check the pupils pronunciation
armour, castle, king, queen, hunt, bake, oven, butler, and intonation. Then, the pupils take roles and read
carry), one at a time, and say the corresponding out the dialogue.
word(s). The pupils listen and repeat, chorally and Read out phrases from the dialogue. Ask individual
individually. Point to the words in random order and pupils to tell the class who said each sentence.
ask individual pupils to say the words.
e.g. Teacher: Theres the castle! Wow!
Pupils books open. Write a big 24 on the board and Class: Harry! etc
ask the pupils to open their books at page twenty-
four. Read the title of the unit and have the pupils Note: If you wish, have the pupils close their books
repeat after you. Play the recording. The pupils listen during this activity.
and repeat, chorally and individually. Check their
pronunciation and intonation.
24(T)
Knights and castles
(Activities to present and practise the affirmative form TAPESCRIPT
of the past simple regular verbs.) Narrator: Last weekend there was a party at school
and all the children helped. Harry carried
3 Look, read and match in your tables and chairs outside.
notebook.
Narrator: Emma painted some pictures.
Pupils books closed. (optional activity) Say, then write:
Narrator: Lee played the guitar at the party.
I listened to music last night. Underline the words in
bold. The pupils listen and repeat, chorally and/or Narrator: Mona baked a big chocolate cake.
individually. Explain to the pupils that this is the past Read the sentence about Harry and ask the pupils to
simple and that we use this tense to talk about things say what Emma, Lee and Mona did for the party.
that happened in the past at a specific time. Explain
1 Harry carried tables and chairs.
that we add -ed at the end of the verb. Present the rest
2 Emma painted some pictures.
of the persons in the same way. Write the following
3 Lee played the guitar at the party.
verbs on the board and elicit the spelling rules: listen
4 Mona baked a big chocolate cake.
listened, live lived, stop stopped, study studied.
Then write on the board: Queens lived here a long time
ago. Explain to the pupils the position of ago in a 5 Lets play!
sentence. Read the example and explain the game. Brainstorm
Drill your pupils. for ideas and write them on the board. A pupil starts
by saying what he/she played yesterday. The next
e.g. Teacher: hunt pupil repeats what the previous pupil said and adds
Pupil 1: hunted his/her own. The pupil who forgets what the previous
Teacher: bake pupils said, loses and has to pay a forfeit (e.g. name
Pupil 2: baked etc a flashcard, sing a song, etc).
Suggested prompts: hunt, bake, jump, dance, talk, e.g. Pupil 1: Yesterday, I played football.
hop, mop, wash, clean, listen, carry, etc. Pupil 2: Yesterday, I played football and the guitar.
Pupil 3: Yesterday, I played football, the guitar
Pupils books open. Ask the pupils to read the sentence
and volleyball. etc
and the verbs in the grammar box. Read the instructions
and explain the task. Refer the pupils to the pictures (A-D) Suggested cues: football, volleyball, tennis, table tennis,
and the sentences (1-4) and explain any unknown words. badminton, hockey, baseball, the piano, the violin, the
If you wish, have a class discussion (in L1 if necessary) drums, computer/video games, etc.
about feasts and life in castles. The pupils read the
sentences and match them to the corresponding ENDING THE LESSON
pictures. Allow the pupils time to complete the task in
(An activity to consolidate the vocabulary and the
their notebooks. Check their answers.
language taught in the unit.)
1 D 2 A 3 B 4 C
The pupils think of one of the people in Ex. 3. They say a
sentence. The rest of the class guesses which person it is.
4 Listen and match in your notebook.
e.g. Pupil: I hunted birds and other animals.
Read the instructions and explain the task. Tell the Class: hunter etc
pupils that they will hear four sentences related to
what the children did last weekend to help organise Note: For the next lesson, the pupils should know the
a school party. The pupils match the names (1-4) to new words, as well as an exchange of their/your
the actions (a-d). Play the recording, twice if choice from the dialogue (Ex. 1).
necessary. The pupils listen and complete the task in
their notebooks. Check their answers. Activity Book (Optional)
25(T)
oven carry
suit of armour castle king queen hunt bake butler
Kings lived here a long time ago. listen listened live lived
stop stopped study studied
Harry, what
1 Listen and read.
happened?
1
It kicked me!
Whats wrong?
Did the
knight talk?
4 5 I wanted to be a
Sorry! I didnt knight for a day!
want to
scare you!
Oh, Alvin!
(Activities to revise the language of Unit 9a.) Write on the board: That knight m _ _ _ _ and t _ _ _ _ _ !
The pupils listen and find the answer. Play the recording.
POSTER The pupils listen, follow the dialogue and complete the
task.
Put the Knights and Castles poster on the board. Point to
a picture, hiding the word with your hand. Ask a pupil to Answer: moved, talked
come to the board and write the word. Reveal the word
so that the pupil can check the spelling. Repeat with as 2 Read and choose. Write A or B in
many pupils as you think is necessary. your notebook.
The pupils, in pairs, act out the exchanges from Ex. 1. Explain the task. Refer the pupils to the dialogue and
If you have assigned any written homework, correct allow them time to complete the task in their notebooks.
it before beginning the lesson. Check their answers.
1 B 2 A 3 B
PRESENTATION & PRACTICE
Extension
Listen, point and repeat. Play the recording again with pauses for the pupils
(An activity to present and activate the vocabulary of to listen and repeat chorally. Check the pupils
the unit.) pronunciation and intonation. Then, the pupils take
roles and read out the dialogue.
FLASHCARDS (64-69)
(Activities to present and practise interrogative, negative
Pupils books closed. Put the flashcards on the board. and short answers in the past simple.)
Point to each flashcard, write the word underneath and
say the word. The pupils listen and repeat. Point to the 3 What did Brainy do last night? Listen
flashcards in random order and ask individual pupils to and write yes or no in your notebook.
say the words. Ask the rest of the class for verification.
Remove the flashcards and hand them out in random Pupils books closed. (optional) Ask, then write on the
order. The pupils come to the board, put them above board: Did you play chess last night? Underline the
the corresponding words and say the words. Ask the rest words in bold. The pupils repeat, chorally and
of the class for verification. individually. Elicit the formation of questions in the past
simple. Read the question again and answer: I didnt
Pupils books open. Ask the pupils to open their books play chess last night. Underline the words in bold. The
at page twenty-six. Read the title of the unit and have
26(T)
It kicked me!
pupils repeat after you. Elicit the formation of the (Suggested answers)
negative (short and long form) in the past simple. Draw A: What do you do on Saturday?
the pupils attention to the fact that in the interrogative B: I play football. What do you do on Monday?
and negative form of the past simple the main verb A: I play tennis with a friend. etc
remains in the original form (i.e. does not take -ed).
Present the short answers: Did you listen to music
My Magic Files!
yesterday? Nod, then say and write: Yes, I did. Ask
again, shake your head and answer: No, I didnt. Before going into class
Underline the words in bold. The pupils repeat after you.
Photocopy the portrait of the king and the frame
Pupils books open. Read the instructions and explain the
from the Teachers Resource Pack, one per pupil.
task. Refer the pupils to the pictures and elicit the actions
shown (play football, play chess, play video games, listen Hand out a photocopy of the template to each pupil.
to music, watch TV, study). Play the recording, twice if Then tell them to do the following: Carefully cut along the
necessary. The pupils listen and complete the task in their dotted lines. Stick the picture of the king onto the pencil
notebooks. Check their answers. (about half way down) with the picture facing them.
1 no 3 yes 5 yes Stick the picture of the frame, facing out, on the other
2 yes 4 no 6 yes side of the pencil so that the pictures are back to back.
Hold the pencil between your two palms. Spin the pencil
TAPESCRIPT quickly between your hands. Encourage the pupils to
observe what happens (the king looks as though hes
A: Hi, Brainy. What did you do last night? Did you
inside the frame).
play football?
B: No, I didnt. I played chess with my father. If you wish, you can encourage the pupils to design
A: Chess? Really? some other magical pairs, e.g. a fish and a goldfish
B: Yes, and then I played my new video game for bowl, a bird and a cage. The important thing to
a while. remember is to line up the two images accurately to
A: Did you listen to music at all? create the desired effect.
B: No, I didnt. But I watched TV. There was a great
programme on the History Channel. ENDING THE LESSON
A: The History Channel? Oh! Did you study last night (An activity to consolidate the vocabulary of the unit.)
too?
B: Of course. I study every night. Ask a pupil to come to the front of the class. Tell him/her
A: Can I have a look at your Maths homework? to choose one of the activities in Ex. 3 and whisper it to
you. The rest of the class tries to guess what he/she likes
doing. Whoever guesses correctly, comes to the front of
4 A king for a week! Complete in
the class and the game continues.
your notebook. Choose A or B.
e.g. Pupil 1: (thinks of playing chess)
Read the instructions and explain the task. Refer the
Pupil 2: Do you like listening to music?
pupils to the kings diary entries and ask individual
Pupil 1: No, I dont.
pupils to read them out. Then refer the pupils to the
Pupil 3: Do you like playing chess?
questionnaire and ask them to complete the task in
Pupil 1: Yes, I do. etc
their notebooks. Check their answers.
Note: For the next lesson, the pupils should know the
1 A 3 Doesplay/B
new words, an exchange from the dialogue (Ex. 1),
2 Doessail/B 4 Doeshunt/A
and the pattern in Ex. 5.
1 2 3 4 5 6
9
7
READING & WRITING Draw the pupils attention to the silent letters gh. Ask
individual pupils to read out the sentence and correct
(Activities to develop the pupils reading and writing their pronunciation.
skills.)
ENDING THE LESSON
3 Read and complete in your
(An activity to consolidate the vocabulary and the
notebook. Then listen and read.
language taught in the unit.)
Read the instructions and explain the task. Refer the
Ask the pupils, in groups, to read the letter in Ex. 3 again
pupils to the letter and the pictures. Read the text and
and write down as many questions as they can think of.
elicit the missing words. Allow the pupils time to read
Then the groups exchange the questions and answer
the text and complete the task in their notebooks. Play
them.
the recording. The pupils listen and check their
answers. Individual pupils read out from the text. (Suggested answers)
2 bus 4 clothes 6 caf 1 When did Tina visit the castle? (last Friday)
3 music 5 knights 2 What did they play on the school bus? (games)
3 What did they look at in the castle? (paintings
4 Portfolio: Draw and write in your and clothes)
notebook. (optional activity) 4 What did they watch? (a film)
5 Did she like the film? (Yes)
Ask the pupils to look at the picture and read the
6 Where did they stop on their way home? (at a caf)
short letter. Ask them what they can see in the picture
(a family on a train).
Activity Book (Optional)
Ask the pupils to write a short letter about what they
Assign some of the activities from Unit 9c of the Activity
did last weekend. Tell them to use the text in Ex. 4 as
Book as written H/W. If this is the case, make sure you
a model.
do them first orally in class.
Allow the pupils time to write the short letter and draw
Note: For the next lesson, the pupils can do Ex. 4
their picture. Alternatively, you can ask the pupils to
(Portfolio) at home.
write the short letter and draw their picture as part of
their homework.
(Suggested answer)
Dear Grandma,
Last weekend I visited the zoo with my mum and
dad. It was great fun!
Love,
Ivy
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.
29(T)
machine fence guard fight motorbike
Willow,
whats this? Oh, tell us. What
A young boy came happened?
into the forest. He
3 climbed up to my
top branch!
And then
what?
30(T)
Willows story
(Activities to present and practise the affirmative form be on their forthcoming birthday. Then, they write
of the past simple irregular verbs.) down the number of years that have passed since
the important event (stress that they must get the
3 Read, choose and complete in maths right!). Add up the four numbers.
your notebook. Now, take your envelope, say the magic word Shazam!
Read the instructions and explain the task. Read the and open it dramatically. If all goes well, everyones
example and allow the pupils time to complete the number will be (4032)!
task in their notebooks. Explain/Elicit any unknown
words. ENDING THE LESSON
2 sit 4 go 6 come (An activity to consolidate the vocabulary and the
3 eat 5 stand language taught in the unit.)
Ask individual pupils to tell the class a short story about
4 Listen and number in your notebook. what happened to them last Saturday (e.g. where
Read the instructions and explain the task. Refer the they went, what they did, what they ate, etc). The story
pupils to the pictures and ask them what they see in can be true or imaginary, so ask the pupils to be as
each one. Play the recording, twice if necessary. The imaginative as possible! Allow them some time to think
pupils listen and number the pictures. Check their about their story. Once the pupils finish telling their
answers. stories, ask the class to vote on the one they liked best.
a 2 b 5 c 1 d 4 e 3 Note: For the next lesson, the pupils should know the
new words, as well as an exchange of their/your
TAPESCRIPT choice from the dialogue (Ex. 1).
Last Saturday, Lizzie went to the park. She sat under Activity Book (Optional)
a tree. Suddenly, a little dog came and stood next to
her. Lizzy was hungry. She got two hot dogs, one for Assign some of the activities from Unit 10a of the
her and one for the dog. They ate them together. Activity Book as written H/W. If this is the case, make
sure you do them first orally in class.
5 Act out Lizzies story.
Read the instructions and explain the task. Ask pupils
to look at the pictures and act out Lizzies story.
My Magic Files!
Before going into class
31(T)
top branch slip fall
31
Module 5
get hurt
He landed on another
But he didnt get branch and it broke.
3 hurt, thanks to Erlina. 4 Wheres the
young boy
now?
32
Module 5
I love this tree!
Read the title of the unit and have the pupils repeat
Unit 10b
after you. Play the recording. The pupils listen and
repeat chorally and/or individually. Check their
Aims: to talk about daily activities
pronunciation and intonation.
Vocabulary: get hurt, land, break, lose, save
Language focus
LISTENING & READING
Structures: present simple, usually, never
Language in use: Wheres the young boy now? (Activities to develop the pupils listening and reading
My friend Sam usually goes to the park, but he skills.)
never rides his bike.
Extra materials: flashcards (79- 83) 1 Listen and read.
Read the instructions and explain the task. Go through
the pictures of the dialogue and set the scene by asking
BEGINNING THE LESSON
questions.
Wait by the door and greet the pupils as they arrive.
e.g. Teacher: Who helped the little boy in picture 3?
(Activities to revise the language of Unit 10a.) Pupils: Erlina.
Divide the class into two teams, A and B. Point to a pupil Teacher: Who do you think the man is in picture 5?
in Team A and say a verb, e.g. go. The pupil has to Pupils: The little boy! etc
make a sentence using the verb. Continue with a pupil Write on the board: The boy didnt get hurt, thanks to
from Team B. Each correct answer gets one point. The Alvin.
team with the most points is the winner.
Explain to the pupils that they will listen to the dialogue
e.g. Teacher: go and decide whether the sentence is True or False. Play
Team A Pupil 1: Harry and Emma go to the park. the recording. The pupils listen, follow the dialogue
Teacher: Good! One point. and complete the task.
sit
Answer: False (The boy didnt get hurt, thanks to Erlina.)
Team B Pupil 1: They sit under a tree. etc
Ask the pupils, in pairs, to act out the exchanges from 2 Read and choose. Write a or b in
Ex. 1. your notebook.
If you have assigned any written homework, correct
Read the instructions and the sentences and explain
it before beginning the lesson.
the task. Allow the pupils some time to complete the
task in their notebooks. Check their answers.
PRESENTATION & PRACTICE 1 a 2 b 3 a
Pupils books closed. Put the flashcards on the board, Hold up your book to the class. Read the dialogue
one at a time. Point to each flashcard, write the word and point to the pictures in turn. Repeat, this time
underneath and say the corresponding word(s). The inviting the pupils to complete your sentences.
pupils listen and repeat, chorally and/or individually. e.g. Teacher: He landed on another branch and it
Point to the flashcards in random order and ask Class: broke. etc
individual pupils to say the words. Ask the rest of the
class for verification. Note: If you wish, have the pupils close their books
during this activity.
Pupils books open. Write a big 32 on the board and
ask the pupils to open their books at page thirty-two.
32(T)
I love this tree!
(Activities to present and practise the interrogative,
negative and short answer forms of the past simple 6 Lets play!
irregular verbs.) Refer the pupils to the picture and read the example.
Explain the game. One pupil comes to the board and
3 Look, read and match in your writes three sentences, two true and one false. The
notebook. rest of the class tries to guess which is the false one.
Read the instructions and explain the task. Refer the Whoever guesses correctly, comes to the board and
pupils to the pictures and ask them if they know which the game continues.
fairy tales the pictures depict (1 Cinderella, 2 e.g.
Pinocchio, 3 Snow White, 4 Jack and the Beanstalk, I go to the cinema.
5 Alice in Wonderland, 6 Puss in Boots). Read out I play football.
the sentences and explain any unknown words. Allow
I go to the theatre.
the pupils time to complete the task in their notebooks.
Check their answers.
False answer: You dont go to the theatre. etc
1 C 3 F 5 E
2 B 4 D 6 A ENDING THE LESSON
(An activity to consolidate the vocabulary and the
4 Interview your friend. Write yes or
language taught in the unit.)
no in your notebook.
Pupils mime an action connected with one of the
Read the instructions and explain the task. The pupils,
stories in Ex. 3. The rest of the class tries to guess
in pairs, interview each other and write yes or no next
which story it is.
to the questions.
e.g. Pupil 1: (mimes losing a shoe while running)
(Suggested answers)
Class: Cinderella. etc
1 A: Do you usually go to the park at the weekend?
Note: For the next lesson, the pupils should know the
B: Yes, I do.
new words, as well as an exchange of their/your choice
2 A: Do you usually ride your bike? from the dialogue (Ex. 1).
B: No, I dont.
3 A: Do you usually play with your friends? Activity Book (Optional)
B: Yes, I do. Assign some of the activities from Unit 10b of the Activity
4 A: Do you usually watch TV? Book as written H/W. If this is the case, make sure you
B: Yes, I do. do them first orally in class.
5 A: Do you usually do your homework at the
weekend?
B: No, I dont.
6 A: Do you usually go to bed early?
B: No, I dont.
33(T)
land break lose save
2 5
3
The cat wears a hat
She gives her an apple. and boots.
6
1 go to the park? 6
2 ride your bike?
3 play with your friends? I go to the zoo.
4 watch TV? I play football.
5 do your homework? I do my homework.
6 go to bed early?
You dont go to the zoo.
33
Module 5
nurse writer
Who was a
painter? Leonardo da Vinci.
34
Module 5
A better place
repeat, chorally and/or individually. Point to the words
Unit 10c
in random order. The pupils say the words individually.
Ask the rest of the class for verification.
Aims: to talk about jobs and people from the
past, to develop the pupils listening and Pupils books open. Write a big 34 on the board and ask
writing skills the pupils to open their books at page thirty-four. Read
Vocabulary: nurse, writer, artist, composer, the title of the unit and have pupils repeat after you.
athlete, actor, actress Elicit/Explain what the title means. Play the recording.
Language focus The pupils listen and repeat, chorally and/or individually.
Structures: consolidation Check their pronunciation and intonation.
Language in use: consolidation
Pronunciation: \r\ 1 What were they? Write in your
Extra materials: People at work poster, slips of notebook. Then listen and point.
paper with the irregular verbs of the previous
Read the instructions and explain the task. Refer the
lesson in the present form (Beginning the
pupils to the pictures and read out each persons
Lesson)
name. The pupils repeat after you. Ask the pupils to tell
you if they know/have heard of these people and
BEGINNING THE LESSON what their job was. Ask them to choose among the
words in bold and write what they think each person in
Greet the pupils as they arrive. the pictures was. Allow them time to complete the
(Activities to revise the language of Unit 10b.) task. Check their answers.
Rudolf Nureyev dancer (He was a famous Russian
Before going into class ballet dancer.)
Prepare slips of paper with the verbs the pupils Florence Nightingale nurse (She was a nurse who
have learnt in the previous unit. took care of injured soldiers.)
Charles Dickens writer (He wrote famous stories,
Hand out the slips of paper you have prepared in such as David Copperfield and Oliver Twist.)
random order. The pupils read their slips of paper, come Antonio Vivaldi composer (He composed The Four
to the board and write a sentence using the verb shown Seasons and many other symphonies.)
on their paper. Demonstrate this yourself first. Leonardo da Vinci artist (He painted the Mona Lisa.)
Yuri Gagarin astronaut (He was the first man in
e.g. Teacher: (reads lose) I never lose my keys. etc
space.)
Ask the pupils, in pairs, to act out the exchanges from
Tell them that they are going to listen to the recording
Ex. 1.
and that they will have to point to the correct picture
If you have assigned any written homework, correct whenever they hear one of the jobs in bold. Play the
it before beginning the lesson. song. The pupils listen to the song and point to the
correct person each time.
PRESENTATION & PRACTICE
(Activities to present and activate the vocabulary of Now sing along!
the unit.) Play the recording again. The pupils listen and sing
along.
Listen, point and repeat.
2 Lets play!
POSTER Refer the pupils to the picture and read the example.
Explain the game. In pairs, the pupils ask and answer
Pupils books closed. Put the People at work poster questions about the people in Ex. 1, as in the example(s).
on the board. Point to the items (nurse, writer, artist,
e.g. Pupil A: Who was Yuri Gagarin?
composer, athlete, actor, actress), one at a time, and
Pupil B: He was an astronaut.
say the corresponding word. The pupils listen and
34(T)
A better place
READING & WRITING ENDING THE LESSON
(Activities to develop the pupils reading and writing (An activity to consolidate the vocabulary and the
skills.) language taught in the unit.)
Kims game
3 Read and match in your notebook.
Then listen and read. Write the jobs on the board, one next to the other.
Ask the pupils to look at them for one minute and
Read the instructions and explain the task. Refer the then close their eyes. Erase a word. Ask the class to
pupils to the people (A-C) and ask them if they know tell you which word is missing.
who they were. Allow them some time to read the texts
(1-3) and match them to the pictures in their notebooks. Activity Book (Optional)
Play the recording for the pupils to listen. Check their
answers. Explain/Elicit any unknown words. Individual Assign some of the activities from Unit 10c of the Activity
pupils read out from the text. Book as written H/W. If this is the case, make sure you
do them first orally in class.
A 2 B 3 C 1
Note: For the next lesson, the pupils can do Ex. 4
4 Portfolio: Draw and write in your (Portfolio) at home.
notebook.
Ask the pupils to look at the picture and read the text.
Ask the pupils to write a short text about a famous
person and stick or draw a picture. Tell them to use
the texts in Exs 3 and 4 as models.
Allow the pupils time to write the text and draw their
picture. Alternatively, you can ask the pupils to write the
text and draw their picture as part of their homework.
(Suggested answer)
Usain Bolt is a famous athlete. He can run very fast.
Note: Once you have corrected their writing activities,
guide your pupils on how to file them in their Junior
Language Portfolios.
35(T)
artist composer athlete actor actress
Taylor Swift
i a famou
singer. My
favourite
song i
Wonderland. The doctor wanted to be an actor
and a dancer!
35
Module 5
5 : Listen and read.
Popsie, did you
1 take my shoes? 2
Popsie, did you
take my glasses?
No, I didnt!
No, I didnt!
It was me! I cleaned
your glasses, I washed
3 Well, if it wasnt Popsie, your shoes and I made 4
who was it then? popcorn for everyone!
Huh?
36(T)
Go Green! 5: Tree Detectives!
Refer the pupils to the picture of the elephant behind
Aims: to raise the pupils environmental the tree and read out the question. Allow the pupils
awareness, to talk about different types of some time to think of an answer to the question.
trees and tree leaves Then provide the correct answer.
Vocabulary: leaf, rowan, birch, hazel, elder,
holly, yew Answer: Both elephants and trees have got trunks.
Extra materials: pictures of the tree leaves
presented in the unit (Beginning and Ending ENDING THE LESSON
the Lesson) Hand out the pictures of the leaves you have brought
with you, one per pupil. Call out different tree names.
The pupils with the corresponding pictures stand up
BEGINNING THE LESSON and show the pictures to the class.
Pupils books closed. Put the pictures of the leaves
onto the board. Explain to the pupils that these leaves
come from different trees and show them how they
vary in size and shape. Say the names of the trees the
leaves come from. The pupils repeat after you.
Pupils books open. Write a big 37 on the board and
ask the pupils to open their books at page thirty-
seven. Read through the title (Tree Detectives) and
explain/elicit what it means. Refer the pupils to the
text and the pictures. Allow them time to read the
text. Then, individual pupils read out from the text.
Y E W
B I R C H
E L D E R
H A Z E L
H O L L Y
R O W A N
Answer: Willow
37(T)
There are many different types of trees in the world.
How can you tell what type of tree it is? Easy! Just look
at its leaves each tree has got leaves that are
different in shape and size. Heres an example:
1
Do the puzzle in your notebook and find the missing word!
1
2
5
6
37
B
Chambord Castle is
in France. It is one of the
A most beautiful castles in
France it looks like
Warwick Castle is something out of a fairy
one of the most tale! Drew Barrymore
famous castles in made a film called Ever C
England. Queen After in this castle.
Elizabeth I visited the Dublin Castle is in
castle and Queen Ireland. The tower is
Victoria had lunch 800 years old! The
there. Today, you can tower was a prison,
visit the castle and but now its a
have lunch there, too!
museum! There is
a lso a gift shop
1 Which castle? Read and write A, B or C where you can buy
in your notebook. souvenirs.
1 It is in France.
2 The tower was a prison but now its a museum.
3 You can have lunch there.
38(T)
Checkpoint: Units 9 - 10
Aims: to consolidate Module 5, to obtain
feedback on individual pupils, to monitor
4 Read and number in your notebook.
the pupils progress Refer the pupils to the sentences of the dialogue and
explain the task. The pupils put the sentences in the
correct order.
Do a quick revision of what the pupils have learnt in the
1 A: What do you do at the weekend?
module.
2 B: I go to the cinema. What about you?
e.g. Teacher: Where did kings and queens live a long 3 A: I play with my friends.
time ago?
Pupil 1: In castles. Now I can
Teacher: Who was Antonio Vivaldi?
Once all the exercises have been corrected, ask the
Pupil 2: He was a famous composer.
pupils to tell you how they feel about the two units.
Teacher: What do you usually do on Saturday?
Ask if they can tell you what they have learnt and
Pupil 3: I usually go to the park on Saturday.
which exercises, stories or characters they liked the
etc
best. Then, refer the pupils to the Now I can box and
Note: It is important that the pupils do not feel they read through it with them.
are being tested. The rationale of this quick revision
Note: Pupils can now do Modular Revision and
is to make the pupils aware of their progress in the
Assessment 5 in their Activity Books.
English language. Always praise the pupils efforts
and encourage everyone to participate. Note: If you wish, you can do some or all of the
Reinforcement & Extension activities from the Teachers
After this quick revision, the pupils work on their own
Resource Pack.
and do the exercises.
39(T)
1 Look and write in your notebook.
1 w 2 c 3 a 4 a 5 a
Pupils books closed. Put the The months of the year Extension
poster on the board. Ask: What month is it? Then, point Play the recording again with pauses for the pupils
to the month on the poster and say: (April). The pupils to listen and repeat chorally. Check the pupils
repeat after you. Repeat the same procedure and pronunciation and intonation. Then, the pupils take
present the rest of the months. roles and read out the dialogue.
Pupils books open. Read the title of the unit and have
(Activities to present and practise question words.)
the pupils repeat after you. Play the recording. The pupils
listen and repeat chorally and individually.
3 Complete in your notebook. Then
answer.
LISTENING & READING
Pupils books closed. Write the following questions
(Activities to develop the pupils listening and reading on the board:
skills.) Who is that girl? Shes my sister.
What is that? Its a fairy fish.
1 Listen and read. Wheres my book? Its in your bag.
Explain/Elicit the meaning of the phrase The fairy Whens your birthday? On 17th April.
garden. Explain that in this unit they will learn about Why are you angry? Because my dog ate my
fairy animals. Go through the pictures of the dialogue sandwich.
and set the scene by asking questions. How old is Mary? Shes eleven years old. 40(T)
The fairy garden
Underline the words in bold and read out the questions
and the answers. The pupils repeat after you chorally 6 Lets play!
and individually. Explain/Elicit what each question word
means and when we use it. Before going into class
Pupils books open. Ask the pupils to read the sentences Have the blank slips of paper and two containers
in the grammar box. Read the example and explain the such as empty tissue boxes ready to use.
task. Allow the pupils time to complete the task in their
Divide the pupils into two teams (A and B) and hand
notebooks. Check their answers.
each team some blank slips of paper. Each pupil
2 Who 3 When 4 How from Team A has to write a question on the piece of
Now, ask the pupils to write their answers next to the paper provided. Tell the pupils they can write
questions. Check their answers. questions about anything they like, provided they
begin with Why (e.g. Why are you happy? Why do
(Suggested answers)
you like chocolate? etc). Now tell each pupil from
1 (My favourite colour is) red. Team B to write an answer on the piece of paper.
2 John (is my best friend). They can write answers about anything they like,
3 (My birthday is on) 24th March. provided they begin with Because (e.g. Because I
4 K-A-T-E. was hungry. etc). After they finish writing, both teams
fold their pieces of paper and put them in the empty
4 Match in your notebook. tissue boxes (the questions in one box and the
answers in the other box). Invite a pair of pupils (one
Pupils books closed. Say, then write on the board:
pupil from each team) to come to the front of the
Whens your birthday? On the fifteenth of January.
class. Pupil 1 picks a paper from the Questions box
Underline the words in bold. The pupils repeat, chorally
and Pupil 2 from the Answers box. Pupil 1 reads the
and/or individually. Explain to the pupils how the ordinal
question and Pupil 2 reads the answer. Pupils should
numbers are formed and how they are used. Draw their
find the game amusing as they read the absurd
attention to the numbers with spelling difficulties (first,
answers to the questions.
second, third, fifth, ninth, twelfth, twentieth, thirtieth, etc).
Show the pupils how the ordinal numbers are formed e.g. Pupil 1 Team A: Why did you go to bed early last
after number twenty (twenty-first, twenty-second, etc). night?
Pupil 2 Team B: Because I saw a fairy fish. etc
Drill your pupils: e.g. Teacher: one
Pupil 1: first etc
ENDING THE LESSON
Pupils books open. Read the instructions and explain
the task. The pupils match the numbers to the correct (An activity to consolidate the vocabulary and the
words. Check their answers. language taught in the unit.)
Answers: 1 first, 2 second, 3 third, 4 fourth, 5 fifth, Say: This month is before August, but after June. Which
9 ninth, 12 twelfth, 21 twenty-first month is it? Elicit: July. Ask pupils to take your role and
repeat the activity.
Now listen, point and repeat. Note: For the next lesson, the pupils should know the
Play the recording. The pupils listen, point to and new words, as well as an exchange of their/your
repeat both the cardinal and the ordinal numbers. choice from the dialogue (Ex. 1).
Read the instructions and explain the task. Allow the Assign some of the activities from Unit 11a of the
pupils time to complete the task in their notebooks. Activity Book as written H/W. If this is the case, make
Check their answers. sure you do them orally in class first.
41(T)
Who is Mike? Wheres Tracy?
Hes my cousin. Shes at the cinema.
What are these? Why are you so tired?
Theyre fairy armadillos. Because I went to bed late.
Whens Fairy Day? How old are you?
On 24th June. Im ten years old.
(Activities to revise the language of Unit 11a.) Write on the board: Who will get some ........ from the
.......?
Kims game
Ask the pupils to listen to the dialogue and complete
Write the months on the board. Ask the pupils to look
the sentence. Play the recording. The pupils listen,
at the months for one minute before they close their
follow along and complete the task.
eyes. Erase a month. Ask the class to tell you which
month is missing. Answer: water, well
42(T)
Helping Erlina
(Activities to present and practise the future simple Robert: Sorry. My CD player isnt working. Ill buy the
tense.) cola.
A: OK, Robert will buy the cola. But what about
3 Look, read and write yes or no in the CD player?
your notebook. Helen: Its OK. Ill bring a CD player.
A: Thanks, Helen. Katy, will you bring a blanket,
Pupils books closed. (optional) Say, then write on please?
the board: I will go to Italy in the summer. Underline Katy: Of course.
the words in bold. The pupils repeat, chorally and A: Right, we seem to have everything
individually. Explain that this is the future simple
tense. Explain that the future simple is formed with
My Magic Files!
will and the base form of the verb, and that we use it
to talk about future actions. Before going into class
Draw the pupils attention to the short form of will (i.e. Bring in three dice to class.
ll). Present the negative and interrogative forms in the
same way as the affirmative. Present the short answers Tell the class that you are going to do yet another one
by asking the pupils and writing on the board: Will you of your amazing mind-reading tricks! Turn your back
go to (Italy) in the summer? Elicit answers and write and ask someone to roll the three dice (e.g. 3, 1, 5).
them on the board: Yes, I will./No, I wont. Underline Then ask them to do the following:
the words in bold. The pupils repeat after you. 1 Add up the scores of the three dice (e.g. 3 + 1 + 5 =
9).
Pupils books open. Ask the pupils to read the sentences 2 Pick up any one of the dice and add the bottom
in the grammar box (optional). Read the instructions face to the total (e.g. the bottom face of 5 is 2; 9 +
and explain the task. Refer the pupils to the pictures. Ask 2 = 11).
the pupils questions about the picture showing the boy 3 Roll that same dice and add its new score to the
(e.g. What is he wearing? Whats he holding? etc). Then previous total (e.g. 11 + 4 = 15). (Tell them to
refer them to the picture of the grown man in 2030. remember this total, i.e. 15.)
Explain that this is the boy in the future. Ask them
questions about the pictures (e.g. Where is the man? Then, turn around, look at the three dice (e.g. 3, 1, 4),
Who is with him? etc). Allow the pupils time to look at the add seven to the scores that are showing, and make
pictures, read the sentences and complete the task in a dramatic gesture of being able to read the persons
their notebooks. Check their answers. mind. Tell them that their total is (15). Magic!
1 b 2 a 3 d 4 c Note: For the next lesson, the pupils should know the
new words, as well as an exchange of their/your
TAPESCRIPT choice from the dialogue (Ex. 1).
A: Lets organise our picnic for next Sunday. Activity Book (Optional)
Michael, will you make a cake?
Michael: Yes, of course. Assign some of the activities from Unit 11b of the
A: Thanks, Michael. Robert, will you bring a CD Activity Book as written H/W. If this is the case, make
player? sure you do them orally in class first.
43(T)
beard moustache CD player blanket
iry fish -
Fairy flowers and fa
e a wish?
Will you help us mak
wren,
Fairy bluebird, fairy
count to ten!
Close your eyes and
In the Magic Garden
spell.
Well make a magic
in
Well throw a silver co
In the wishing well!
iry fish -
Fairy flowers and fa
e a wish?
Will you help us mak
ll,
Fairy penguin, fairy be
wishing well!
Well see you by the
44
Module 6
The wishing well
the picture (a boy throwing a coin in the wishing well,
Unit 11c
fairy fish, etc). Read out the titles A-C. The pupils listen
to the song and decide which title is appropriate for
Aims: to talk about the future, to make wishes,
the song. Play the song. The pupils listen and decide
to develop the pupils listening and writing skills
on the best title for the song.
Vocabulary: bluebird, throw, silver coin, fairy bell
Language focus Answer: A
Structures: consolidation
Language in use: consolidation Now sing along!
Pronunciation: /g/, /dZ/ Play the recording again. The pupils listen and sing
Extra materials: flashcards (84-91) along. Alternatively, ask the pupils to perform the
following actions:
BEGINNING THE LESSON Fairy flowers and fairy fish (cross fingers and sway
(Activities to revise the language of Unit 11b.) from side to side)
Will you help us make a wish?
FLASHCARDS (84-87) Fairy bluebird, fairy wren,
Close your eyes and count to ten! (close eyes as
Take out the flashcards from the previous lesson. Stick though wishing)
them on the board and write the word under each one. In the Magic Garden (wave a pretend wand in the air)
The pupils say the words. Remove the flashcards, shuffle Well make a magic spell.
them and pass them out to the pupils. The pupils stick Well throw a silver coin (mime throwing a coin in
their flashcards next to the appropriate word. the well)
Ask the pupils, in pairs, to act out the exchanges from In the wishing well!
Ex. 1. Fairy flowers and fairy fish (cross fingers and sway
If you have assigned any written homework, correct from side to side)
it before beginning the lesson. Will you help us make a wish?
Fairy penguin, fairy bell,
PRESENTATION & PRACTICE Well see you by the wishing well! (close eyes as
though wishing)
(Activities to present and activate the vocabulary of
the unit.)
2 Throw a coin in the wishing well and
make a wish. What will you ask for?
Listen, point and repeat.
Explain the task. Refer the pupils to the picture and read
out the example (elicit the word camera). Refer them to
FLASHCARDS (88-91) the prompts and ask individual pupils to read them out.
Explain/Elicit any unknown words. The pupils think for a
Pupils books closed. Put the flashcards on the board. while and decide what they will ask for. They can use
Point to each one and write the word(s) underneath. one of the ideas in Ex. 2 or anything else they like.
Say the word(s). The pupils listen and repeat. Point to
the flashcards and ask individual pupils to say the (Suggested answer)
words. Ask the rest of the class for verification. I will ask for a new laptop.
Pupils books open. Ask the pupils to open their books at
page forty-four. Read the title of the unit. Explain/Elicit
Compare your answers with your
what a wishing well is (a well in which people throw a coin friend.
and make a wish). Play the recording. The pupils listen Ask pupils, in pairs, to say what they will ask/wish for.
and repeat. Check their pronunciation and intonation. If you wish, the pupils can take turns coming to the
front of the classroom, making their wish and mime
1 Listen and choose the best title. throwing a coin into a wishing well.
Write A, B or C in your notebook. e.g. A: Ill ask for an A on my test. What about you?
Explain the task. Ask the pupils what they can see in B: Ill ask for a new doll. etc
44(T)
The wishing well
READING & WRITING
5 Listen and say. Then read.
(Activities to develop the pupils reading and writing
(An activity to familiarise the pupils with the
skills.)
pronunciation of the English language.)
3 Read and complete in your Read the instructions and explain the task. Play the
notebook. Then listen and read. recording for the pupils to listen and repeat.
Read the instructions and explain the task. Read the title Draw the pupils attention to the /g/ and /dZ/ sounds.
and refer the pupils to the pictures and the texts. Tell the Ask individual pupils to read out the sentence and
pupils that all three texts are predictions about what life correct their pronunciation.
will be like in the future. Elicit/Explain the words energy,
electricity and chip. Allow the pupils time to read the Extension
texts and complete the task in their notebooks. Play the Draw the following table on the board. Say the words.
recording. The pupils listen and check their answers. The pupils come to the board, write them in the correct
Individual pupils read out from the texts. column and repeat the words. Ask the rest of the class
1 ll go on holiday to 3 ll wear shoes that for verification.
2 ll get all our energy 4 ll wear T-shirts with magic, energy, garden, girl, orange, give, age, strange,
August, game
Extension
green giant
Ask the pupils whether they agree with the predictions
mentioned in the texts. Invite them to make their own
predictions.
e.g. Pupil 1: In the future we wont go on holiday to the
moon. Well go on holiday to Mars. etc ENDING THE LESSON
(An activity to consolidate the vocabulary and the
4 Portfolio: Draw and write in your language taught in the unit.)
notebook. (optional activity)
Write the following on the board:
Ask the pupils to look at the picture and read the text.
Ask them what they can see in the picture (a robot become an artist have a lot of friends
doing some homework). be rich have a big house
have a lot of children study History
Ask the pupils to write a short text about what they think travel around the world become a singer
life will be in the future and stick up or draw a picture. have long hair live in a castle
Tell them to use the texts in Exs 3 and 4 as models. study English travel into space
Allow the pupils time to write their text and draw their Ask individual pupils to come to the board and say
picture. Alternatively, you can ask the pupils to write their one thing theyll do and one thing they wont do in
text and draw their picture as part of their homework. the future/when they grow up.
(Suggested answer) e.g. Pupil 1: In the future Ill travel around the world.
In the future well have bicycles that can fly. I wont become an artist. etc
Note: Once you have corrected their writing activities, Activity Book (Optional)
guide your pupils on how to file them in their Junior
Language Portfolios. Assign some of the activities from Unit 11c of the Activity
Book as written H/W. If this is the case, make sure you
do them orally in class first.
Note: For the next lesson, the pupils can do Ex. 4
(Portfolio) at home.
45(T)
bluebird throw silver coin fairy bell
Well, Im going
Were going to go on to need a lot
that plane to Port Fairy! of things!
3 Ugh! Theres 4
sun cream on Im going to
everything! miss Alvin!
Oh, no! My
swimming
trunks!
Listen, point and repeat. Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils
(An activity to present and activate the vocabulary of pronunciation and intonation. Then, the pupils take
the unit.) roles and read out the dialogue.
46(T)
Were going to fly
Pog and Trogs calendar for next week and to the Alvin: And you, Mona?
example. Explain that we can use next Monday, Mona: Im going to take my camera and my
Tuesday, etc/month/year when we refer to the future. sunglasses. And Im going to take some sun
Allow the pupils time to complete the task. Check their cream and my hat.
answers. Alvin: Youre all going to have a great time!
2 are going to see 4 are going to go
3 are going to play
5 Now look and say.
Explain the task. Refer the pupils to the example and
What about you? Tell your friend. ask individual pupils to say what Harry, Emma, Lee
and Mona are going to take with them on holiday.
Explain the task. The pupils, in pairs, tell their partner
what they are going to do next week. Go around the e.g. Pupil: Harry is going to take his shorts, a camera,
class providing assistance where necessary. Ask some his sandals and a T-shirt. etc
pairs to report back to the class.
e.g. Pupil 1: Im going to visit my grandma next
My Magic Files!
Monday. What about you? Before going into class
Pupil 2: Im going to play tennis next Monday. etc
Photocopy the sentence from the
4 Listen and write the names in your Teachers Resource Pack.
notebook. Then draw the missing The trick is an optical illusion. When someone is reading
items. it, they usually dont read the second the in the sentence.
Explain the task. Refer the pupils to the suitcases (1-4) Photocopy the template and show it to the class. Ask
and ask them what they see in each one. Play the someone to read it. Ask a few pupils in turn to read it
recording, twice if necessary. The pupils listen and write and then ask: Does everyone agree that it reads Im
the names in their notebooks. Check their answers. going to go swimming in the summer? Then, point
2 Lee 3 Emma 4 Mona to the words one by one and ask them to repeat!
They will see that there is one extra the. Tell them to
Play the recording again. The pupils listen and draw the try this out at home on their friends and family!
missing item in their notebooks. Check their answers.
2 T-shirt 3 book 4 hat ENDING THE LESSON
(An activity to consolidate the vocabulary and the
TAPESCRIPT language taught in the unit.)
Alvin: Hey, Harry! What are you going to take on Ask individual pupils to tell the rest of the class about
holiday with you? their holiday plans (real or imaginary). Demonstrate this
Harry: OhIm going to take my sandals, of course . yourself first.
and a T-shirt and Im going to take a camera
and umm oh, yes! ... my shorts! e.g. Pupil 1: I am going to go to London. I am going
to go shopping there! etc
Alvin: And you, Lee?
Note: For the next lesson, the pupils should know the
Lee: Oh, Im going to take my sandals, a camera,
new words, as well as an exchange of their/your
some sun cream and umm a T-shirt. Yes.
choice from the dialogue (Ex. 1).
Im going to take a T-shirt, too!
Alvin: Cool! What about you, Emma?
Activity Book (Optional)
Emma: Well Im going to take my sunglasses. And Im
going to take my shorts and my swimsuit and Assign some of the activities from Unit 12a of the Activity
umm, what else? I know! Im going to take a Book as written H/W. If this is the case, make sure you
book! do them orally in class first.
47(T)
swimming trunks swimsuit sun cream sunglasses sleeping bag sandals
3 What are Pog and Trog 4 Listen and write the names
going to do next week? in your notebook. Then
Look and say. Then write draw the missing items.
in your notebook.
Harry
1 2
3 4
Port Fairy is
Are we going to
so cool!
go surfing, Miss?
Alvin! What are
3 you wearing? 4 Look! Alvin is
swimming with
the dolphins!
A wetsuit.
Im going to
5 go diving!
Have a nice
holiday, everyone!
Were going to
have a great
summer!
POSTER Ask the pupils to listen to the dialogue and match the
sentences. Play the recording. The pupils listen, follow
Pin up the On holiday poster. Write the words (sunglasses, along and complete the task.
sandals, sun cream, suitcase, swimsuit, sleeping bag, 1 b 2 c 3 a
swimming trunks) in random order on the board. Ask a
pupil to come to the board, read a word, and point to 2 Read and say yes or no.
the corresponding item on the poster. Ask the rest of the
Read the instructions and explain the task. Refer the
class for verification. Repeat with as many pupils as you
pupils to the dialogue. Ask individual pupils to answer.
think is necessary.
Ask the rest of the class for verification.
Ask the pupils, in pairs, to act out the exchanges from
1 no 2 yes 3 yes 4 yes
Ex. 1.
If you have assigned any written homework, correct Extension
it before beginning the lesson. Play the recording again with pauses for the pupils
to listen and repeat chorally. Check the pupils
PRESENTATION & PRACTICE pronunciation and intonation. Then, the pupils take
roles and read out the dialogue.
Listen, point and repeat.
Hold up your book to the class. Read out sentences
(An activity to present and activate the vocabulary of from the dialogue. Ask individual pupils to tell the
the unit.) class who said each sentence.
Fly away!
Fly away!
We are going to fly away!
We are going away on a 2) ...
Singing Polly - Wolly - Doodle all the day!
51(T)
wing
dove sky wave handbag
Hi Ben!
camping
Im going to go 1) with my dad next weekend. Were going to
skiing
take a big 2) house and camp by a river. Were going to go fishing! I hope
tent
its going to be 3) snowy because I want to go swimming, too! My dad and
sunny
cook
I are going to make a big fire and 4) our own food.
fix
Its going to be great!
next
What are you going to do 5) weekend?
last
See you soon.
Love,
Danny
Hi Julie!
Im going t g surfing
next weekend. I hope it
going t be sunny.
What are you going t d
next weekend?
Love, Im going on holiday to fly and play
Alex in the sky!
51
Module 6
6 : Listen and read. Whats that, Pog?
2
Ouch!
1
Well get
you, Popsie!
5 6
Oops!
52
Now take roles and read.
Module 6
Troll Tales!
Episode 6 ENDING THE LESSON
Hand out one set of frames per group. Ask the pupils
BEGINNING THE LESSON to work together and put the frames in the correct
Ask the pupils if they remember what the previous order. You can help them by playing the episode
episode was about (Pog, Trog and Popsie seeing a again while theyre completing the task. Go around
ghost.). Ask them if they remember any of the phrases the classroom monitoring the activity.
from that episode and ask them to say them out loud
(e.g. Popsie, did you take my glasses? No, I didnt!
Popsie, did you take my shoes? It was me! I cleaned
your glasses, I washed your shoes and I made popcorn
for everyone! We dont believe in ghosts, Popsie!).
52(T)
Go Green! 6: Earth Day
Aims: to raise the pupils environmental
awareness, to talk about Earth Day
3 Craftwork.
Vocabulary: consolidation Explain the craftwork activity. Tell the pupils that you are
Extra materials: thick paper (Ending the Lesson) going to organise an art exhibition about Earth Day!
Ask the pupils to find some small rocks or pebbles and
paint them. This can be done at home. Then they bring
BEGINNING THE LESSON them to class and have a class exhibition.
Write the words Earth Day on the board. Ask the pupils
if they know anything about this day (e.g. When do we ENDING THE LESSON
celebrate it? Why do we celebrate it? What do people Ask the pupils, in pairs or in groups, to make a poster
do on that day? etc) and elicit responses. for Earth Day and decorate it with drawings, stickers,
ribbons, etc. Once the pupils finish their posters, you
PRESENTATION & PRACTICE can display them somewhere in the classroom.
2 Lets sing!
Refer the pupils to the song. Ask individual pupils to
read it out. Play the song. The pupils listen to the
song and sing along, each time substituting the
word planet in the first verse with the words flowers,
rivers and animals.
53(T)
Earth Day is the
day we celebrate that
the Earth is beautiful and we
need to take care of it! The first
Earth Day was on 22nd April, 1970.
Today, people from 174 countries
celebrate Earth Day. It is a day
when everyone tries to look after
the planet. People plant trees
and collect glass, paper
and plastic to
recycle.
1 Read and answer.
1 When was the first Earth Day? 3 What do people do on Earth
2 How many countries celebrate Day?
Earth Day?
2 3 Craftwork.
Weve got the planet in our hands!
Weve got the planet in our hands!
Weve got the planet in our hands!
Understand ... in our hands!
Weve got the flowers in our hands!
Weve got the rivers in our hands!
Weve got the animals in our hands!
1 2 3
54
Module 6
Our World
Note: Once the pupils have completed their projects,
Aims: to talk about family holidays guide them on how to file them in their Junior Language
Vocabulary: snowmobile, music hall, roller Portfolios.
coaster
Extra materials: none ENDING THE LESSON
Ask the pupils, in pairs or in groups, to draw a picture
BEGINNING THE LESSON of an ideal holiday resort. You can display their work
somewhere in the classroom.
Write holiday resort on the board and explain/elicit
what it means. Ask the pupils if they know any holiday It is advised you do Our School during this lesson or
resorts in their country and if they have ever been the next.
there. Ask them what kind of activities families usually
do there (e.g. swimming, waterskiing, skiing, etc).
54(T)
Checkpoint: Units 11 - 12
Aims: to consolidate Module 6, to obtain
feedback on individual pupils, to monitor
4 Read and answer.
the pupils progress Refer the pupils to the questions (1-4) and explain
the task. The pupils answer the questions.
(Suggested answers)
Do a quick revision of what the pupils have learnt in
the module. 1 (My last name is) Norris.
2 (Im from) London.
e.g. Teacher: When is your birthday?
3 (My birthday is on) 4th June.
Pupil 1: On 15th August.
4 (My favourite singer is) Lady Gaga.
Teacher: Will you buy a motorbike when you
grow up?
Now I can
Pupil 2: Yes, I will.
Teacher: Are you going to go to Italy in the Once all the exercises have been corrected, ask the
summer? pupils to tell you how they feel about the two units.
Pupil 3: No, Im not. etc Ask if they can tell you what they have learnt and
which exercises, stories or characters they liked the
Note: It is important that the pupils do not feel they
best. Then, refer the pupils to the Now I can box and
are being tested. The rationale of this quick revision
read through it with them.
is to make the pupils aware of their progress in the
English language. Always praise the pupils efforts Note: Pupils can now do Modular Revision and
and encourage everyone to participate. Assessment 6 in their Activity Books.
After this quick revision, the pupils work on their own Note: If you wish, you can do some or all of the
and do the exercises. Reinforcement & Extension activities from the Teachers
Resource Pack.
1 Look, read and match in your
notebook.
The pupils read the words and match them to the
pictures.
1 f 3 c 5 b
2 e 4 a 6 d
55(T)
1 Look, read and match in your notebook.
a b c
1 sun cream 4 map
2 wetsuit 5 sandals
3 rucksack 6 souvenir
d e f
55
Module 6
1 Which line is longer? Guess. 2 Which is bigger? Guess.
Then measure. Then measure.
1
2 3
56(T)
Our School
History ENDING THE LESSON
Ask the pupils to read the text in Ex. 1 for a couple of
Aims: to talk about the legend of King Arthur minutes and close their books. Ask them some
Vocabulary: stone, market place, sword, comprehension questions:
pull, tournament
Language focus e.g. What was there in the stone? (A sword.)
Language in use: consolidation How old was Arthur when he went to the market?
Extra materials: none (16)
Who told Arthur he was the son of King Uther?
(Merlin.)
BEGINNING THE LESSON (optional activity)
Write on the board: King Arthur and Excalibur. Ask the
pupils to tell you, in L1 if necessary, if they know/have
heard of the legend of King Arthur. Ask them what they
think Excalibur was (a sword). Ask the pupils if they
know/have heard of any legends from their country.
57(T)
1 Look, read and match in your notebook.
a
c
b
d
e
1
4
2
3
lat
orried t ybanois
rs
w
bi
qu
an i
y
ha
gryon th
sh
nk m
y
u
naughty
3 Match in your notebook.
Name: A
What it eats:
(See Round-up Key)
60
6 Make questions in your notebook. Then answer them.
1 3
Ludwig/Who/was/Beethoven? Florence/was/Nightingale?/Who
2 4
Picasso?/was/Who/Pablo Who/Owens?/Jesse/was
1 skirt 3 boots
jumper coat
hat dress
socks jumper
2 sunglasses 4 trousers
sandals shirt
coat shoes
swimming trunks swimsuit
61
1 Read and match in your notebook.
2 Copy the picture in your notebook. Then listen and complete it.
62
Happy Easter!
Optional Unit
2 Copy the picture in your notebook.
Aims: to talk about Easter Then listen and complete it.
Vocabulary: consolidation Explain the activity. The pupils copy the picture in their
Language focus notebooks. Then, they listen, follow the instructions they
Language in use: Easter is a popular holiday hear and complete the picture. Play the recording for
with children. Where is my egg? the pupils to listen. Play the recording again, pausing
Extra materials: (optional) a boiled egg, paints, so the pupils can draw and complete their pictures. Go
markers (Ex. 5) around the class monitoring and helping where
needed. When the pupils have completed the task, put
up their pictures somewhere in the classroom.
This unit is optional. It is designed to be taught just before
Easter. TAPESCRIPT
BEGINNING THE LESSON Draw a big chocolate egg in the blue basket. Draw
a basket under the tree. Draw four flowers next to the
Greet the pupils as they arrive with Happy Easter! basket. Draw three eggs in the basket. Draw one
chocolate egg in the tree.
PRESENTATION & PRACTICE
(Activities to get the pupils talking about Easter.)
Pupils books closed. Write on the board the date Easter
is on and say: Its Easter! Happy Easter, everyone! Have
the pupils wish one another a Happy Easter. Have a
discussion, in L1 if necessary, as to what Easter means to
them and what they usually do at Easter. Pre-teach the
notion of Easter bunny (a rabbit character who brings
gifts and sweets to children on the Easter holiday) and
Easter basket (a basket with Easter eggs). Ask the pupils
if they have similar characters/traditions in their country.
62(T)
Happy Easter!
4 Lets play!
Read out the example. Explain the game. Pupils play
in pairs. One pupil thinks of a place where their egg
is hidden. The other pupil has to guess where it is, as
in the example.
e.g. Pupil A: Where is my egg?
Pupil B: Give me a clue!
Pupil A: Its with my scarf!
Pupil B: Its on the table! etc
63(T)
3 Where are the chocolate eggs? Complete the clues to help
Messy Melvin find them! Write in your notebook.
4
A: Where is my egg? A: Its with the cheese!
B: Give me a clue! B: Its in the fridge!
64
Fathers Day
My dad loves football and cars.
Optional Unit
He likes wearing T-shirts and jeans.
His favourite TV show is Dancing with the Stars.
Aims: to talk about Fathers Day
His favourite song is Thriller.
Vocabulary: consolidation
He feels happy when I am happy.
Language focus
Language in use: We celebrate Fathers Day
on the third Sunday in June.
2 Lets make a Fathers Day card!
Extra materials: sheets of white paper, crayons Explain to the pupils that they are going to make a
(Ex. 2) Fathers Day card similar to the one that you showed
them at the beginning of the lesson. Give each pupil
a sheet of paper and give them enough time to write
This unit is optional. It is designed to be taught just before and colour their cards. Write a few Fathers Day wishes
Fathers Day. on the board that the pupils can copy in their cards.
Possible suggestions:
BEGINNING THE LESSON
Dear Dad,
Before going into class You are the greatest dad in the world!
Happy Fathers Day!
Prepare a Fathers Day card. Love,
..............
Show the pupils the Fathers Day card that you have
prepared. Ask pupils if they know what the card is for. Dear Dad,
Elicit pupils answers (Fathers Day). Write Fathers Day Thank you for all the wonderful things that you do for
on the board. me!
Happy Fathers Day!
PRESENTATION & PRACTICE Love,
(Activities to get the pupils talking about Fathers Day.) ...............
64(T)
Fathers Day
65(T)
3 Read and choose. Write the word in your notebook. Then
listen and check.
Fun to be 1) for/with
Always kind and 2) crying/caring
Takes me to school in his 3) cap/car
Hugs me when Im 4) sick/six
Enjoys 5) watching/seeing football and eating pizza
Reads stories to me at 6) morning/night!
4 Read and match in your notebook. Then fill in the other two
coupons.
a b c d
65
Fun Time Starter
1 Read and complete in your notebook.
Im going
Im going to the Im going to the .
greengrocers. to the .
Im going
to the .
Im going
to the .
2 Look, read and say yes or no. (See Fun Time Key)
1 There is a bed.
66
Starter
4 Read and complete in My grandma is a super gran! On
your notebook. Sundays she 1) rides an elephant in
the park. On Mondays she 2) tennis
with Superman. On Tuesdays she 3)
Mount Everest. On Wednesdays she
4) to the moon. On Thursdays she
5) fishing. On Fridays she 6) the
hippos at the zoo. On Saturdays she
7) at home and 8) her favourite
film. My gran is a lot of fun!
Now write the days (See Fun Time Key)
in your notebook.
2
3
1
4
5 6
7
Sunday
Mumble is a Tweety is a
penguin/monkey. bird/tiger.
Verne is a Roo is a
tortoise/ kangaroo/
lizard. parrot.
Tigger is a Kaa is a
tiger/lion. python/
parrot.
68
7
2 Read and write in your notebook.
Im fast! Im faster
1 than you!
Im tall!
2
Ive got a
3 long tail!
Im slow!
4
Im fat!
5
69
Fun Time 8
1 Listen and choose. Write A or B in your notebook.
Turn Turn
left right
1 A caf
B cinema
2 A school
B station
3 A bank
B museum
4 A museum
B restaurant
(See Fun Time Key)
2 Read and write the names in your notebook.
Mike: Mum, what was I like when I was a baby? Was I naughty?
Mum: No, Mike, you werent. You were a very quiet baby. But your brother was!
Mike: Steve or Peter?
Mum: Steve was very naughty. Peter was noisy.
Mike: Noisy? Wow! What about Martha? What was she like?
Mum: Martha was very shy. But you were all very cute!
Mike
70 (See Fun Time Key)
8
3 Look and write in your notebook. Use: was, were, wasnt or
werent.
Pupil A
Tickets: 30
1 knight
e c s
2 palace
3 king
4 queen
5 hunt l a t
1 3 5
2 4 6
2
1
3 4
search
Nicks Blog
Hello! My names Nick and Im from the UK. Let me tell you about
my weekends.
Saturday is a busy day. I 1) (get up) early. My mum 2)
(drive) me to school. I 3) (have) tennis practice for three
hours. In the afternoon, I am very tired. I 4) (play) computer
games or I 5) (listen) to music. Post a
On Sundays my grandma 6) (visit) us and we 7) (spend) comment
the day together. What about you?
(See Fun Time Key)
Now write a blog entry about your weekends.
73
(See Fun Time Key)
Fun Time 10
1 Look, read and write the words in your notebook.
1 3 5
2 4 6
a b
1 aotrc
2 iattsr
3 coorpsme
c
4 rneus
g 5 satrces
6 talheet
7 iterrw
d
e
f
74
(See Fun Time Key)
1
10
3 Look, read and correct in
your notebook.
2
76
11
3 Whats the season? Look, read and match in your notebook.
a summer
1 3
b spring
c winter
2 d autumn 4
4 What is the weather like today? Look, read and write yes or
no in your notebook.
Whats the weather usually like in your country? Tell the class.
In spring its usually .
(See Fun Time Key) 77
Fun Time 12
1 Tims holiday. Read and complete in your notebook.
going to 2) and 3) .
79
Evaluation
1 Look, read and say yes or no.
3 This is a guard.
(See Fun Time Key)
Ex. 5, p. 60 Ex. 2, p. 66
Fun Time 8
Ex. 1, p. 70
1 A 2 A 3 A 4 A
Tapescript
1 Go along New Road. Turn left into Apple Street. Its
next to the station. What is it?
2 Go along Apple Street. Turn right into New Road.
Its next to the cinema, opposite the station. What
is it?
3 Go along New Road. Turn left into Apple Street.
Its opposite the caf. What is it?
4 Go along Apple Street. Turn left into New Road.
Its opposite the library and between the bank
and the restaurant. What is it?
81(T)
Fun Time Key & Tapescripts
Ex. 2, p. 70 On Sundays, we usually visit my grandparents. My
grandmother makes us lunch and we spend the day
2 Martha 3 Peter 4 Steve
together. What about you?
Ex. 3, p. 71
2 was 4 wasnt Fun Time 10
3 were 5 werent
Ex. 1, p. 74
Ex. 4, p. 71
1 slip 3 break 5 lose
(Suggested answer) 2 land 4 fall 6 save
A: Where were you on Saturday?
Ex. 2, p. 74
B: I was at the football game. Where were you?
A: I was at a concert. What time was the football a actress 5
game? b writer 7
B: It was at 5 pm. What time was the concert? c nurse 4
A: It was at 8 pm. Where was the football game? d composer 3
B: It was at Highton Stadium. Where was the e artist 2
concert? f actor 1
A: It was at Green Stadium. How much were the g athlete 6
football tickets?
B: The football tickets were 3 each. How much Ex. 3, p. 75
were the concert tickets?
2 The children dont go to Andys concert in space.
A: The concert tickets were 30 each.
They go to XLs concert.
3 Alvin doesnt dress like a clown. He dresses like a
knight.
Fun Time 9 4 Willow doesnt break his nose. He breaks his branch.
Ex. 1, p. 72
Ex. 4, p. 75
1 e 3 c 5 a
2 is 5 says 8 answers
2 t 4 l 6 s
3 walks 6 presses
The secret word is castle! 4 stands 7 asks
Ex. 3, p. 73
1 a 2 d 3 b 4 c
Fun Time 11
Ex. 4, p. 77
Ex. 4, p. 73
(Suggested answer)
1 get up 4 play 7 spend
2 drives 5 listen In spring its usually windy and rainy in my city.
3 have 6 visits In winter its cold and snowy. etc
(Suggested answer)
Hello! My name is Steve and Im from Australia. Let me
Fun Time 12
tell you about my weekends.
Ex. 1, p. 78
Saturday is a busy day. I get up early. My mum drives
1 go on holiday 3 diving
me to school. I have football practice for two hours.
2 go sailing 4 go swimming
In the afternoon, I play computer games or meet my
friends in the park.
82(T)
Fun Time Key & Tapescripts
Ex. 2, p. 78
(Suggested answer)
Pupil A: Hello. Id like a room, please.
Pupil B: Yes, of course. What is your first name?
Pupil A: Mandy
Pupil B: What is your last name?
Pupil A: Jones
Pupil B: What is your telephone number, please?
Pupil A: 537-2891
Pupil B: And your email address?
Pupil A: Mjones@mail.com
Pupil B: What kind of room do you need?
Pupil A: A double room, please.
Ex. 3, p. 79
Clara Loft is going to go surfing in Australia in February.
Clara Loft is going to camp in the jungle in March.
Clara Loft is going to fly to Hong Kong in April.
Clara Loft is going to sail across the Atlantic Ocean in
May.
Clara Loft is going to visit the King and Queen of Spain
in June.
Clara Loft is going to buy new clothes in Milan in July.
Clara Loft is going to go to Corfu on holiday in August.
Clara Loft is going to go hunting in Africa in September.
Clara Loft is going to have a big birthday party in
October.
Clara Loft is going to make a film with Tim Cross in
November.
Clara Loft is going to spend the holidays with her family
in December.
Evaluation
Ex. 1, p. 80
1 yes 3 no 5 no
2 no 4 no
83(T)
Instruments for Evaluation
Evaluation is an essential part of the learning Cumulative Evaluation
process. It helps the learners realise their progress in
In order to obtain reliable information, the cumulative
the target language, how much they have achieved
evaluation takes into account the work the pupils have
and what areas need further practice. The learners
done throughout the module as well as their
attitude towards their own learning experience is
participation and attitude. The course is accompanied
positively influenced as they participate in the whole
by two forms of cumulative evaluation:
process. Evaluation also allows teachers to reflect on
the validity of their teaching practices and the types Pupils Self-Assessment Forms
of material being used. The pupils give their personal opinion about
their own results upon completion of each
The process is basically divided into three parts: initial
Modular Revision and Assessment section. They
evaluation at the beginning of the course, formative
file these forms in their Language Portfolios.
evaluation, which is done on a daily basis, and
cumulative evaluation upon finishing a Module. Progress Report Cards
The teacher completes them, one per pupil,
Initial Evaluation after each test and they are given to the pupils
to file in their Language Portfolios.
This evaluation centres mainly on the pupils reports
from the previous school year. The teacher can
assess the pupils level, work already covered, work
needed to be covered, strengths, weaknesses, etc.
Formative Evaluation
Any exercise a pupil does can be used for this type
of evaluation. The results are then recorded on the
pupils Formative Evaluation Chart.
Make as many photocopies as you need and
complete the charts as indicated. Write the names
of the activities you are going to evaluate (e.g. the
dialogues, songs, craft activities, and so on) and
write the marks obtained with the help of the
following code (using colours if you wish):
c (competence green): the pupil has a full
understanding of the task and responds appropriately
w (working on yellow): the pupil has an
understanding of the task but the response is not
fully accurate
n (non-competence red): the pupil does not
understand the task and is unable to respond
appropriately
84(T)
Formative Evaluation Chart
very well OK not very well very well OK not very well very well OK not very well
The green panda isnt
taller than the pink
panda.
Jill is the cleverest student
of all.
The whale lives in the
ocean.
Were you at the caf
yesterday? No, I wasnt.
I feel scared when I see a
spider. How about you?
I feel scared, too.
This is a photo of me
when I was young. I was
really quiet.
Draw how you feel!
very well OK not very well very well OK not very well very well OK not very well
What did you do
yesterday? I played a
computer game.
Did the knights live in big
castles? Yes, they did.
Last Saturday, Lizzie went
to the park.
Draw how you feel!
very well OK not very well very well OK not very well very well OK not very well
Whats your favourite
colour? Brown.
In the future well have
robots.
I am going to visit the
museum.
Draw how you feel!
89(T)
Activity Book (Key & Instructions)
Unit 7c Animal homes 3 Rhyme time! Read and circle.
Read the instructions and explain the task. Read
1 Listen and fill in. through the example then allow the pupils a short
Ask the pupils to read the sentences. Tell them amount of time to complete the exercise. Check
they have to listen carefully and fill in the correct their answers.
information according to what they hear. Play the
Answers: No Yes
recording, twice if necessary. The pupils listen and
complete the task. Check their answers.
4 Read and write yes or no.
1 bears 3 parrots
Read the instructions and explain the task. Refer
2 cheetahs 4 45
the pupils to the text about gorillas and sentences
1-6. Allow them time to read the text and write yes
TAPESCRIPT
or no next to the sentences. Check their answers.
Woman: Hello, Welcome to Wild Animal Park!
2 yes 4 yes 6 yes
Man: Oh, hello!
3 no 5 no
Woman: Is it your first time here?
Man: Yes, it is! Could you tell me whats in
Area 1, please?
Unit 8a A little green man
Woman: Of course. In Area 1 you can see the
bears. Its almost feeding time and if
1 At the party yesterday! Look, read
you go now, you can watch the bears
and tick ().
having lunch.
Man: Oh, wonderful. What about Area 2? Read the instructions and explain the task. Refer
Whats there? the pupils to the picture and sentences 1-6. Read
Woman: Well in Area 2 you can watch the out the example, and allow the pupils time to
tigers and the cheetahs! look at the picture and tick the correct adjective
Man: The tigers and the cheetahs? Wow! in the sentences.
That sounds good. 2 late 4 thirsty 6 sad
Woman: And dont forget Area 3! You can look 3 scared 5 hungry
at the different kinds of parrots from all
over the world. 2 Read and match.
Man: Excellent.
Woman: The ticket only costs 45 pounds. Revise the past simple of the verb to be. Read
Man: Forty-five pounds, OK. Here you are. the instructions and explain the task. Refer the
Woman: Thank you pupils to sentences 1-4 and a-d and read out
the example. Allow them time to match the
2 Look and correct. sentences. Check their answers.
90(T)
Activity Book (Key & Instructions)
Unit 8b Who was it? Harry: Yes, I was there with my friend
Robert.
1 Circle the odd one out. Then write. Police officer: But the theatre wasnt open this
morning.
Read the instructions and explain the task. Harry: Oh, wasnt it?
Refer the pupils to the sets of pictures and elicit Police officer: No, Harry, the theatre wasnt
what places they depict. Allow them time to open this morning. You were at
circle the odd one out. Then refer the pupils to the bank, right? Come with me
the sentences underneath and allow them Harry.
time to write where the people were. Check Harry: Oh, all right!
their answers.
The pupils circle: 3 Look and answer the questions.
2 funfair 3 caf 4 station Read the instructions and explain the task.
2 She was at the funfair. Refer the pupils to the pictures and elicit the
3 They were at the caf. places. Read out the example and allow the
4 He was at the station. pupils time to answer the rest of the questions.
Check their answers.
2 Be a detective. Find the bank 2 No, they werent.
robber. Listen and tick (). 3 No, he wasnt.
Read the instructions and explain the task. Tell 4 Yes, they were.
them they have to listen carefully and find the
bank robber. Play the recording, twice if necessary, 4 Ask your friend and complete. Then
and allow the pupils time to complete the exercise. write.
Check their answers. Read the instructions and explain the task. The
Answer: Harry pupils, in pairs, ask and answer questions and
complete the missing information about their
As an extension, you can assign the roles of partner. Allow them time to complete the task.
detective, Bob, Rick and Harry to pupils. The pupils Check their answers.
act out the dialogue. If you decide to do so, play
the recording again to help the pupils note down (Suggested answers)
any information they need. A: Where were you at nine oclock last night?
B: I was at the cinema.
TAPESCRIPT A: Where were you at five oclock on Saturday
Police officer: One of you three was at the afternoon?
bank this morning. Now tell me B: I was at the supermarket.
the truth. Bob, where were you? A: Where were you this time last Sunday?
Bob: Well, I wasnt at the bank. I was B: I was at the park.
at the museum with my sister. At nine oclock last night, my friend was at the
Im not a robber. It wasnt me! cinema.
Police officer: And what about you, Rick? At five oclock on Saturday afternoon, my
Rick: It wasnt me. I was in the park friend was at the supermarket.
with my dog! I wasnt at the This time last Sunday, my friend was at the
bank, honestly! park.
91(T)
Activity Book (Key & Instructions)
Unit 8c Just the other day Modular Revision and Assessment 4
Do a quick revision of what the pupils have learnt in
1 Look, read and find the stickers! this module. Praise their efforts at this stage of the
Read the instructions and explain the task. Ask lesson and encourage everyone to participate. Ask
the pupils to read the sentences about the the pupils which parts of the module they enjoyed
Dawson and the Warren brothers 10 years ago. the most and why.
Tell them to find the corresponding stickers and
Do all the exercises on pages 62 and 63 orally in
show them to you for verification before sticking
class. Then, allow the pupils to work on their own
them on the page.
and complete the exercises in writing. Alternatively,
you can assign the exercises as written homework.
2 Read. Then talk with your friend.
Check the pupils answers and have them add up
Read the instructions and explain the task. Ask a
their total marks. Give them the Pupils Self-Assessment
pair of pupils to read out the exchange. Refer the
Form for Module 4 and help them to complete it. Now,
pupils to the pictures and ask them, in pairs, to
the pupils are ready to take Module Test 4 in the
act out similar exchanges with their partner. Go
Teachers Resource Pack.
around the class monitoring and providing
assistance where necessary. Ask some pairs to
1 Look, read and put a tick () or a
report back to the class.
cross ().
(Suggested answers)
1 2 3 4 5
A: How was the museum yesterday?
B: It was great, thanks. 2 Look, read and complete.
A: What was the best thing about it?
1 worried 3 scared
B: Oh definitely the paintings!
2 tired 4 bored
A: How was the circus yesterday?
B: It was great, thanks. 3 Read and choose.
A: What was the best thing about it?
1 B 3 B 5 C 7 B
B: Oh definitely the clowns!
2 C 4 A 6 B 8 B
A: How was the theatre yesterday?
B: It was great, thanks. 4 Tim and Pat are talking about their
A: What was the best thing about it? holiday last year. Read and write:
B: Oh definitely the costumes! was, were, wasnt or werent.
1 werent 3 wasnt 5 wasnt
3 Rhyme time! Read and circle. 2 were 4 was 6 was
Read the instructions and explain the task.
Read through the example then allow the 5 Listen and draw lines.
pupils a short amount of time to complete the
Jane: at the bakers Charlie: at the caf
exercise. Check their answers.
Victor: at the library Betty: at the museum
Answers: No Yes
TAPESCRIPT
4 Look, read and complete. Man: Look at the picture. Now listen to the
Read the instructions and explain the task. Refer example. Listen and look.
the pupils to texts A and B and allow them time
Woman: Where was Tim yesterday morning?
to read them. Ask them to fill in the gaps with
Boy: Tim? Oh he was at the hospital.
the correct words. Check their answers.
Man: This is an example. Can you see the
2 food 4 ghosts 6 cinema
line? Now listen and draw lines.
3 restaurant 5 scared
92(T)
Activity Book (Key & Instructions)
Woman: What about Jane? Where was Jane? task. Allow some time for the pupils to complete
Boy: Jane was at the bakers. the task. Check their answers.
Woman: Was Charlie at the library? 2 played 4 stayed 6 watched
Boy: No, Victor was at the library. 3 baked 5 worked
Woman: Where was Charlie then?
Boy: Charlie was at the caf.
4 What about you? Complete.
Ask individual pupils to tell you what they did last
Woman: And where was Betty?
week.
Boy: Betty was at the museum.
e.g. Teacher: What did you do last week?
6 Complete. Pupil: I watched TV. etc
1 I was so sad today. The pupils then read through the sentences and
2 It was Tinas last day at school. write their answers in the spaces provided.
(Suggested answers)
7 Read and write.
1 I visited the zoo.
1 snail 2 snake 3 fly 4 fruit
2 I played basketball.
Answer: parrot 3 I watched a film on TV.
2 Write the verbs in the right place. 2 didnt visit 4 didnt play
3 didnt study 5 didnt rain
Read the verbs and elicit their meanings. Revise
the spelling rules for the past simple. Allow the 3 Read and complete.
pupils some time to write the verbs in the correct
column. Check the pupils answers. Read the example and explain the task. Allow
the pupils some time to read the text and
walked danced dropped tidied complete the task. Check the pupils answers.
looked loved mopped carried
helped closed hopped 2 helped 7 climbed
3 carried 8 laughed
3 What did they do last week? Look 4 watched 9 looked
and write. 5 learned 10 stayed
6 started
Look at the pictures and elicit what the characters
did last week. Read the example and explain the
93(T)
Activity Book (Key & Instructions)
4 Now read again and answer the 3 Rhyme time! Read and circle.
questions. Read the instructions and explain the task. Read
Read the example and explain the task. Ask the through the example and allow the pupils a short
pupils to read the text again and allow them amount of time to complete the exercise. Check
some time to answer the questions. Check their their answers.
answers.
Answers: Yes No
2 Yes, they did. 4 Yes, they did.
3 No, he didnt. 5 Yes, they did. 4 Read and find the stickers!
Read the instructions and explain the task. Ask the
Now tell the story to the class. pupils to read the text and find the corresponding
Ask individual pupils to tell the story to the class. stickers. Have them show you the stickers for
verification before sticking them on the page. Go
around the classroom, providing any necessary
Unit 9c A knight for a day! help.
94(T)
Activity Book (Key & Instructions)
complete the task by drawing lines to make 2 Read and write.
sentences. Check their answers.
Read through the sentences and pause for the
2 a 3 e 4 c 5 b pupils to fill in the gaps orally. Then allow them
some time to write the past simple form of the
3 What did Laura do last Saturday? verb in brackets. Check their answers.
Put the pictures in the right order.
Then write. 2 had 5 Did you make
3 Did he do 6 didnt lose
Look at the pictures and elicit what Laura did last 4 didnt hear
Saturday. Point to the clocks and revise the time.
Read the example and explain the task. Allow 3 Listen and write a letter in the
some time for the pupils to put the pictures in the boxes.
correct order. Check their answers.
Go through the pictures and elicit the vocabulary
Answers: 1, 5, 6, 4, 2, 3 for each picture. Explain the task. The pupils listen
Then the pupils write sentences, as in the example. and match the names to the places by writing
the correct letter in the boxes. Play the recording,
2 She ate breakfast at half past nine. twice if necessary. The pupils listen and complete
3 She wrote an email at eleven oclock. the task. Check the pupils answers.
4 She went to the funfair at one oclock.
5 She won a teddy bear at half past one. 1 A 2 F 3 C 4 E
6 She went home at six oclock.
TAPESCRIPT
4 What did you do last Saturday? Narrator: Listen and look. There is one example.
Draw. Present it to the class. What did they do last week?
Direct the pupils attention to the clocks and Man: John went to the cinema last Sunday.
the empty boxes. Tell them to draw pictures He saw a film about whales. It was
depicting what they did last Saturday in the great!
spaces provided and complete the clocks by
indicating the times. Allow the pupils some Narrator: Can you see the letter B? Now you
time to finish the activity. Then have individual listen and write a letter in each box.
pupils present their drawings to the class. Man: Donna had a good time, too! She went
(Suggested answers) to a concert.
I got up at nine oclock last Saturday. Man: Frank and Carol went to the funfair.
I went to the park at eleven oclock. They had a great day out!
I went to the cinema at six oclock. Man: William went roller skating in the park
I went to bed at ten oclock. last Sunday. He had a wonderful time!
Man: Patrick went to the zoo last Sunday.
He saw a lot of different animals from
Unit 10b I love this tree!
Africa! It was fantastic!
1 Look and complete.
4 Find the stickers! Then talk with your
Point to each picture in turn and elicit the correct friend.
word. Explain the task. Allow the pupils some
Read the instructions and explain the task. Ask
time to complete the missing letters. Check their
the pupils to look at the characters and the
answers.
corresponding thought bubbles. Tell them to find
break lost save the corresponding stickers, one at a time, and
show them to you for verification before sticking
them on the page. Upon completion of the task,
95(T)
Activity Book (Key & Instructions)
refer the pupils to the sample exchange at the 4 Read and match.
bottom and ask a pair to read it out loud. The
pupils, in pairs, ask and answer questions about Read the texts and explain/elicit any unknown
the characters, as in the example. words. Read the example and explain the task.
The pupils read the texts and match them to the
(Suggested answers) pictures. Allow them some time to complete the
Pupil 1: He wrote an email. task and check their answers.
Pupil 2: Alan. 2 c 3 b 4 d
Pupil 1: No. He wrote an email and he went
shopping. Now read again and write M for
Pupil 2: Frank! monkey or Z for zebra.
Pupil 1: He made a cake. Read the questions and the example, and
Pupil 2: Sam. explain the task. Allow the pupils some time to
Pupil 1: No. He made a cake and got up at 7:30. read the text again silently and answer the
Pupil 2: Alan! questions. Check their answers.
Pupil 1: He went to the cinema. 2 M 3 Z 4 Z
Pupil 2: John.
Pupil 1: No. He went to the cinema and ate a
sandwich. Modular Revision and Assessment 5
Pupil 2: Tony! etc
Do a quick revision of what the pupils have learnt in
this module. Praise their efforts at this stage of the
Unit 10c A better place lesson and encourage everyone to participate. Ask
the pupils which parts of the module they enjoyed
1 Look and write. the most and why.
Read the instructions and explain the task. Refer Do all the exercises on pages 76 and 77 orally in
the pupils to the pictures and allow them time to class. Then, allow the pupils to work on their own
complete the exercise. Check their answers. and complete the exercises in writing. Alternatively,
you can assign the exercises as written homework.
2 writer 4 composer
3 artist 5 athlete Check the pupils answers and have them add up
their total marks. Give them the Pupils Self-Assessment
2 Look and say. Form for Module 5 and help them to complete it. Now,
the pupils are ready to take Module Test 5 in the
Point to the clocks and ask the pupils to tell you Teachers Resource Pack.
the times. Read the example and have individual
pupils repeat the activity with the remaining items. 1 Look, read and match.
2 Emily went to school before Katie went to 1 c 2 f 3 d 4 b 5 e
school.
3 Troy came home before Eric came home. 2 Read and underline.
4 Amy did her homework before Nia did her
homework. 1 watched 3 visit 5 listen
2 sailed 4 want
3 Rhyme time! Read and circle.
3 What happened yesterday? Look
Read the instructions and explain the task. Read and complete.
through the example then allow the pupils a short
amount of time to complete the exercise. Check 1 had 2 fell 3 won 4 lost
their answers.
Answers: No Yes
96(T)
Activity Book (Key & Instructions)
4 Read and fill in. A: Wowwhat a busy week!
Helen: Yes, I know!
1 didnt like
2 did you do 6 Look, read and answer.
3 I went
1 A funny film.
5 What did Helen do last week? 2 9 oclock.
Listen and write the correct day. 3 Pizza.
4 They listened to CDs.
Wednesday (went sailing)
Friday (planted flowers)
Monday (helped with the chores) MODULE 6
Saturday (played tennis)
Tuesday (went to the museum) Unit 11a The fairy garden
Sunday (listened to CDs)
1 Complete.
TAPESCRIPT
Revise months. Read the instructions and explain
Narrator: What did Helen do last week? Listen the task. Ask the pupils to complete the words.
and write the day. Listen and look. Check their answers.
There is one example.
2 February 8 August
A: What did you do on Saturday, Helen? 3 March 9 September
Helen: On Saturday? OhI played tennis with 4 April 10 October
my friend Sarah. We always play tennis 5 May 11 November
on Saturday. 6 June 12 December
7 July
Narrator: Can you see the word Saturday? On
Saturday Helen played tennis. Now
you listen and write the days.
2 Read and find the stickers!
Revise ordinal numbers. Read the instructions
A: What about Tuesday? What did you
and explain the task. Ask the pupils to read the
do on Tuesday?
information in the box and look at the pictures.
Helen: I visited a museum with my class. It
The pupils find the corresponding stickers, one
was very interesting!
at a time, and show them to you for verification
A: And Friday? What did you do then?
before sticking them on the page.
Helen: On Fridayermmmoh, yes! On Friday
I helped my grandma. We planted
some flowers!
3 Read and complete.
A: You planted some flowers? Thats nice. Read the instructions and explain the task. Give
the pupils time to fill in the gaps with the correct
A: So what about Wednesday?
words. Check their answers.
Helen: Well on Wednesday I went sailing with
my dad. 3 fifth 5 ten 7 thirteen
A: Sailing? Wow! 4 five 6 tenth 8 thirteenth
A: What did you do on Monday?
Helen: Let me see on Monday I helped my
4 Read and match.
mum with the chores! Revise question words. Read the instructions and
A: Good for you. We should always help explain the task. Refer the pupils to the questions
in the house. (1-6) and the answers (a-f), and read out the
example. Ask them to match the sentences and
A: And on Sunday?
check their answers.
Helen: I was at Anns house. We listened to
her new CDs! 2 e 3 f 4 a 5 c 6 b
97(T)
Activity Book (Key & Instructions)
5 Paul is interviewing Tom Tones, a the pupils to the pictures and the speech bubbles
famous singer. Read and complete and read out the example. Allow them time to
the interview. complete the task. Check their answers.
Read the instructions and explain the task. Refer 2 Will it rain 4 ll/will use
the pupils to the interview and the information 3 wont rain
card, and read out the example. Ask them to
write an appropriate question for each answer.
Check their answers. Then individual pupils act Unit 11c The wishing well
out the interview.
1 Draw lines to match.
As an extension, you can ask the pupils to act out
similar dialogues about themselves in pairs. Ask the pupils to look at the picture and the words.
Read the instructions and explain the task. Allow
2 How old are you the pupils time to draw lines to match the words to
3 When is your birthday the pictures. Check their answers.
4 Where do you live
5 What is your favourite colour 2 Listen and write a name or a
6 What do you like doing number.
Read the instructions and explain the task. Ask
Unit 11b Helping Erlina the pupils to look at the pictures and read the
questions. Tell them they have to listen carefully
1 Look, read and write A or B. and write the correct name or number next to
each question. Play the recording, twice if
Read the instructions and explain the task. Refer necessary. The pupils listen and complete the
the pupils to pictures A and B and to sentences task. Check their answers.
1-6 and read out the example. Allow them time
to write A or B next to the sentences, according 1 Betty 3 Peter 5 Spot
to what they see in the pictures. Check their 2 10 (ten) 4 4 (four)
answers.
TAPESCRIPT
2 A 3 A 4 B 5 A 6 B
A: Hello. Are you the boy in the picture?
2 Write will or wont. B: Yes. My names Carl.
A: Carl. How do you spell that?
Read the instructions and explain the task. Ask B: C-A-R-L.
the pupils to complete the sentences with will A: And how old are you, Carl?
or wont and check their answers. B: Im eight years old.
2 wont 4 will 6 will A: Eight?
3 will 5 wont B: Yes.
Narrator: Can you see the answers? Now you
3 Read and match. listen and write a name or a number.
Read the instructions and explain the task. Refer Narrator: One.
the pupils to pictures 1-4 and speech bubbles a- A: Whos that girl in the picture? Is she your
d and read out the example. Allow them time to sister?
match the pictures to the speech bubbles and B: Yes. Shes my sister, Betty.
check their answers. A: How do you spell your sisters name?
2 a 3 b 4 d B: B-E-T-T-Y.
Narrator: Two.
4 Look, read and complete. A: And how old is Betty?
Read the instructions and explain the task. Refer B: Shes ten.
98(T)
Activity Book (Key & Instructions)
A: Im sorry. How old? (Suggested answer)
B: Shes ten years old.
When I grow up, Ill be a writer. Ill write many
Narrator: Three. books and many people will read them. Ill live
A: Have you got any brothers Carl? in a house with a big garden and Ill have three
B: Yes, I have. dogs and a cat.
A: Whats your brothers name?
B: His name is Peter.
A: How do you spell that? Unit 12a Were going to fly
B: P-E-T-E-R.
A: Thank you. 1 Find the stickers!
Narrator: Four. Read the instructions and explain the task. Ask the
A: Have you got any pets in your house? pupils to look at the picture and read the words.
B: Yes. Weve got four dogs. Tell them to find the corresponding stickers, one at
A: How many dogs? a time, and show them to you for verification
B: Four. Weve got four cute dogs. before sticking them on the page.
Narrator: Five.
A: Which is your favourite dog?
2 Read and match.
B: Thats easy. My favourite is Spot. Hes Read the instructions and explain the task.
lovely. Read out the example. Allow the pupils time to
A: How do you spell Spot? match the parts in order to form full sentences.
B: S-P-O-T. Check their answers.
2 c 3 e 4 a 5 b
3 Rhyme time! Read and circle.
Read the instructions and explain the task. Read 3 What is Mandy going to do next
through the example then allow the pupils a short week? Look, read and complete.
amount of time to complete the exercise. Check
Read the instructions and the example, and
their answers.
explain the task. Allow the pupils time to complete
Answers: Yes No the task. Check their answers.
2 Shes going to phone
4 Read and match the pictures to the 3 Shes going to go
people. 4 Shes going to pack
Read the instructions and explain the task. Refer 5 Shes going to take
the pupils to texts 1-3 and to pictures a-c. Allow
them time to read the texts and match the 4 What are you going to do next
people to the pictures. Check their answers. week? Draw and write.
Then individual pupils read out from the texts.
Read the instructions and explain the task.
1 c 2 a 3 b Refer the pupils to the agenda and ask them
to draw and write about their schedule for next
What about you? Write and draw. week, using Ex. 3 as a model. Ask individual
Present it to the class. pupils to report back to the class.
Read the instructions and explain the task. Ask (Suggested answers)
the pupils to write a short paragraph about what
Im going to go to a football game next Monday.
they will be when they grow up and draw a
Im going to buy a new computer game next
picture. Once the task is completed, individual
Tuesday.
pupils present their project to the class.
Im going to study for a Maths test next
Wednesday.
99(T)
Activity Book (Key & Instructions)
Im going to play basketball next Thursday. 2 Are you going to visit the British Museum?
Im going to go to the cinema next Friday. 3 Are you going to take an umbrella?
Im going to visit my grandparents next Saturday. 4 Are you going to see a play?
Im going to go to the park next Sunday. 5 Are you going to eat fish and chips?
6 Are you going to go swimming?
100(T)
Activity Book (Key & Instructions)
Now tell the class. 1 Look, read and write.
Read the instructions and explain the task. Ask 1 e 3 a 5 d
individual pupils to tell the rest of the class about 2 f 4 c
what they decided to do, based on the previous
task. 2 Read and complete.
(Suggested answer) 1 Where 3 When
2 Whose 4 Who
Im going to go with my family. Were going to stay
in a castle. Im going to go sailing and surfing.
3 Read and choose.
3 Rhyme time! Read and circle. 1 A 3 B 5 B
2 B 4 A 6 A
Read the instructions and explain the task. Read
through the example then allow the pupils a short
amount of time to complete the exercise. Check
4 Ask and answer. Then write.
their answers. 1 first of May
2 (seventeenth of April)
Answers: Yes No
3 thirty-first of October
4 Read, choose and complete.
5 Listen and tick () the right box.
Read the instructions and explain the task. Refer
1 C 2 B 3 A 4 B
the pupils to the text and the words around it.
Allow them time to read the text and fill in the gaps
TAPESCRIPT
with the appropriate words. Check their answers.
Narrator: Listen and tick the box. There is one
2 car 4 lake 6 fire
example. Look at the pictures. Listen to
3 tent 5 fishing
the example.
Now choose the best title. Narrator: What is Michael going to have for
lunch?
Refer the pupils to the titles and ask them to
choose the best one for the text in Ex. 4. A: Do you want a sandwich, Michael?
B: No, thanks. What about some pasta?
Answer: My plans for next summer!
A: There isnt any.
B: Can I have a fruit salad, then?
A: OK.
Modular Revision and Assessment 6
Narrator: Can you see the tick? Michael is
Do a quick revision of what the pupils have learnt in
going to have a fruit salad for lunch.
this module. Praise their efforts at this stage of the
Now you listen and tick the box.
lesson and encourage everyone to participate. Ask
the pupils which parts of the module they enjoyed Narrator: What will the weather be like tomorrow?
the most and why.
A: What will the weather be like
Do all the exercises on pages 90 and 91 orally in tomorrow? Will it snow?
class. Then, allow the pupils to work on their own B: No, it wont.
and complete the exercises in writing. Alternatively, A: Will it rain?
you can assign the exercises as written homework. B: No, but itll be very cold.
Check the pupils answers and have them add up Narrator: What is Jill going to do after school?
their total marks. Give them the Pupils Self-Assessment
A: Can I go to the park?
Form for Module 6 and help them to complete it. Now,
B: All right. Do you want to take your bike?
the pupils are ready to take Module Test 6 in the
Teachers Resource Pack.
101(T)
Activity Book (Key & Instructions)
A: No. And I cant take my skateboard World sections in the book. If you wish, you can
either. Im going to play basketball ask the pupils to have their Pupils Books open and
with my friends. go through the corresponding sections while
B: Have fun! completing the task.
Narrator: Where is David going to go this 1 False 5 True 9 True
summer? 2 True 6 False 10 False
3 True 7 True
A: David, are you going to go to Italy
4 False 8 False
this summer?
B: No, I went to Italy and Spain last
summer.
A: Where are you going to go then?
THE YOU-FILE!
B: Im going to go to Mexico this summer.
Read and answer.
Narrator: What is Paul going to take with him?
The pupils answer the questions about themselves.
A: Are you going to take your swimming
(Suggested answers)
trunks with you, Paul?
B: No, Mum. Im not going to go 1 (Im from) the UK.
swimming. 2 (My birthday is on) 24th March.
A: How about this map? Im sure youll 3 (The name of my street is) Hill Street.
need it. 4 (Im) 160 cm (tall).
B: No, but I do need my sunglasses. 5 (My eyes are) green.
Thanks, Mum. 6 (I usually wear) jeans and T-shirts.
7 (I have) one brother and one sister.
6 Write a letter to your friend Sue 8 Yes, I have. (My dogs name is) Archie and
and answer her questions. Write (my cats name is) Fluffy.
20-25 words. 9 (The name of my school is) St. Andrews
Primary School.
(Suggested answer)
10 (I want to be) a teacher.
Dear Sue, 11 (My favourite subject is) Science.
Im very happy, too! Im going to go on holiday 12 Kate (is my best friend.)
next month. Im going to go to Italy and Im going 13 Umbrella (is my favourite song.)
to spend all day sailing and surfing. 14 Pizza (is my favourite food.)
See you, 15 (My hair is) brown.
Luke 16 (My favourite programme is) Dancing with the
Stars.
17 (I usually go to bed at) 10 oclock.
Fairy fun! 18 (I like) listening to music (in my free time.)
19 (Im really good at) Maths.
ON THE BEACH! 20 (I went to) Spain (on holiday last summer.)
Colour!
The pupils colour the picture. MEGA SEARCH!
Circle the words. Whats the secret
OUR WORLD! message?
The pupils find and circle the words in the grid. The
Read and tick (). remaining words make up the secret message.
The pupils read the sentences and tick the correct Answer: Bye! Have a wonderful summer!
box, according to what they have learnt in the Our
102(T)
Activity Book (Key & Instructions)
Board Game 4 Board Game 6
1 river 1 sky
2 hardest 2 What
3 Pupil sings the song. 3 Pupils own answer.
4 Pupil goes back to Start. 4 Pupil sings the song.
5 desert 5 Pupil goes back to Start.
6 were 6 Pupil sings the song.
7 Pupil goes back to Start. 7 blanket
8 than 8 Why
9 hungry 9 Pupil goes back to Start.
10 No 10 CD player
11 suggested answers: cheetah, tiger, lizard, 11 Who
bear 12 Pupil goes back to Start.
12 Pupil goes back to Start. 13 am
13 lizard 14 tent
14 Pupil sings the song. 15 wont
15 suggested answers: worried, tired, angry, 16 January, February, March, April, May, June,
bored July, August, September, October, November,
16 Pupil goes back to Start. December
17 was 17 Pupil goes back to Start.
18 cheetah 18 rucksack
19 suggested answers: suitcase, sun cream,
sunglasses, swimsuit
Board Game 5
1 fall
2 suggested answers: nurse, composer, actor,
artist
3 went
4 Pupil goes back to Start.
5 castle
6 Pupil sings the song.
7 Pupil goes back to Start.
8 played
9 motorbike
10 talk
11 Pupil goes back to Start.
12 suggested answers: king, queen, butler,
suit of armour
13 chess
14 ate
15 Pupils own answer.
16 break
17 Pupil goes back to Start.
18 Pupil sings the song.
19 got
103(T)
Activity Book (Key & Instructions)
Plays
Suggestions on how to teach the plays
Each play can be covered in approximately two to In the third lesson, split the class into two groups. Make
three lessons including the performance. sure that each group has at least one complete cast
of characters needed to perform the play. Ask them to
In the first lesson, present or revise the language
rehearse their lines within their groups. The pupils who
and songs to be used, and the setting of the scene,
are not taking character roles in this final rehearsal
as suggested in the Before The Play section.
can be the audience. Select a group to perform the
In the second lesson, play the recording of the play. You can perform the play as many times as the
whole play while the pupils follow the lines in their pupils like. Good luck!
books. Ask the pupils questions to see if they
understood the plot of the story. Play the recording
again, pausing at the end of each line to allow the
pupils to repeat. This will help the pupils to practise
intonation and pronunciation. Allocate roles and
ask the pupils to read the play aloud in class.
Repeat this step until every pupil has had an
opportunity to read. At the end of the lesson, assign
each pupil a role to learn for homework. Give the
same role to more than one pupil. All pupils must
have roles.
104(T)
Play 4 The Animal Elections!
Outline: Useful phrases:
How are you? Vote for me!
The animals gather together to decide on a new Im fine. I promise to do my best!
president. Each animal tries to persuade the others Tell me about it! Your turn.
to vote for them.
Vocabulary:
Characters:
fast ocean
Willow Mr Ant tall bored
Mr Giraffe Mr Tortoise vote angry
Miss Elephant Audience president sad
Mr Cheetah big alone
small desert
Structures/Functions: grassland rainforest
Making comparisons:
Im faster than he is.
Hes the hardest worker.
BEFORE THE PLAY 3 Play Vote! with the class: ask the pupils to sit in a
circle. Ask a volunteer to come to the centre and
(Activities to familiarise the pupils with the blindfold him/her. Spin them around, then ask
language of the play.) them to point to someone in the circle. Whoever
they point to must stand up and persuade the
Before going into class others to vote for them! Then, they take their
Prepare slips of paper with the name of an place in the centre and continue the game.
animal on each. e.g. (volunteer points to pupil 1)
Pupil 1: Im the (fastest) in the class!
1 Place the slips of paper in a container. Divide Vote for me! etc.
the class into two teams. As a class, decide on
an adjective e.g. fast. Ask a pupil from team A (Activities to familiarise the pupils with the lyrics
to come to the front and take a slip of paper. of the song.)
Then a pupil from team B does the same. 4 Ask the pupils to listen and repeat the words
e.g. Team A, Pupil 1: (pupil selects cheetah) after you. Play the song, encouraging the pupils
Team B, Pupil 1: (pupil selects ant) to join in with the actions.
Teacher: Whos (the fastest), the Just the other day (look bored)
cheetah or the ant? I was really bored,
Team A, Pupil 2: The cheetah! I was all alone,
Teacher: Yes! A point to Team A! I was on my own!
etc. And when Im bored,
2 Show the backdrop. Have a class discussion This is what I do
about the animals. You can do it, too
Haagh, Aagh, Uugh! (stretch and yawn)
e.g. Teacher: (pointing to the backdrop) Feels good!
Where are the animals?
Pupil 1: In the forest! angry Argh, Ohh, Ugh! (wave fists, stamp feet)
Teacher: Whos this? (pointing to Mr Giraffe) sad Ooh-hoo, Ooh-hoo, Ooh-hoo! (rub eyes,
Pupil 2: Mr Giraffe! etc. head down)
105(T)
Play 4 The Animal Elections!
5 The cheetah in the grassland (mime running The camel in the desert (mime walking like a
like a cheetah) camel)
Faster than a man! Stronger than a man!
The cheetah in the grassland The camel in the desert
The fastest in the land! The strongest in the land!
The python in the rainforest (mime writhing The whale in the ocean (mime surfacing and
like a python) blowing water through blowhole)
Longer than a man! Larger than a man!
The python in the rainforest The whale in the ocean
The longest in the land! The largest in the land.
(Willow is centre stage. The animals Willow: Its time to choose a new
start arriving. He welcomes them.) president, now!
Mr Giraffe: (the giraffe takes centre stage he
Willow: (welcoming the animals)
addresses the audience)
Welcome, friends. How are you?
Hello!
Mr Giraffe: Im fine today, but the other day I was
Audience: Hello, Mr Giraffe!
really bored!
Mr Giraffe: Im taller than anyone else. Vote for
Mr Cheetah: Im fine today, but the other day I was
me!
really angry!
Willow: Thank you, Mr Giraffe. Your turn,
Miss Elephant: Im fine today, but the other day I was
Miss Elephant.
really sad!
Miss Elephant: (the elephant takes centre stage
Willow: Really? Tell me about it!
she addresses the audience)
Miss Elephant: (addresses the audience) Do you
Hello!
want to sing, too?
Audience: Hello, Miss Elephant!
Audience: YES!
Miss Elephant: Im bigger than anyone else. Vote
Mr Cheetah: Come on, everybody!
for me!
Just the other day Mr Cheetah: (the cheetah moves forward) But
I was really bored, Im faster than you!
I was all alone, Mr Tortoise: (moving forward) And I live longer
I was on my own! than you!
And when Im bored, Willow: Quiet, everyone. Its time to vote!
This is what I do (the animals pass in front of the
You can do it, too ballot box, as though placing their
Haagh, Aagh, Uugh! vote, then exit)
Feels good!
(angry Argh, Ohh, Ugh!
sad Ooh-hoo, Ooh-hoo, Ooh-hoo!)
106(T)
Play 4 The Animal Elections!
Scene 2
107(T)
Play 5 Crow Castle!
Outline: He painted pictures.
They made the world a better place.
The characters visit Crow Castle, where they meet
Carl the Crow and find out about life in the past. Useful phrases:
Alvin decides to play a trick on everyone! Welcome! Thats a good idea!
Its only me! Cool!
Characters: Sorry! Bye for now!
108(T)
Play 5 Crow Castle!
(Have pupils sway from side to side, in time with They did it for the human race! (keep both
the music.) arms outstretched as though beseeching)
Astronauts and doctors, 5 Life was so fine, you know, (boys bow, girls
Nurses, writers, teachers curtsey)
They made the world a better place, (stretch Hundreds of years ago.
right arm to the side, then left) I wish there was a way (hands together, look
They did it for the human race! (keep both arms upwards, as though wishing/praying)
outstretched as though beseeching) To be a knight for just one day!
They did what they did, (make a victory pose They lived in big castles,
like Goal!) They danced with the Queen. (do the waltz
They gave it their best! with a partner)
And now it is up to us (point to yourself) They travelled on horses (mime riding a horse)
To try and do the rest! (stretch right arm to the And looked like machines! (strike the pose of a
side, then left) machine)
(Have pupils sway from side to side, in time with They fenced in the morning (mime fencing)
the music.) And played chess at night. (mime playing chess)
They guarded the castle, (mime guarding)
Artists and composers,
And learned how to fight! (strike the pose of a
Athletes, actors, dancers
strong man)
They made the world a better place, (stretch
right arm to the side, then left)
109(T)
Play 5 Crow Castle!
Script & Stage Directions
Crow Castle!
Scene 1
(Carl the Crow enters and addresses Mona: And whos that? (Mona points to the
the audience.) painting of the painter)
Carl: Thats a famous painter. He painted
Carl: Hello!
pictures of the King and Queen. (Carl
Audience: Hello!
speaks, pointing to the painting of the
Carl: My names Carl the Crow. Im the
painter and then to the king and
guardian of Crow Castle.
queen)
(SFX noises off stage)
Harry: Whos that? (Harry points to the painting
Carl: Ah! The children are here. Bye for now!
of the writer)
Audience: Bye!
Carl: Thats a famous writer. He wrote plays
(Lee, Erlina, Mona, Harry and Emma
about the King and Queen! (Carl speaks,
arrive)
pointing to the painting of the writer and
Carl: Welcome to the castle!
then to the king and queen)
Lee: (looking around) Wow! This is amazing!
Lee: They were clever!
Emma: (pointing at portraits) Look at the King!
Carl: Oh, yes! They made the world a better
Look at the Queen!
place. (addresses the audience)
Mona: Did they dress in expensive clothes?
Everybody sing!
Carl: (addresses the audience) Did they?
Audience: Yes, they did! Astronauts and doctors,
Carl: Yes. They dressed in expensive clothes! Nurses, writers, teachers
Harry: Did they listen to music? They made the world a better place,
Carl: (addresses the audience) Did they? They did it for the human race!
Audience: Yes, they did!
They did what they did,
Carl: Yes. They listened to music!
They gave it their best!
Lee: Did they dance, too?
And now it is up to us
Carl: (addresses the audience) Did they?
To try and do the rest!
Audience: Yes, they did!
Carl: Yes. They danced all night! Artists and composers,
Emma: Whos that? (Emma points to the Athletes, actors, dancers
painting of the Composer) They made the world a better place,
Carl: Thats a famous composer. He played They did it for the human race!
the violin for the King and Queen! (Carl
Carl: Come with me. Let me show you the rest
speaks, pointing to the painting of the
of the castle! (they all exit)
composer and then to the king and
queen)
110(T)
Play 5 Crow Castle!
Scene 2
(The children enter. They are looking at Carl: A knight for a day? Thats a good
the suit of armour.) idea! Lets all sing a song! (addresses
the audience)
Harry: Whats this?
Audience: Yes!
Carl: Its a suit of armour. The knights dressed
Carl: Come on, join in:
like that!
Lee: Cool! Did they walk around like that, Life was so fine, you know,
too? Hundreds of years ago.
Carl: Oh, yes! I wish there was a way
Harry: (saying hello to the suit) Hello! To be a knight for just one day!
Alvin: (Alvin speaks from inside the suit of
They lived in big castles,
armour) Hello!
They danced with the Queen.
Harry: That knight talked!!
They travelled on horses
Lee: (addresses the audience) Oh, no, it
And looked like machines!
didnt!
Audience: Oh, yes, it did! They fenced in the morning
Emma: Lets go! Im scared! (they begin to And played chess at night.
walk, Alvin dressed as a knight, walks They guarded the castle
behind them, following Harry) And learned how to fight.
Harry: Whats that noise? I can hear something!
Carl: (to audience) Did you have a good
(he turns around, sees the suit of armour
time?
behind him and screams. The others all
Audience: YES!
look round and scream, too)
Carl: Well, thank you for coming. Goodbye.
All: Aargh!
All: Goodbye!
Alvin: (identifying himself) Its OK. Its only me!
Mona: Alvin! You scared us!
Alvin: Sorry! I wanted to be a knight for a day!
111(T)
Play 6 A holiday in Port Fairy!
Outline: Useful phrases:
Ive got a surprise for you!
The characters go on summer holiday to Port Fairy! Make a wish!
They meet Peggy the Penguin and explore her fairy Wait and see!
garden. Im having a great time.
Youre on holiday!
Characters: Have a nice holiday!
Mona Alvin
Emma Peggy the Penguin Vocabulary:
Harry Erlina fairy dive
Lee penguin go sailing
fish swim
Structures/Functions: flower games
Making comparisons: armadillo ice cream
Were going to go on holiday. take photos
Youll have a nice surprise.
Are we going to go swimming?
112(T)
Play 6 A holiday in Port Fairy!
(Activities to familiarise the pupils with the lyrics 5 We are going to fly into the sky, (mime flying)
of the song.) We are going on holiday!
Yes, were going to fly on the wings of a dove
4 Ask the pupils to listen and repeat the words after
Singing Polly Wolly Doodle all the day!
you. Play the song, encouraging the pupils to
(wave both hands)
join in with the actions.
Fly away! (flap imaginary wings)
Fairy flowers and fairy fish (cross fingers and
Fly away!
sway from side to side )
We are going to fly away!
Will you help us make a wish?
We are going away on a holiday
Fairy bluebird, fairy wren,
Singing Polly Wolly Doodle all the day!
Close your eyes and count to ten! (close eyes
(wave both hands)
as though wishing)
We are going to fly into the sky, (mime flying)
In the Magic Garden (wave a pretend wand
We are going on holiday!
in the air)
Yes, were going to send you lots of love (blow
Well make a magic spell.
kisses)
Well throw a silver coin (mime throwing a coin
Singing Polly Wolly Doodle all the day!
in the well)
(wave both hands)
In the wishing well!
Fairy flowers and fairy fish (cross fingers and
sway from side to side)
Will you help us make a wish?
Fairy penguin, fairy bell,
Well see you by the wishing well! (close eyes
as though wishing)
113(T)
Play 6 A holiday in Port Fairy!
Script & Stage Directions
(Enter stage left: Lee, Harry, Emma, Peggy: Do you like my fairy garden?
Mona, Alvin and Erlina.) Audience: Yes!
Peggy: Do you want to make a wish?
Emma: Port Fairy is so cool! Were going to
Audience: Yes!
have a great holiday!
Peggy: Well all make a wish. What will you
Erlina: Ive got a surprise for you!
ask for, children?
Harry: What is it, Erlina?
Harry: Ill ask for an A in my test!
Erlina: Do you like fairies?
Mona: Ill ask for a ball for Missy!
All: Yes!
Lee: Ill ask for a new bike!
Erlina: (addressing audience) Do you like
Emma: Ill ask for my own fairy garden!
fairies?
Erlina: (to audience) Lets all sing!
Audience: Yes!
Erlina: Do you want to meet my special Fairy flowers and fairy fish
friend? Will you help us make a wish?
All: Yes Fairy bluebird, fairy wren,
Erlina: (addressing audience) Do you want Close your eyes and count to ten!
to meet my special friend?
In the Magic Garden
Audience: Yes!
Well make a magic spell.
(enter Peggy, the fairy penguin)
Well throw a silver coin
Erlina: This is Peggy, the fairy penguin!
In the wishing well!
Peggy: Hello, everyone!
All: Hello, Peggy! Fairy flowers and fairy fish
Peggy: (addressing audience) Hello! Will you help us make a wish?
Audience: Hello, Peggy! Fairy penguin, fairy bell,
Peggy: (beckoning the children) Come with Well see you by the wishing well!
me! Ill show you around my fairy
Harry: Im having a great time here!
garden. (moves to the right of the
Lee: What are we going to do next?
stage) Look, here it is!
Peggy: Wait and see! Youll have a nice
Erlina: Wow! Fairy flowers, fairy fish and fairy
surprise!
armadillos!
All: Ooh!
114(T)
Play 6 A holiday in Port Fairy!
Scene 2
(The characters are all on stage, in front We are going to fly into the sky,
of the ship.) We are going on holiday!
Yes, were going to fly on the wings of a
Harry: Are we going to go sailing?
dove
Peggy: Of course! Youre on holiday!
Singing Polly Wolly Doodle all the day!
Alvin: Im going to swim with the dolphins!
Emma: Im going to dive in the sea! Fly away!
Mona: Im going take lots of photos! Fly away!
Harry: Im going to eat a big ice cream! We are going to fly away!
Lee: Im going to play games all day! We are going away on a holiday
Erlina: (to audience) Do you want to go on Singing Polly Wolly Doodle all the day!
holiday, too?
We are going to fly into the sky,
Audience: Yes!
We are going on holiday!
Erlina: Are you going to dive in the sea?
Yes, were going send you lots of love
Audience: Yes!
Singing Polly Wolly Doodle all the day!
Erlina: Are you going to take photos?
Audience: Yes! All: Bye! Have a nice holiday, everyone!
Erlina: Are you going to eat ice cream?
Audience: Yes!
Erlina: Are you going to play lots of games?
Audience: Yes!
Erlina: Alright, then! Come fly with me! Lets
sing, everyone!
115(T)
Notes
Notes
Notes
Notes
Notes
Acest manual este proprietatea Ministerului Educaiei i Cercetrii tiinice. Published by Express Publishing
Illustrated by Simon Andrews, Alexandra Lewis, Alan Shephard, Stone, Terry Wilson Express Publishing, 2016
Inspectoratul colar ..
coala / Colegiul / Liceul ..... First published 2016
Made in EU
ACEST MANUAL A FOST FOLOSIT: All rights reserved. No part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any
Aspectul manualului*
means, electronic, photocopying or otherwise, without the prior
written permission of the publishers.
Anul
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colar This book is not meant to be changed in any way.
3
Acknowledgements
4 We would like to thank all the staff at Express Publishing who have contributed their skills to producing
this book. Thanks for their support and patience are due in particular to: Meryl Philips (Editor in Chief),
Julie Rich (senior editor); Alex Barton (senior production controller) and the Express Publishing design
* Pentru precizarea aspectului manualului se va folosi unul dintre urmtorii termeni: nou,
team; and Emily Newton, Kevin Harris, Daniel Parker, Erica Thompson and Timothy Forster. We would
also like to thank those institutions and teachers who piloted the manuscript, and whose comments
bun, ngrijit, nengrijit, deteriorat. and feedback were invaluable in the production of the book. Special thanks to Bridget, Chris,
Georgina, Anna, Dennis, George and Jackie who took part in the recording.
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Every effort has been made to trace all the copyright holders. If any have been inadvertently overlooked,
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