Scope and sequence

Food words   Telling the time  Alphabetical order

Starter
like + verb +ing   can for permission / requests   Countable and uncountable nouns
Back together a / an / some  be going to + verb   Comparative and superlative adjectives page 4

Words Grammar Phonics Skills

1 The food here is great!

The restaurant Present simple and present continuous Long a and e sounds: Reading:  a magazine article
page 8

They usually wear blue uniforms.
Words in context: They’re wearing white today.
What do you like Time markers: present simple and continuous
for breakfast? always / usually / sometimes / rarely / never / now /
today / right now / at the moment
a:  train, tray, cake Listening:  identifying details about family meals
e:  tree, leaves, key Speaking:  talking about eating habits
Writing:  recognizing syllables in words, writing about
my eating habits (Workbook –WB)

2 We had a concert
The concert Past simple: have and be Long i, o and u sounds: R:  a poem
page 14

All our friends were there. i:  light, cry, bike L:  identifying different musical activities
Words in context: Past simple: regular verbs o:  boat, blow, bone S:  asking and answering questions about musical
The Concert The audience clapped and cheered. u:  room, blue, flute preferences and abilities
Time markers: past simple W:  the double consonant rule, writing a description of
last week / yesterday / last night / two weeks ago a picture (WB)

3 The dinosaur museum

The dinosaur Past simple: irregular verbs with negatives f and ph spellings: R:  a non-fiction text
page 20

museum We didn’t go to school. f:  flamingo, scarf, feet L:  identifying favourite things on a school trip
Past simple: irregular verbs with questions ph:  phone, nephew, S:  asking and answering questions about school trips
Words in context: Did they go to a museum? alphabet W:  exclamation marks, writing a webpage about my
Dinosaur data What did you see? school trip (WB)

Fluency Time! 1 Eating out    Project: a café menu page 26

Review 1 page 28 Extensive reading: Fossils page 30
Whose jacket is this?
4 Sports time Possessive pronouns ll endings: R:  a history poster
page 32

Whose jacket is it? smell, bell, shell L:  identifying children’s favourite sports
Words in context: It’s mine / yours / his / hers / ours / theirs. rr words: S:  asking and answering questions about favourite
tennis Adverbs: +ly and irregular mirror, carrot, cherry sports
He ran slowly. They played well. W:  It’s or Its, writing instructions for a sport (WB)

Go back to the roundabout

5 Directions have to / had to ck and c endings: R:  an informative webpage
page 38

We have to go back to the roundabout. ck:  neck, duck, clock, rock L:  understanding directions
Words in context: Giving directions c:  plastic, picnic, music, S:  giving directions
Shadow puppet Go straight on at the roundabout. comic W:  instructions, writing an invitation (WB)
theatre why / because
Why are we at this petrol station? Because …

The best bed!

6 Describing words Comparatives and superlatives: long adjectives Soft c and g sounds: R:  a fable
page 44

My bed is more comfortable than this one. c:  city, ice, dance, rice L:  identifying chronology in a fable
Words in context: Irregular comparatives and superlatives g:  cage, page, giraffe, S:  telling a story from pictures
The Ant and the better than / worse than / the best / the worst stage W:  identifying irregular plurals, writing a fable (WB)
Grasshopper

Fluency Time! 2 Making phone calls    Project: a telephone page 50

Review 2 page 52 Extensive reading: Sport page 54

7

Will it really happen? page 56
In space The future with will au, aw and or spellings: R:  a website forum
People will travel in super-fast planes. au:  sauce, August, L:  identifying children’s predictions
Words in context: Will they go back to Australia? autumn S:  offering opinions about the future
The Future Time markers: the future aw:  jigsaw, straw, paw W:  compound words, expanding notes into a text
in a month's time / in two weeks' time / next week / or:  horse, sport, morning (WB)
on Monday / this evening / tomorrow / soon / later

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 Words Grammar Phonics Skills

8 How much time have we got?

At the airport Expressing quantity Past simple -ed R:  a letter
page 62

How much money have you got? endings: L:  identifying details about holidays
Words in context: I haven't got much money. walked, waited, showed S:  asking and answering questions about your holiday
my holiday some / any W:  addressing envelopes, writing a letter about my
Have you got any newspapers? holiday (WB)

9 Something new to watch!

Audio-visual Infinitive of purpose er and or endings: R:  a TV guide
page 68

entertainment I turned on the TV to watch sports. er:  mother, father, L:  identifying details about children’s favourite TV
Words in context: We went in the boat to see the dolphins. September shows
What's on TV? How often … ? or:  visitor, doctor, actor S:  talking about favourite TV shows
I watch TV every day / three times a week. W:  the prefix un, writing a TV guide (WB)

Fluency Time! 3 Choosing TV programmes    Project: my own TV page 74

Review 3 page 76 Extensive reading: Travel page 78

10 I've printed my homework page 80

Computers Present perfect: affirmative
He’s put the books on the shelves.
Words in context: Present perfect: questions, answers and negatives
sending emails Have you seen my new speakers?
Yes, I have. / No, I haven’t.
ur and ir spellings:
ur:  hurt, Thursday, nurse,
curtains
ir:  circle, girl, shirt, bird
R:  online instructions
L:  identifying children’s computer use
S:  talking about computer use
W:  parts of speech, writing about how I use a
computer (WB)

11 Have you ever been …? page 86

Places Present perfect: ever ea and e spellings: R:  an account
Have you ever been to space? ea:  feather, bread, head, L:  identifying details about a mountain expedition
Words in context: Yes, I have. / No, I haven’t. heavy S:  interviewing an explorer
Everest Expeditions Present perfect: never e:  spend, tent, present, W:  topic sentences, writing a blog entry (WB)
We’ve never fallen in the mountains. help

12 What's the matter?

Illness should / shouldn’t le and al endings: R:  an information leaflet
page 92

You should drink some water. le:  candle, castle, table, L:  identifying details about children’s healthy lifestyles
Words in context: You shouldn’t eat lots of cakes. people S:  describing what you do to be healthy
How to stay could / couldn’t al:  sandal, animal, W:  connecting sentences using because and so, writing
healthy Max couldn’t eat his dinner. hospital, cereal an information leaflet (WB)
But he could eat lots of cakes.

Fluency Time! 4 Describing accidents    Project: a room cube page 98

Review 4 page 100 Extensive reading: Exciting places page 102

13 Can you help me? page 104

Making Object pronouns el and il endings: R:  two factual accounts
smoothies me / you / him / her / it / them / us el:  tunnel, camel, towel, L:  matching people with how they help others
Relative pronouns travel S:  asking questions about jobs
Words in context: This is the boy who didn’t put the lid on. il:  lentils, pencil, April, W:  identifying and using sub clauses, writing an
Young Heroes This is the smoothie which was in the blender. pupil interview (WB)

14  We were fishing
Family Past continuous tion and shion endings: R:  a poem
page 110

What were you doing? tion: addition, L:  identifying favourite memories

Words in context: I was looking at photos. subtraction, invitation S:  talking about your memories
My relatives are Dates and I was born … shion:  fashion, cushion W:  poem structure and rhyme, completing a poem (WB)
coming! My dad was born in 1971.
He was born on 9th July 1971.

15 Good news, bad news page 116

Jobs Past simple and past continuous Vocabulary R:  a traditional story
When I was working, the phone rang. homophones: L:  identifying children’s wishes
Words in context: Grammar homophones: there / they’re / their see / sea, hear / here, S:  talking about your wishes
Three Wishes There is some good news. wear / where, write / right W:  using speech marks, writing the end of a story (WB)

Fluency Time! 5 In the playground    Project: a mini book page 122

Review 5 page 124 Extensive reading: Gold page 126 Science page 128
Culture Shopping, Watching wildlife, Australia page 130

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